In this research we explore the ways in which the right to adaptable education is realized by high-school literature curricula designed for the Jewish and Arabic sectors of the Israeli National-Education Stream. Literature studies have a special role in the realization of the right to adaptable education in light of their contribution to the formation of a rich perception of the self. The methodology used is two-layered: first, elements of adaptability in each of the texts are traced, and than a critical examination of aspects of adaptability in the curricula is conducted. Our main finding is that in the curriculum for Jewish high-schools most Hebrew texts have dominant elements of adaptability, that it includes a canonical corpus, that it allows teachers to adapt the texts to the pupils, and that it has a rich historical structure. As to the curriculum for Arabic high-schools, we found that most of the texts have non-dominant elements of adaptability or lack elements of adaptability, that it lacks local canonical writers, that the teachers have a narrow space for choice, and that there are insufficient references to historical events that occurred after the establishment of Israel. Our conclusions specify the importance of allowing wide choice between a variety of options, performing constant updates, designing a canonical corpus, and referring to constitutive historical events, as well as modifications that will contribute to exposure of all pupils to general cultural assets and to the culture of other groups consisting Israeli society.
APPLYING INTERNATIONAL HUMAN RIGHTS STANDARDS TO NATIONAL CURRICULA: INSIGHTS FROM LITERATURE EDUCATION AT JEWISH AND ARAB ISRAELI HIGH-SCHOOLSNorthwestern Interdisciplinary Law Review (2013)
Citation InformationLotem Perry-Hazan, Shulamit Almog and Nohad A'li, "What's Law Got To Do With It? In the Search for Adaptable Literature Education at Jewish and Arab Israeli High-Schools" (unpublished paper)