‘The limits of my language’: Sense of belonging/otherness of minority teachers in Israel

Rakefet Erlich Ron, Shahar Gindi
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Abstract

Belonging is a basic human experience that symbolizes social relations and social structure. This study examined the institutional sense of belonging of minority teachers to their school and its association with sociodemographic (first language, education and gender) and systemic variables (seniority, heterogeneity of training college, teaching discipline, role at school and education system). We found that sociodemographic variables had a much stronger association to the teachers’ sense of belonging than systemic variables did. Particularly, a strong relationship was found between the teachers’ sense of belonging and what they defined as their first language. Conversely, most systemic variables had no relation to institutional belonging, except teaching discipline. The findings indicate the difficulties education systems have in incorporating minority teachers or even moderating their sense of otherness by offering the opportunity of recognition of all teachers. We argue that this stems from native language being a core/basic status, whether it is related to immigration or to a national divide.
“我的语言的局限”:以色列少数民族教师的归属感/他者感
归属感是人类的一种基本体验,象征着社会关系和社会结构。这项研究调查了少数民族教师对学校的制度归属感及其与社会人口统计学(第一语言、教育和性别)和系统变量(资历、培训学院的异质性、教学学科、在学校的角色和教育系统)的关系。我们发现社会人口变量对教师归属感的影响比系统变量大得多。特别是,教师的归属感和他们定义的第一语言之间存在很强的关系。相反,除教学纪律外,大多数系统变量与机构归属无关。调查结果表明,教育系统在接纳少数民族教师或甚至通过提供承认所有教师的机会来缓和他们的异类感方面存在困难。我们认为,这源于母语处于核心/基本地位,无论是与移民还是与国家分裂有关。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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