Passing as hybrid

Arab-Palestinian teachers in Jewish schools

Bibliographic Data

ID2146610
AuthorsL Sion (0000-0002-6929-4428, University of Cross River State, corresponding author)
Year2014
Volume37
Issue14
Pages2636-2652
Publication date2014-12-06
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueEthnic and Racial Studies (JOURNAL)
Journal identifiersISSN: 0141-9870 • E-ISSN: 1466-4356
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/01419870.2013.851398
OpenAlexW1985228939
LanguageEN
Citations received21
References cited37

In this paper I examine how Arab-Palestinians who teach Arabic in Jewish schools appropriate performative identity strategies through passing as hybrid to gain inclusion into the schools. The paradox is that although these teachers are recruited specifically because they are Arabs, they are expected by teachers and students to conceal their Arabness. I argue that because of the ethno-national bright boundaries in Israel, which do not encourage integration but hybridization into roles defined by the state, Arabs cannot and mostly do not want to pass as Israeli-Jews but as good Arabs who do not reside beyond the binarism Jew/Arab but are in-betweens

Aesthetics · Ancient history · Arabic · Art · Identity (music · Inclusion (mineral · Judaism · Linguistics · Middle East · Palestine · Performative utterance · Political science · Sociology · State (computer science · Gender Studies · History · Jewish and Middle Eastern Studies · Law · Migration, Refugees, and Integration · Multilingual Education and Policy · Philosophy