L Perry-Hazan
Biographic Data
| ID | 55836 |
|---|---|
| NAME | L Perry-Hazan |
| GIVEN NAMES | L |
| FAMILY NAME | Perry-Hazan |
| SIGNATURE | PERRY-HAZAN L |
| AFFILIATIONS | University of Haifa |
| ORCID | 0000-0002-6560-1136 |
| VERIFIED | Yes |
| TOTAL WORKS | 41 |
| TOTAL CITATIONS | 123 |
| AUTHOR COUNT | 41 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 7 |
Student councils as a safety valve for school values: The relativism of participation rights in Jewish national religious schools for girls
This study explored the intersection of student participation rights and culture within the context of student councils in Jewish national religious secondary schools for girls in Israel. These schools educate within a core religious ideology highlighting female modesty. The study drew on semi-structured interviews with student council members, teacher coordinators, and school principals in three secondary schools. The findings illustrate how sch…
The intersection of religious, community, and market logics in admissions to ultra-religious schools: The case of Haredi Yeshivas
A theory of children’s human rights education
Children’s entitlement to education about their human rights is affirmed by various United Nations treaties and emphasised in scholarly literature. However, the field of rights education for children is hindered by fragmented research and inconsistent terminology, resulting in conceptual confusion that obstructs the development of effective rights education practices. This article tackles these challenges by presenting an innovative theory of Chi…
Are participation rights a lingua franca? The complexities of translating and comparing the term 'participation' in educational contexts
Children's right to express their views under article 12 of the United Nations Convention on the Rights of the Child is commonly referred to as 'participation'. How this term is used in scholarship, policy and practice, however, varies enormously across linguistic and national contexts. This article reports and discusses four complexities associated with translating and comparing the term participation that were identified from a series of intern…
Realizing Participation Rights of Minority Youth in Conflicted Societies: The Case of Councils Integrating Jewish and Palestinian-Arab Youth in Israel
This study explored the intersection of participation rights, politics, and culture in youth councils operating in a polarized socio-political climate. It drew on the case of youth councils integrating Jewish and Palestinian-Arab youth in Israel. Based on interviews with youth council members, adult leaders, and Ministry of Education officials, the findings portray the interrelated political, lingual, and cultural barriers hindering the participa…
Rights consciousness, sense of constraint and the reproduction of inequalities: Perceptions of rights among pupils of low socioeconomic status who completed a human rights education unit
This study explores the intersection of rights consciousness, rights mobilisation and cultural capital among high school pupils of low socioeconomic status.The research design comprised interviews with Israeli pupils who completed a human rights education (HRE) unit in civic studies.The findings indicated that the vast majority of pupils demonstrated a developed rights consciousness and noted that the HRE studies assisted them in naming rights vi…
Children’s human rights education: Conceptual foundations of school students’ learning processes
The study of human rights education has emerged in recent years, but few studies have addressed students’ learning processes regarding children’s human rights education (CHRE). This paper conceptualises the interrelated features of these processes in school, subsumed under three conceptual levels of analysis. The first highlights the individual child, whose learning is influenced by developmental and socio-cultural factors and should consider chi…
Promoting politically contested change by invisible education policies: The case of ultra-Orthodox public schools in Israel
Education policies are typically anchored in official texts that provide a foundation for their enactment in schools.What are the implications of an invisible policy not anchored in any official text due to political motives?This study explores the enactment of an invisible education policy that regulates religious enclave schools.These schools' curricula are the source of frequent conflict between states and religious enclave communities.The stu…
Teachers' roles in facilitating, delimiting, and balancing student participation rights: The case of democratic (open) schools’ disciplinary procedures
Noncompliance with the law as institutional maintenance at ultra‐religious schools
How do ultra‐religious schools respond to state regulations that conflict with deep‐rooted cultural norms? This study investigates this question in the context of Haredi boys schools' decisions regarding Israel's core‐curriculum regulations. It draws on a first‐of‐its‐kind dataset of interviews and school data collected from a representative sample of 82 principals and teachers in schools serving 18,000 students and six government inspectors over…
Abandoning children to their participation? A rights-based analysis of the strong participation ethos in democratic (open) schools’ disciplinary procedures
Conceptualising student participation in school decision making: An integrative model
The study of student participation in decision making has been characterised by conceptual vagueness and an absence of empirical tools to compare participatory practices in various contexts and to determine when they achieve their goals. This study presents an integrative theoretical model grounded in the organisational literature on participative decision making (PDM) – particularly on teacher participative decision making – as well as in the ch…
Promoting educational change in religious enclave schools: A comparison of radical and moderate Haredi activists in Israel
The vast majority of Haredi schools for boys in Israel focus almost exclusively on religious studies. This study explores Haredi (Jewish ultra-Orthodox) activism aimed at promoting secular education in these schools. Data collection drew on semi-structured interviews with 20 Haredi activists. The findings compared two patterns of Haredi activism—radical and moderate—and highlighted their distinguishing features: the activists’ identity, ideology,…
Elementary school children in the online world: Naming and mobilization of rights
This study drew on interviews with elementary school children (aged 8–12), parents and teachers to explore whether and how children name online infringements of their rights and mobilize their rights when they experience such infringements. The findings revealed distinctions between rights infringements external to children's social world and infringements internal to this world that are intertwined with children's close relationships. Naming int…
You Can Sue for Anything’: Student Rights to Participate in School Disciplinary Procedures and Legal Socialisation
This study explored how participatory disciplinary systems in democratic (open) schools reflect distinct models of students’ collective rights to participate in decision making embedded in different patterns of legal socialisation. Drawing on semi-structured interviews with students, educators, and parents from three democratic schools in Israel, the study revealed contradictory approaches. One student participation model subscribes to a strictly…
Discourse, legitimacy, and bottom-to-bottom change: Haredi activism to promote secular education in New-York Hasidic Schools
Controversy surrounding the teaching of secular education (SE) has fomented recurrent conflicts between liberal states and religious enclave communities (ECs). The current study explored Haredi (Jewish ultra-Orthodox) community-based activism aiming to promote SE in New York Hasidic schools for boys. It sheds light on how Haredi activists’ discourse legitimized change within their community, following the activists’ efforts to promote policy chan…
In the same boat: Parents’ and teachers’ role in protecting elementary school students’ online rights
The road (not) taken: Principals' perceptions of at‐risk pupils' participation in collective decision‐making
The United Nations Convention on the Rights of the Child anchors children's right to participate in decision‐making. This right refers to decisions at the individual level as well as collective decisions taken by a group of children. Various studies have indicated that youth from disadvantaged backgrounds face high barriers to participation in collective decision‐making and thus have fewer opportunities to enjoy the educational and developmental …
On youth participation and adult manipulation: Exploring the lowest rung of Hart's ladder in a youth organization
The study explored the intersection of youth participation in collective decision-making and adult manipulation. To explore this intersection, we use a case study of youth participation in a conflict regarding one youth organization splitting off from another. The findings showed that the manipulated participation had social, cognitive, and discursive facets. These multiple facets resulted in intense youth engagement in the conflict, which may bl…
Publicwashing in Education: Definition, Motives, and Manifestations
This essay coins and conceptualizes the term “publicwashing.” In educational systems and organizations, publicwashing is a symbolic communication that emphasizes organizational publicness for the purpose of a superficial repair of reputation. The essay defines publicwashing and describes its motives and manifestations. Additionally, it illustrates publicwashing by discussing the concept in the context of the U.S. charter school reform. Adopting t…
Secular teachers in Jewish religious schools: Passing, resistance, and freedom of religion
This study explored the perceptions of 25 secular teachers employed in American, Australian, and Israeli Jewish religious schools regarding disparities between their secular identity and their school’s religious habitus. It also examined the ways these teachers cope with such disparities. Findings suggest that teachers’ challenges were anchored in their freedom of religion and conscience, educational credo, and framed organisational position. How…
Students’ Perceptions of Their Rights in School: A Systematic Review of the International Literature
This review focuses on students’ perceptions of their rights in elementary and secondary schools. The conceptual framework of rights consciousness was applied to understand how students’ knowledge, experiences, and emotions shape their rights perceptions. The analysis is based on 38 empirical studies conducted in different countries. The findings characterize students’ rights perceptions as intuitive—that is, perceptions that are not grounded in …
Differential rights consciousness: Teachers’ perceptions of privacy in the surveillance school
Bidirectional legal socialization and the boundaries of law: The case of enclave communities’ compliance with Covid‐19 regulations
COVID‐19 has challenged people worldwide to comply with strict lock‐downs and meticulous healthcare instructions. Can states harness enclave communities to comply with the law in such crucial times, even when compliance conflicts with communal sources of authority? We investigated this question through the case of Israeli ultra‐Orthodox schools compliance with COVID‐19 regulations. Drawing on semi‐structured interviews with school principals, doc…
Why Should It Be My Concern? How Teachers in Low- And High-Ses Primary Schools Mobilise Their Pupils’ Online Rights
This study examines whether and how teachers who work in low- and high-SES primary schools name and mobilise their pupils’ online rights. As children’s out-of-school behaviour lays at the margins of teachers’ professional responsibilities, this context enables a robust inquiry into teachers’ commitment to pupils’ rights. The research design is based on in-depth semi-structured interviews with 20 teachers from low- and high-SES schools. The findin…
Children's participation in national policymaking: “You're so adorable, adorable, adorable! I'm speechless; so much fun!”
Caught on camera: Teachers’ surveillance in schools
The framed right to participate in municipal youth councils and its educational impact
Privacy, CCTV, and School Surveillance in the Shadow of Imagined Law
How do managers make decisions that affect human rights of other people? The article examines one such case: the decision-making process of Israeli school principals in installing Closed Circuit TV (CCTV) systems in schools. One unexpected source that principals relied on was that of imagined law: they wrongly assumed that there was a law that guided them in the matter. The deployment of CCTV systems in Israeli schools is relatively new and takes…
Legitimizing public schooling and innovative education policies in strict religious communities: The story of the new Haredi public education stream in Israel
The study explored how a group of private Haredi (ultra-Orthodox Jewish) schools legitimized an innovative non-mandatory reform. Specifically, it examined the circumstances that facilitated and hindered a coincidence of wants between the schools and the Ministry of Education, which resulted in signing agreements that changed the status of the schools from private to public. The study drew on interviews and on various documents, including contract…
Court-led educational reforms in political third rails: Lessons from the litigation over ultra-religious Jewish schools in Israel
This paper offers a model for evaluating the strengths and weaknesses of judicial involvement in educational reforms. It uses the model to analyze two case studies of court-led educational reforms in the third rail of Israeli politics – the curricula and the admission policies of ultra-Othodox (Haredi) schools. These case studies are located at the knotty junction of human rights, religion, and politics in education policy, generating concern in …
On legal literacy and mobilization of students’ rights from a disempowered professional status: The case of Israeli teachers
Religious affiliation, ethnicity, and power in admission policies to Jewish religious schools
This paper analyzes the challenges embedded in the conflict between the right to accessible education, which implies a prohibition on discriminatory practices in school admission, and the right to adaptable education, which accommodates children’s cultural affiliations. It shows that a normative lens, which examines the ways by which legal rules correspond to conflicting rights and interests, cannot fully capture the tension between legal prohibi…
Discourse, legitimacy, and bottom-to-bottom change: Haredi activism to promote secular education in New-York Hasidic Schools
Controversy surrounding the teaching of secular education (SE) has fomented recurrent conflicts between liberal states and religious enclave communities (ECs). The current study explored Haredi (Jewish ultra-Orthodox) community-based activism aiming to promote SE in New York Hasidic schools for boys. It sheds light on how Haredi activists’ discourse legitimized change within their community, following the activists’ efforts to promote policy chan…
Conceptualising conflicts between student participation and other rights and interests
This paper delineates the conflicts that can arise between student participation and other rights and interests and presents a model that conceptualises these conflicts. It fills a gap in the developing literature on participation rights in education, which has yet to systematically address the possible ramifications of practices that implement these rights. The paper describes how students’ participation may constrain various other children’s ri…
Disadvantaged youth’s participation in collective decision making
Bidirectional legal socialization and the boundaries of law: The case of enclave communities’ compliance with Covid‐19 regulations
COVID‐19 has challenged people worldwide to comply with strict lock‐downs and meticulous healthcare instructions. Can states harness enclave communities to comply with the law in such crucial times, even when compliance conflicts with communal sources of authority? We investigated this question through the case of Israeli ultra‐Orthodox schools compliance with COVID‐19 regulations. Drawing on semi‐structured interviews with school principals, doc…
Young children's perceptions of due process in schools’ disciplinary procedures
This study explored how children of lower primary school grades perceive due process in schools’ disciplinary procedures. While many studies have explored how adolescents perceive school discipline, only a few studies have examined the perceptions of primary school pupils, and no study has investigated lower primary school grades. The qualitative research design was based on semi‐structured interviews and focus groups with 70 children, aged 7 to …
Conceptualizing the Right of Children to Adaptable Education
The contention put forward here is that a conceptualization of the right to adaptable education, derived from international human rights law, may be a key factor in interpreting and reviving the notion of multiculturalism in education. We will begin by analyzing two interrelated dimensions of the right to adaptable education: adaptability to the children’s circles of cultural affiliations and adaptability to the children’s preferences. We will co…
Teacher Diversity and the Right to Adaptable Education in the Religiously Oriented School: What Can We Learn From Students' Perceptions
This study examines students' perceptions of disparities between teachers' views and the school ethos in a religiously oriented school, and dissects the implications of such disparities on the children's right to adaptable education. The study draws on 102 essays of students enrolled in an American Jewish high school that employs a diverse teaching staff. Findings demonstrate that teacher diversity in a religiously oriented school may fulfill the…
Noncompliance with the law as institutional maintenance at ultra‐religious schools
How do ultra‐religious schools respond to state regulations that conflict with deep‐rooted cultural norms? This study investigates this question in the context of Haredi boys schools' decisions regarding Israel's core‐curriculum regulations. It draws on a first‐of‐its‐kind dataset of interviews and school data collected from a representative sample of 82 principals and teachers in schools serving 18,000 students and six government inspectors over…
On youth participation and adult manipulation: Exploring the lowest rung of Hart's ladder in a youth organization
The study explored the intersection of youth participation in collective decision-making and adult manipulation. To explore this intersection, we use a case study of youth participation in a conflict regarding one youth organization splitting off from another. The findings showed that the manipulated participation had social, cognitive, and discursive facets. These multiple facets resulted in intense youth engagement in the conflict, which may bl…
School Surveillance in Context: High School Students' Perspectives on CCTV, Privacy, and Security
This study examines high school students' perceptions of school closed-circuit television systems (CCTVs). It draws on interviews conducted with 83 adolescents recruited from 10th- to 12th-grade classes at 39 Israeli schools. The findings indicate that students' perceptions of CCTVs are embedded in their overall opinions about their school, particularly concerning relationships and trust between students and educators. The various metaphors that …
Differential rights consciousness: Teachers’ perceptions of privacy in the surveillance school
Why Should It Be My Concern? How Teachers in Low- And High-Ses Primary Schools Mobilise Their Pupils’ Online Rights
This study examines whether and how teachers who work in low- and high-SES primary schools name and mobilise their pupils’ online rights. As children’s out-of-school behaviour lays at the margins of teachers’ professional responsibilities, this context enables a robust inquiry into teachers’ commitment to pupils’ rights. The research design is based on in-depth semi-structured interviews with 20 teachers from low- and high-SES schools. The findin…
Senior Teachers' Learning About Student Rights
The study explores the rights consciousness of senior teachers who participated in a student rights professional development (PD) course and designed educational projects during the course. It analyzes teachers' perceptions of students' rights and the influence of the PD and other factors on these perceptions. The data included interviews with 17 teachers and an analysis of their projects. One cluster of teachers held a top-down perception of stu…
Conceptualizing the Right of Children to Adaptable Education
The contention put forward here is that a conceptualization of the right to adaptable education, derived from international human rights law, may be a key factor in interpreting and reviving the notion of multiculturalism in education. We will begin by analyzing two interrelated dimensions of the right to adaptable education: adaptability to the children’s circles of cultural affiliations and adaptability to the children’s preferences. We will co…
Court-led educational reforms in political third rails: Lessons from the litigation over ultra-religious Jewish schools in Israel
This paper offers a model for evaluating the strengths and weaknesses of judicial involvement in educational reforms. It uses the model to analyze two case studies of court-led educational reforms in the third rail of Israeli politics – the curricula and the admission policies of ultra-Othodox (Haredi) schools. These case studies are located at the knotty junction of human rights, religion, and politics in education policy, generating concern in …
Religious affiliation, ethnicity, and power in admission policies to Jewish religious schools
This paper analyzes the challenges embedded in the conflict between the right to accessible education, which implies a prohibition on discriminatory practices in school admission, and the right to adaptable education, which accommodates children’s cultural affiliations. It shows that a normative lens, which examines the ways by which legal rules correspond to conflicting rights and interests, cannot fully capture the tension between legal prohibi…
Children's participation in national policymaking: “You're so adorable, adorable, adorable! I'm speechless; so much fun!”
The framed right to participate in municipal youth councils and its educational impact
Privacy, CCTV, and School Surveillance in the Shadow of Imagined Law
How do managers make decisions that affect human rights of other people? The article examines one such case: the decision-making process of Israeli school principals in installing Closed Circuit TV (CCTV) systems in schools. One unexpected source that principals relied on was that of imagined law: they wrongly assumed that there was a law that guided them in the matter. The deployment of CCTV systems in Israeli schools is relatively new and takes…
Mobilizing ethnic equality in admissions to schools: Litigation, politics, and educational change
Caught on camera: Teachers’ surveillance in schools
Young children's perceptions of due process in schools’ disciplinary procedures
This study explored how children of lower primary school grades perceive due process in schools’ disciplinary procedures. While many studies have explored how adolescents perceive school discipline, only a few studies have examined the perceptions of primary school pupils, and no study has investigated lower primary school grades. The qualitative research design was based on semi‐structured interviews and focus groups with 70 children, aged 7 to …
Teacher Diversity and the Right to Adaptable Education in the Religiously Oriented School: What Can We Learn From Students' Perceptions
This study examines students' perceptions of disparities between teachers' views and the school ethos in a religiously oriented school, and dissects the implications of such disparities on the children's right to adaptable education. The study draws on 102 essays of students enrolled in an American Jewish high school that employs a diverse teaching staff. Findings demonstrate that teacher diversity in a religiously oriented school may fulfill the…
Legitimizing public schooling and innovative education policies in strict religious communities: The story of the new Haredi public education stream in Israel
The study explored how a group of private Haredi (ultra-Orthodox Jewish) schools legitimized an innovative non-mandatory reform. Specifically, it examined the circumstances that facilitated and hindered a coincidence of wants between the schools and the Ministry of Education, which resulted in signing agreements that changed the status of the schools from private to public. The study drew on interviews and on various documents, including contract…
On legal literacy and mobilization of students’ rights from a disempowered professional status: The case of Israeli teachers
Disadvantaged youth’s participation in collective decision making
School Surveillance in Context: High School Students' Perspectives on CCTV, Privacy, and Security
This study examines high school students' perceptions of school closed-circuit television systems (CCTVs). It draws on interviews conducted with 83 adolescents recruited from 10th- to 12th-grade classes at 39 Israeli schools. The findings indicate that students' perceptions of CCTVs are embedded in their overall opinions about their school, particularly concerning relationships and trust between students and educators. The various metaphors that …
Secular teachers in Jewish religious schools: Passing, resistance, and freedom of religion
This study explored the perceptions of 25 secular teachers employed in American, Australian, and Israeli Jewish religious schools regarding disparities between their secular identity and their school’s religious habitus. It also examined the ways these teachers cope with such disparities. Findings suggest that teachers’ challenges were anchored in their freedom of religion and conscience, educational credo, and framed organisational position. How…
Students’ Perceptions of Their Rights in School: A Systematic Review of the International Literature
This review focuses on students’ perceptions of their rights in elementary and secondary schools. The conceptual framework of rights consciousness was applied to understand how students’ knowledge, experiences, and emotions shape their rights perceptions. The analysis is based on 38 empirical studies conducted in different countries. The findings characterize students’ rights perceptions as intuitive—that is, perceptions that are not grounded in …
Differential rights consciousness: Teachers’ perceptions of privacy in the surveillance school
Bidirectional legal socialization and the boundaries of law: The case of enclave communities’ compliance with Covid‐19 regulations
COVID‐19 has challenged people worldwide to comply with strict lock‐downs and meticulous healthcare instructions. Can states harness enclave communities to comply with the law in such crucial times, even when compliance conflicts with communal sources of authority? We investigated this question through the case of Israeli ultra‐Orthodox schools compliance with COVID‐19 regulations. Drawing on semi‐structured interviews with school principals, doc…
Why Should It Be My Concern? How Teachers in Low- And High-Ses Primary Schools Mobilise Their Pupils’ Online Rights
This study examines whether and how teachers who work in low- and high-SES primary schools name and mobilise their pupils’ online rights. As children’s out-of-school behaviour lays at the margins of teachers’ professional responsibilities, this context enables a robust inquiry into teachers’ commitment to pupils’ rights. The research design is based on in-depth semi-structured interviews with 20 teachers from low- and high-SES schools. The findin…
Senior Teachers' Learning About Student Rights
The study explores the rights consciousness of senior teachers who participated in a student rights professional development (PD) course and designed educational projects during the course. It analyzes teachers' perceptions of students' rights and the influence of the PD and other factors on these perceptions. The data included interviews with 17 teachers and an analysis of their projects. One cluster of teachers held a top-down perception of stu…
Conceptualising conflicts between student participation and other rights and interests
This paper delineates the conflicts that can arise between student participation and other rights and interests and presents a model that conceptualises these conflicts. It fills a gap in the developing literature on participation rights in education, which has yet to systematically address the possible ramifications of practices that implement these rights. The paper describes how students’ participation may constrain various other children’s ri…
Publicwashing in Education: Definition, Motives, and Manifestations
This essay coins and conceptualizes the term “publicwashing.” In educational systems and organizations, publicwashing is a symbolic communication that emphasizes organizational publicness for the purpose of a superficial repair of reputation. The essay defines publicwashing and describes its motives and manifestations. Additionally, it illustrates publicwashing by discussing the concept in the context of the U.S. charter school reform. Adopting t…
Abandoning children to their participation? A rights-based analysis of the strong participation ethos in democratic (open) schools’ disciplinary procedures
Conceptualising student participation in school decision making: An integrative model
The study of student participation in decision making has been characterised by conceptual vagueness and an absence of empirical tools to compare participatory practices in various contexts and to determine when they achieve their goals. This study presents an integrative theoretical model grounded in the organisational literature on participative decision making (PDM) – particularly on teacher participative decision making – as well as in the ch…
Promoting educational change in religious enclave schools: A comparison of radical and moderate Haredi activists in Israel
The vast majority of Haredi schools for boys in Israel focus almost exclusively on religious studies. This study explores Haredi (Jewish ultra-Orthodox) activism aimed at promoting secular education in these schools. Data collection drew on semi-structured interviews with 20 Haredi activists. The findings compared two patterns of Haredi activism—radical and moderate—and highlighted their distinguishing features: the activists’ identity, ideology,…
Political science (37 works) · Sociology (31 works) · Law (27 works) · Psychology (26 works) · Law (17 works) · Pedagogy (16 works) · Children's Rights and Participation (15 works) · Public relations (14 works) · Social Psychology (14 works) · Education Discipline and Inequality (12 works)