Ravit Mizrahi-Shtelman
Biographic Data
| ID | 2236593 |
|---|---|
| NAME | Ravit Mizrahi-Shtelman |
| GIVEN NAMES | Ravit |
| FAMILY NAME | Mizrahi-Shtelman |
| SIGNATURE | MIZRAHI-SHTELMAN R |
| AFFILIATIONS | Kibbutzim College of Education, Technology and the Arts |
| ORCID | 0000-0002-3505-7125 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
How love works: Exploring the meanings and expressions of love in educators’ work in primary and secondary education
While teaching is widely recognised as emotional work, the emotion of love has received limited scholarly attention, particularly in the context of secondary education. This study addresses this gap by examining how homeroom teachers (educators) understand and express love in their professional lives. The research draws on in-depth interviews with 33 educators working in primary, middle, and high schools across Israel. We argue that educators sha…
Role Identity and Professional Identity: Educators' Experiences During Wartime
The study explores role identity and professional identity of educators as manifested in a crisis zone of war. The concept of identity is debated with researchers and theorists challenging the notion of a fixed, unchanging identity. Instead, identity is seen as fluid, constantly being formed and transformed. It is argued that role identities of educational leaders at times of crisis are different from those generally required at ‘normal’ times. I…
Relational care at work: Educators’ practices and discourses of care across social inequalities
This study examines how educators perceive and enact care responsibilities across different socioeconomic status (SES) student populations in Israeli schools. Through interviews with 69 educators from primary through high schools, the research analyzes care practices using Noddings’s relational care framework and critical care theories. The findings reveal a common foundation of relational care practices, but with SES-specific variations. In low-…
Becoming a homeroom teacher: Spatial and temporal dimensions of identity formation
Professionalizing the Professional Bureaucracy: On Training and Expertise for Leadership Positions in Universities
‘We are not babysitters’: Meaningfulness and meaninglessness in homeroom teachers' identity work
This study explores how homeroom teachers construct meaningfulness in their work and in their professional identity, and how this meaningfulness serves them as they interpret and react to public criticism of their profession. Our study relies on interviews with 95 teachers working in Israeli elementary‐, middle‐ and high schools, and draws on the theoretical lens of discursive identity work. We argue that meaningfulness is at the heart of homeroo…
Experts in care: Homeroom teachers, care work and the development of practice-based care expertise
In this study we explore the care work of homeroom teachers, who, in many educational systems, are responsible for the social and emotional wellbeing of students in their homeroom classes. The study is based on in-depth semi-structured interviews with 70 homeroom teachers in Israeli elementary, middle and high schools, and draws on Tronto’s ethics of care combined with a practice-based approach to expertise. We argue that homeroom teachers develo…
Reference universe and competition in higher education: Israeli higher education organizations constituting excellence
Seeing that the culture and governance of competition determines relations among social actors, we turn to the concept of referentiality to investigate the institutional order of competition in higher education. Defining referentiality as the description of a model standard for comparison, this study explores how higher education organizations (HEOs), specifically universities and colleges in Israel, conceive of their positions in a landscape of …
Ivory Tower or Tower of Babel? The challenge of multilingualism for the globally embedded university
Looking for their voice: The formation of identity in the new Israeli principals’ organisation
Based on an in-depth analysis of newspaper articles and internal documents, in this article I examine the formation of a new collective and glocal identity for the Israeli principals’ organisation, Manhigim, which was established in October 2018. I show how, in the process of establishing the organisation, the leaders formed a collective glocal identity comprised of three distinct identities, namely a labour union identity, a professional identit…
World-Rank and/or Locally Relevant? Organizational Identity in the Mission Statements of Higher Education Organizations in Israel, 2008–2018
Taking root and growing wings’: On the concept of glocality from the perspectives of school principals in Israel
Recent discussions of glocalisation call for acknowledging the role of agents of glocalisation. School principals, by holding a mid-level position that is increasingly evaluated by global standards and yet acutely responsive to community-level capacity, both formulate glocality and practise it. By recording the role perception of school principals in Israel, we propose a novel outlook on glocality. From the perspective of these agents of glocalis…
World-Rank and/or Locally Relevant? Organizational Identity in the Mission Statements of Higher Education Organizations in Israel, 2008–2018
Becoming a homeroom teacher: Spatial and temporal dimensions of identity formation
Looking for their voice: The formation of identity in the new Israeli principals’ organisation
Based on an in-depth analysis of newspaper articles and internal documents, in this article I examine the formation of a new collective and glocal identity for the Israeli principals’ organisation, Manhigim, which was established in October 2018. I show how, in the process of establishing the organisation, the leaders formed a collective glocal identity comprised of three distinct identities, namely a labour union identity, a professional identit…
Taking root and growing wings’: On the concept of glocality from the perspectives of school principals in Israel
Recent discussions of glocalisation call for acknowledging the role of agents of glocalisation. School principals, by holding a mid-level position that is increasingly evaluated by global standards and yet acutely responsive to community-level capacity, both formulate glocality and practise it. By recording the role perception of school principals in Israel, we propose a novel outlook on glocality. From the perspective of these agents of glocalis…
Looking for their voice: The formation of identity in the new Israeli principals’ organisation
Based on an in-depth analysis of newspaper articles and internal documents, in this article I examine the formation of a new collective and glocal identity for the Israeli principals’ organisation, Manhigim, which was established in October 2018. I show how, in the process of establishing the organisation, the leaders formed a collective glocal identity comprised of three distinct identities, namely a labour union identity, a professional identit…
World-Rank and/or Locally Relevant? Organizational Identity in the Mission Statements of Higher Education Organizations in Israel, 2008–2018
Ivory Tower or Tower of Babel? The challenge of multilingualism for the globally embedded university
‘We are not babysitters’: Meaningfulness and meaninglessness in homeroom teachers' identity work
This study explores how homeroom teachers construct meaningfulness in their work and in their professional identity, and how this meaningfulness serves them as they interpret and react to public criticism of their profession. Our study relies on interviews with 95 teachers working in Israeli elementary‐, middle‐ and high schools, and draws on the theoretical lens of discursive identity work. We argue that meaningfulness is at the heart of homeroo…
Experts in care: Homeroom teachers, care work and the development of practice-based care expertise
In this study we explore the care work of homeroom teachers, who, in many educational systems, are responsible for the social and emotional wellbeing of students in their homeroom classes. The study is based on in-depth semi-structured interviews with 70 homeroom teachers in Israeli elementary, middle and high schools, and draws on Tronto’s ethics of care combined with a practice-based approach to expertise. We argue that homeroom teachers develo…
Reference universe and competition in higher education: Israeli higher education organizations constituting excellence
Seeing that the culture and governance of competition determines relations among social actors, we turn to the concept of referentiality to investigate the institutional order of competition in higher education. Defining referentiality as the description of a model standard for comparison, this study explores how higher education organizations (HEOs), specifically universities and colleges in Israel, conceive of their positions in a landscape of …
Becoming a homeroom teacher: Spatial and temporal dimensions of identity formation
Professionalizing the Professional Bureaucracy: On Training and Expertise for Leadership Positions in Universities
How love works: Exploring the meanings and expressions of love in educators’ work in primary and secondary education
While teaching is widely recognised as emotional work, the emotion of love has received limited scholarly attention, particularly in the context of secondary education. This study addresses this gap by examining how homeroom teachers (educators) understand and express love in their professional lives. The research draws on in-depth interviews with 33 educators working in primary, middle, and high schools across Israel. We argue that educators sha…
Role Identity and Professional Identity: Educators' Experiences During Wartime
The study explores role identity and professional identity of educators as manifested in a crisis zone of war. The concept of identity is debated with researchers and theorists challenging the notion of a fixed, unchanging identity. Instead, identity is seen as fluid, constantly being formed and transformed. It is argued that role identities of educational leaders at times of crisis are different from those generally required at ‘normal’ times. I…
Relational care at work: Educators’ practices and discourses of care across social inequalities
This study examines how educators perceive and enact care responsibilities across different socioeconomic status (SES) student populations in Israeli schools. Through interviews with 69 educators from primary through high schools, the research analyzes care practices using Noddings’s relational care framework and critical care theories. The findings reveal a common foundation of relational care practices, but with SES-specific variations. In low-…
Sociology (7 works) · Political science (5 works) · Higher education (4 works) · Higher Education Governance and Development (4 works) · Law (4 works) · Pedagogy (4 works) · Psychology (4 works) · Public relations (4 works) · Aesthetics (3 works) · Global Educational Policies and Reforms (3 works)