Durable Professionalism in Contested Spaces
Evaluating the Conversion of Teacher Readiness into Stable Professional Tenure in Politically Contested Multicultural Settings, 2022–2025
Datos Bibliográficos
| ID | 22049218 |
|---|---|
| Autores | Shahar Gindi (0000-0001-6950-0853, Levinsky College of Education, autor de correspondencia) |
| Año | 2026 |
| Volumen | 16 |
| Número | 2 |
| Páginas | 285 |
| Fecha de publicación | 2026-02-10 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Education Sciences (JOURNAL) |
| Identificadores de la revista | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Editorial | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci16020285 |
| OpenAlex | W7128513905 |
| Idioma | EN |
| Citas recibidas | 1 |
| Referencias citadas | 30 |
This study examines the systemic and political dynamics shaping the professional trajectories of Palestinian educators trained for boundary-crossing roles in Jewish state schools in Israel. While specialized programs successfully cultivated intercultural competence and pedagogical readiness, these gains were undermined by entrenched structural and ideological barriers. 12 in-depth semi-structured interviews with 12 Palestinian teachers were analyzed as well as findings from a telephone survey with 99 graduates. Findings reveal that institutional absorption failure, manifested through contractual precarity, geographic misalignment, and organizational inertia, prevented the conversion of individual readiness into stable tenure. Inclusion was found to be conditional, requiring sustained emotional labor, linguistic self-censorship, and political alignment, particularly during periods of heightened sociopolitical tension following 7 October 2023. These patterns reflect deeply rooted power asymmetries that marginalize Palestinian citizens and perpetuate tokenistic integration. This study argues that durable professional integration in contested spaces demands a paradigmatic shift: from viewing inclusion as a temporary concession to embedding stability and equity as structural principles. Such transformation requires dismantling institutional mechanisms that reproduce asymmetry and investing in long-term ecological supports, such as permanent contracts, culturally responsive leadership, and inclusion protocols. Without these systemic reforms, intercultural competence remains insufficient to overcome the political and structural forces
Cultural competence · Cultural pluralism · Friendship · Ideology · Multiculturalism · Politics · Power structure · Jewish and Middle Eastern Studies · Jewish Identity and Society · Teacher Education and Leadership Studies
The Sage Handbook of Intercultural Competence
An Unnecessary KIS? The UK’s Key Information Set, was it Really needed and What was its Real Purpose?
“Side by Side”
Intergroup Conflicts and Their Resolution
Retaining Teachers of Color
Reflecting on reflexive thematic analysis
The research on minoritized Indigenous Palestinian teachers in majoritarian segregated education system in Israel
Diversifying the teaching workforce
Intercultural teaching competence
Every place requires showing a different part of my identity’
Workers united
Teachers under fire
The experiences of Arab teachers in Jewish schools in Israel
Developing intercultural competence in a training program for boundary-crossing Jewish and Palestinian pre-service teachers
Does teaching on the "Other" side create a change
Jewish and Arab lecturers teaching Jewish and Arab teachers how to teach in the ‘other’ society
Interethnic workplace relations in times of heightened social tension
Bargaining with the system
The social ecology of resilience
Using thematic analysis in psychology
Identification and Assessment of Intercultural Competence as a Student Outcome of Internationalization
Situated Knowledges
| Obras citantes distintas | 1 |
|---|---|
| Citas por año | 1 |
| Intervalo de citas | 2026 - 2026 (1) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 1 |