Passing as hybrid

Arab-Palestinian teachers in Jewish schools

Dados Bibliográficos

ID2146610
AutoresL Sion (0000-0002-6929-4428, University of Cross River State, autor correspondente)
Ano2014
Volume37
Fascículo14
Páginas2636-2652
Data de publicação2014-12-06
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoEthnic and Racial Studies (JOURNAL)
Identificadores do periódicoISSN: 0141-9870 • E-ISSN: 1466-4356
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/01419870.2013.851398
OpenAlexW1985228939
IdiomaEN
Citações recebidas21
Referências citadas37

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