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- BIOGRAPHY Over the past two decades, I have dedicated myself professionally and academically to the Arab education. ... moreBIOGRAPHY
Over the past two decades, I have dedicated myself professionally and academically to the Arab education. Particularly, I have been involved in comparing Arab and Jews in terms of educational needs, problems and service delivery systems. The comparative perspective with the Jewish population seems strategically important as it reflects crucial policy issues such as differential allocation of resources and universal features of educational problems in Israel. From this perspective I consider my work to be action research which is meant to address educational problems from evidence based practice perspective and give voice and empower groups which are voiceless and disadvantaged.
I have a strong affinity with the education field at various levels: as a teacher, involved with pupil learning and the functioning of the school as an organization. I have chaired local government forums, and was responsible for a three-community transition program with eight schools under its jurisdiction. Under the auspices of the Israeli schools' general supervisory body I also led the development of organizational culture in six Arab secondary schools in the Central region of Israel.
I have also served as a teaching mentor at the Zinman Physical Education Teacher Education College and as a lecturer in the Arab Academic Institute of the Beit Berl Academic College, where I taught in the Excellence program, seminars and workshop courses. I also taught a course in Planning and Evaluation as part of a second degree course in Education Management and in a course for the Training of School Principals, tutoring students in the performance of projects and final papers. I have been also engaged in principals' qualification program and minoring of novice school principals.
Currently am serving as Ass. editor of The International Journal of Leadership in Education (IJLE) and member of the editorial board of International Journal of Educational Management and Journal of Applied Research in Higher Education.edit
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The article describes the flow of Palestinian students from Israel, identifying the reasons that a large proportion of students from the Palestinian Arab Minority in Israel (PAMI) (21%) currently study abroad. The article traces the... more
The article describes the flow of Palestinian students from Israel, identifying the reasons that a large proportion of students from the Palestinian Arab Minority in Israel (PAMI) (21%) currently study abroad. The article traces the development of PAMI students' studies outside Israel and the characteristics of this movement including the disciplines that the students choose to study and current trends and streams. Data are drawn from official statistics and documents, and research representing PAMI education abroad conducted mainly by the two authors. Conceptually, the authors indicate pull and push factors for this phenomenon of temporary migration to acquire higher education and receive an academic degree that will be recognized in Israel.
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This study is a qualitative investigation of education policies and decision making during COVID-19 pandemic in five Middle East and North Africa Region (MENA) countries: Kuwait, Lebanon, Morocco, Palestine, and Qatar. It aims at... more
This study is a qualitative investigation of education policies and decision making during COVID-19 pandemic in five Middle East and North Africa Region (MENA) countries: Kuwait, Lebanon, Morocco, Palestine, and Qatar. It aims at scrutinizing how these countries responded to the education disruption caused by the pandemic between February 2020 and July 2021 and how they managed the resulting turbulence. We also investigate the extent to which these decisions were equitable and innovative. Data were collected from Ministerial notes, media content, and international organizations reports about the situation of education in the region. Walt and Gilson’s (1994) policy analysis triangle and the Cynefin framework ( Kurtz & Snowden, 2003 ) guided the objectives and the analysis of the data. Findings revealed that these countries muddled through the education policy at the beginning of the pandemic, centralized decision making, and faced difficulties to implement online and distance learnin...
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Abstract This introduction sets the scene for the study by explaining the rationale for presenting a comparative analysis of five nation states’ governance systems; England, Northern Ireland, Arabs in Israel, Trinidad and Tobago and the... more
Abstract This introduction sets the scene for the study by explaining the rationale for presenting a comparative analysis of five nation states’ governance systems; England, Northern Ireland, Arabs in Israel, Trinidad and Tobago and the United States, with Nigerian interests represented in the research design. The context is that of a global phenomenon of a Black–White achievement gap (Wagner, 2010). The quality is world leading in terms of originality, significance and rigour. We present a theory of colonisation between groups with different interests, which includes nation states colonising other nation states, and dominant groups within nation states colonising marginalised groups. We also explored how dominant groups within educational governance systems may colonise marginalised groups within education governance systems. We theorised colonisation using Karpman’s Triangle (1968) identifying that different groups can be oppressor, and/or victim, and/or rescuer, and these roles may shift as changes occur in power and economic influence. We present the Empowering Young Societal Innovators for Equity and Renewal Model (Taysum et al., 2012, 2013, 2014, 2015, 2016, 2017) with five principals for equity and renewal. We explain the turbulence that senior-level leaders experience and how education governance systems need to empower their autonomy as credentialed educational professionals’ with track records of school improvement. Impact strategies to optimise students’ learning and students’ outcomes, and build the community’s values of social justice, courage and prudence need to underpin social mobility. These innovations are only possible if they are informed by grass roots participatory philosophical inquiry, that is informed by and informs policy, and is carefully monitored for quality assurance against the highest of educational professional standards.
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Abstract In this opening chapter the authors analyse current scholarship on teacher emotion and leader emotion produced almost entirely in western countries, and call for contextualising this research by juxtaposing emotion with basic... more
Abstract In this opening chapter the authors analyse current scholarship on teacher emotion and leader emotion produced almost entirely in western countries, and call for contextualising this research by juxtaposing emotion with basic characteristics of traditional and transitional societies. Some attention is given to the meaning of emotion across national culture, including those of developing countries.
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The scholarship discussing educational responses for refugees and other displaced persons focuses mainly on compulsory education, whereas research about displaced persons’ interrupted pathways to higher education is limited. This article... more
The scholarship discussing educational responses for refugees and other displaced persons focuses mainly on compulsory education, whereas research about displaced persons’ interrupted pathways to higher education is limited. This article presents a systematic review of recent international evidence on pathways to higher education for refugees and other displaced populations published in peer‐refereed journals between 2010 and 2020. The review aimed to answer the following three questions: (1) What are the main government reception policies that have enabled refugees to access higher education? (2) Which barriers hinder refugees’ access pathways to higher education institutions? (3) What are the main challenges facing refugee students in higher education institutions in different countries? The bulk of the article presents evidence from 44 studies organised around the following three identified central main topical areas (a) reception policies, both national and institutional, (b) ac...
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ABSTRACT This article identifies main characteristics of Educational Leadership in Islam (ELI), described by four Muslim scholars (in Arabic: ‘ulama’), who discussed educational issues and educational leadership during Islam's Golden... more
ABSTRACT This article identifies main characteristics of Educational Leadership in Islam (ELI), described by four Muslim scholars (in Arabic: ‘ulama’), who discussed educational issues and educational leadership during Islam's Golden Age (GA). It uses hermeneutic content analysis of four scholars’ Arabic texts to identify the contribution of these texts to ELI and compare them with modern EL theory. The analysis indicates that during Islam's1 GA, these scholars identified leadership characteristics evident in early Islam and constructed a conceptual infrastructure to guide educational leadership (EL), while also establishing educational institutions. The findings depict the religious sources and actual behaviour of Muslim educational leaders supported by professional-pedagogical conceptualizations prevalent in the period of the GA of Islam. The article enhances understanding of EL in this cultural context and could form a basis for greater cooperation between educational leaders in Muslim and non-Muslim2 communities and perhaps contribute thought to modern EL theory in general and to pedagogical theory in particular in multi-cultural non-Muslim states.
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Purpose The purpose of this paper is to discuss the factors that attract (pull) or discourage (push) Palestinian students from Israel (PSI) to study at a Palestinian university, the Arab American University in Jenin (AAUJ), for the first... more
Purpose The purpose of this paper is to discuss the factors that attract (pull) or discourage (push) Palestinian students from Israel (PSI) to study at a Palestinian university, the Arab American University in Jenin (AAUJ), for the first time since the establishment of Israel in 1948. Design/methodology/approach A qualitative research method using in-depth interviews with 15 PSI who study at AAUJ attempts to define the motivations behind PSI preferring AAUJ, on one hand, and constraints, on the other hand. Findings The findings of the study show factors that attract PSI to study at the AAUJ and what subjects they choose to study there, the encounter with a similar culture and nationalism in a Palestinian campus in the occupied West Bank; the most significant difficulties and impediments they face there, whether economic or political, are discussed. This paper contributes to an understanding of the new national re-encounter between two Palestinian groups in a university campus, one u...
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The purpose of this chapter is to analyze data concerning the absorption and employment of PAMI academic graduates into the Israeli workforce. The data are derived from various resources, mostly recent studies on this subject published in... more
The purpose of this chapter is to analyze data concerning the absorption and employment of PAMI academic graduates into the Israeli workforce. The data are derived from various resources, mostly recent studies on this subject published in Arabic and Hebrew, including consideration of reports by the Central Bureau of Statistics (CBS) in Israel, the Israeli Ministry of Economy, the Council for Higher Education (CHE) in Israel, and reports of international agencies such as the Organisation for Economic Co-operation and Development (OECD) (OECD, 2007, 2013b) and PAMI and Israeli Jewish researchers (Abu-Asbeh, 2007; Ghara, 2013; Hai, 2013; Haidar, 2005; Haj-Yehia, 2007a; Jabareen, 2010; Lis-Ginsburg, 2013; Sikkuy Report, 2011; Yashiv & Kasir, 2013). These studies will be the main sources for the data used in this chapter. It should be noted that all the above-mentioned reports and studies use the CBS as their main resource. Most of the reports also consider the studies conducted in this field by the researcher Majed Al-Haj (Al-Haj, 1996). All the studies clearly show a concerning picture, indicating that discrimination obstructs the employment of PAMI academic graduates in various fields of employment in Israel, in general, and in government institutions, in particular.
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The increasing popularity of higher education (HE) among the PAMI has been explained in the previous chapters of this book; we now turn to examine the effects of this HE on this population. As discussed in previous chapters, early studies... more
The increasing popularity of higher education (HE) among the PAMI has been explained in the previous chapters of this book; we now turn to examine the effects of this HE on this population. As discussed in previous chapters, early studies on the effects of HE on the PAMI clarified student behaviors and perceptions of the role of the academic sphere (Mar’i, 1978), while other research has reviewed the developing popularity of HE among Palestinians, investigating the effects of adoption of approaches to integration, exclusion, and multiculturalism in Israeli higher education institutions (HEI) (Al-Haj, 2003b). A more recent study investigated the national identity, intergroup relations between Arabs and Jews in Israel, and attitudes concerning the desired political solution for the Arab-Jewish dispute between Jewish and Arab undergraduate and graduate students of HE (Kaplan, Abu-Saad, & Yonah, 2001). Kananah (2005) attempted to clarify the process that PAMI academics undergo, on returning to their home communities after acquiring HE, in local politics and social relations, coping with tension between the culture of the academic world and the culture of the hamulla in PAMI villages in Israel. One of our earlier studies (Arar & Haj-Yehia, 2010) traced the path to HE taken by PAMI who went to study in Jordan, including the advantages and disadvantages they encountered in these studies, and their difficulties on returning to Israel.
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Purpose The purpose of this paper is to examine Arab teachers’ motivations and justifications for choosing a college for postgraduate studies. Design/methodology/approach During the academic year 2014, the authors administered... more
Purpose The purpose of this paper is to examine Arab teachers’ motivations and justifications for choosing a college for postgraduate studies. Design/methodology/approach During the academic year 2014, the authors administered questionnaires to 150 Arab teachers studying postgraduate courses at a peripheral all-Arab teacher-training college in order to investigate their motivations for engaging in postgraduate studies and their justifications for choosing this college. Findings Findings indicated that the strongest motivation expressed by the students is intrinsic: desires for self-fulfillment and further education. Aspirations for social mobility also motivate the Arab teachers, while professional development is of less importance. Convenience (proximity to home and employment prospects while studying) determines the justification to choose this college. The reputation of the college was of less importance. Correlation and predictive tests reveal no connection between the level of intrinsic motivations and factors for choosing this college. Extrinsic motivations positively correlate with the justifications of convenience and reputation. Research limitations/implications The conclusion is that for the Arab teachers, the possibility to pursue postgraduate studies at a peripheral all-Arab teacher-training college near home answers the needs of those looking for professional development. Originality/value The paper contributes to the authors’ understanding of teachers’ choice of a higher education institution for their postgraduate studies and professional developement.
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Exploring understandings of social justice (SJ) and describing how individuals act to promote social justice have permeated social-educational discourse (Arar et al. 2017; Arar and Oplatka 2016; Beycioglu and Kondakci 2017; Brooks et al.... more
Exploring understandings of social justice (SJ) and describing how individuals act to promote social justice have permeated social-educational discourse (Arar et al. 2017; Arar and Oplatka 2016; Beycioglu and Kondakci 2017; Brooks et al. 2015; Wang 2016). In the field of education, much has been written about the definition and practice of SJ (Arar et al. 2017; Berkovich 2014; Bogotch and Sheilds 2014). However, both the meaning of SJ in education and its application in leadership practice require deeper understanding, especially when discussing the relevance of these approaches in the school’s cultural-social context (Oplatka and Arar 2016).
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This chapter presents a case study investigating the challenges facing a Palestinian school in the very eye of the storm in the divided city of Jerusalem. This is therefore a rich ethnographic case study of a Palestinian school in East... more
This chapter presents a case study investigating the challenges facing a Palestinian school in the very eye of the storm in the divided city of Jerusalem. This is therefore a rich ethnographic case study of a Palestinian school in East Jerusalem where the principal finds himself defending his staff and students in encounters with Israeli soldiers at the checkpoints on their way to school. The reality in the city radiates onto teachers’ and students’ functioning and the school’s educational climate. To clarify the way in which the school copes with their daily conflict experiences, we conducted a qualitative study, interviewing key figures in the school in depth and performing observations within and outside the school walls. This enabled us to paint an accurate portrait of the school. The chapter closes with several conclusions concerning the school’s coping strategies within a conflict zone.
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Abstract This chapter identifies that distributed leadership is about sharing power for political pluralism. Distributed leadership has a comprehensive commitment to bringing different groups with different interests, different languages... more
Abstract This chapter identifies that distributed leadership is about sharing power for political pluralism. Distributed leadership has a comprehensive commitment to bringing different groups with different interests, different languages and dialects, different knowledge bases, different metaphysical knowledge and different religions, or no religion, together through provisional agreement on key principals of political pluralism. Marginalised groups may not feel like they belong and may be vulnerable to ideologies that give them a sense of being disconnected from community. Such a position stands as a barrier to political pluralism and shared world views. The situation might be ignored in schools because developing political liberalism through participatory, evidence-informed leadership that is logical, moral and ethical requires time, and agents need to be prepared for such identity work. However, the problem cannot be ignored if community members seek to belong with risky gangs, and are vulnerable to radicalisation, which is very dangerous for them and for their communities. Empowering others may be achieved by developing their capability to ask good questions, and apply collaborative critical thinking for solving social and personal problems. Such empowerment requires shifts from hierarchical teaching of standardised knowledge that is right or wrong to doing the right thing as mature citizens in becoming. The chapter also identifies that it cannot be assumed that leaders are willing or able to distribute leadership, or that doing so would be a panacea for navigating the turbulence faced by their schools to empower societal innovators for equity and renewal. Rather, we concur with Leithwood et al. (2008) who advocate for a thoughtful and purposeful approach to developing leadership for school improvement.
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This paper meta-analyzed a scholarly published paper covering educational leadership for refugees, immigrants, and newcomers.
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The aim of the present article was to systematically review international evidence about Islamic-based (a new term we suggest) educational leadership models published in peer-reviewed journals between 1990 and 2021. We conducted a... more
The aim of the present article was to systematically review international evidence about Islamic-based (a new term we suggest) educational leadership models published in peer-reviewed journals between 1990 and 2021. We conducted a systematic review of the literature by following the steps identified by Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). These steps were data source identification, search, data collection, eligibility criteria selection, data selection, and data analysis. They were aimed at enabling us to answer the following research inquiries: (1) What are the existing developments in research on Islamic-based educational leadership and policy? and (2) What are the main themes presented in these studies? Here, the results are presented first in a macro-outlook elucidating the main trends of this research (topical areas, geographical areas, approaches, and methods). The main themes that emerge from the analysis are: (a) policy, reforms, and ...
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Abstract: By investigating the ethical perspectives of school principals in five different countries and verifying the cultural invariance of the Ethical Leadership Questionnaire (ELQ), this paper ...
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This edited volume investigates how the role of leadership in education in various countries from around the world have been designed and implemented through educational policies and national cultures to meet the needs of new, displaced,... more
This edited volume investigates how the role of leadership in education in various countries from around the world have been designed and implemented through educational policies and national cultures to meet the needs of new, displaced, and mobile groups of migrants and refugees.
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This paper explores refugees access to higher education in Germany.
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The dynamic globalization processes of recent decades have increased both volitional and forced international migration due to wars or other crises in countries of origin (Banks, 2017; Hatton, 2017; Arar, Örücü, & Waite, 2020). The states... more
The dynamic globalization processes of recent decades have increased both volitional and forced international migration due to wars or other crises in countries of origin (Banks, 2017; Hatton, 2017; Arar, Örücü, & Waite, 2020). The states targeted as destinations for these mass movements are generally economically stable and strong (80 percent of the host states; see UNHCR, 2019). However, they are not always willing to accept migrants, as their arrival affects many aspects of the states’ social and economic systems.
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In this chapter, we seek to examine and compare the meanings and praxis of SJ leadership of school principals in three high needs schools in the ME, based on three case studies in Turkey, in the divided city of Jerusalem and in Lebanon.... more
In this chapter, we seek to examine and compare the meanings and praxis of SJ leadership of school principals in three high needs schools in the ME, based on three case studies in Turkey, in the divided city of Jerusalem and in Lebanon. Taking a comparative stance, we believe, will contribute to how SJ is understood and implemented by school principals in diverse situations characterized as high needs schools in the ME. Specifically, we aim to answer the following questions: (1) How are the principals’ perceptions of social justice enacted and applied in their schools and communities? (and (2) How do the cultural, social, and national contexts of high needs schools influence perceptions and the implementation of social justice leadership?
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Can knowledge technologies replace learning institutions in the imminent future? This kind of vision entails independent or autonomous learning and direct relationships between the learner and the collective public stock of knowledge.... more
Can knowledge technologies replace learning institutions in the imminent future? This kind of vision entails independent or autonomous learning and direct relationships between the learner and the collective public stock of knowledge. There is no need for teachers, faculty, classrooms or schools and campuses, a structured curriculum, lectures and accreditation. Access is free and learning is open for everyone. Equity is the rule and the population smart and productive. In the present paper we will analyze the nature of learners and learning, and examine the potential and constraints of knowledge technologies, such as Learning Analytics, artificial technology, and Virtual Reality as an extension of inherent human abilities to rescue education for 2051, suggesting an alternative vision for the schools of the future. Technology as an Extension of Human Abilities The popular understanding of the notion of technology implies the use of human tools or machines, from the stone age hammer to the modern smartphone. This concept defines humans and technology as entirely separate entities. However, the philosophy of technology defines technology as an extension of human abilities (Dusek, 2006), since technology is seen as having its origin in the human need to solve existential problems. In this view technology, not biology has become the prime driver of social development (Monod, 1991). It is knowledge technologies that will be our main concern. It was the invention of writing technology around 700 BC that started the building of the collective stock of knowledge outside the human memory. This metaphor for a World Brain is not subjected to the biological boundaries of the human brain and enabled humanity to endlessly collect the knowledge products of generations to come. Writing technology is believed to have enabled the early Greeks to introduce rationality into our culture (Dehaene, 2009; Goody, 1977; Havelock, 1963). However, print technology invented by Gutenberg in the 15 th century AD, enabled the production of knowledge redundancy, thus beginning the process of democratization of learning and its dissemination. To this very day print technology is a major player in learning institutions and in knowledge dissemination The 20 th century brought a burst of new knowledge and communication technologies: radio, calculating machines, television, computers, Internet, smartphones and an endless number
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this presentation with trust and its effect on participation in school processes and practicies among teachers and pubils.
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the paper deals with the field of educational leadership its boundaries and research questions.
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this presentation explores Arab women's coping strategies in the Israeli academy
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Addresses the essentials and complexity of educational leadership in our era Serves as a resource for supervisor and manager training programs Helps aspirant educational leaders to study this organizational phenomenon from innovative... more
Addresses the essentials and complexity of educational leadership in our era Serves as a resource for supervisor and manager training programs Helps aspirant educational leaders to study this organizational phenomenon from innovative points of view Advanced Theories of Educational Leadership presents recent models of leadership and analyzes their components and implications in the educational context. Each chapter features the scholarly background of each model, its components, antecedents, and critically analyzes its values and application to educational institutions. Special attention is given to issues of social justice, equity, equality, antiracism, and the like. This core text provides aspiring school leaders and administrators with each model theory, and tools for applying it with special attention to issues of social justice, equity, diversity, and anti-racism alike. The book designed in a form of a course textbook for postgraduate students in the field of Educational Leadership and Administration in studying each model. Also, it provides professors of educational leadership in teaching contents and methods in their courses about school leadership, school improvement, Educational Leadership Development, Superintendents' Qualification; School Leadership Professional Development, every chapter includes teaching tools, reflection questions and practice activities for students, in addition the book informs researchers, and policymakers aiming at promoting multi-faceted educational leadership for equity and excellence and robust models of leading, improving and changing schools.
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The chapters in this edited volume explores multi-cultural education in the Arab education system in Israel, both in the curriculum, the education discourse, activities, teachers' education, higher education etc.
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This book review explores global leadership for social justice