期刊
INTERCULTURAL EDUCATION
卷 33, 期 3, 页码 318-334出版社
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/14675986.2022.2070417
关键词
Teachers from Ethiopian origin; Integration of minority groups into the educational system; Multicultural education; Eradicating prejudice and racism
This qualitative study explores the experiences of 22 Ethiopian origin newly qualified teachers in integrating into the formal educational system in Israel. Despite revolutionary changes, racism and prejudice still persist.
This qualitative study examines the experiences of 22 newly qualified teachers of Ethiopian origin who tried to integrate into the formal educational system in Israel after completing their graduation. Despite the revolutionary change in Ethiopian educators' inclusion since the 2000s, their number remains low and the difficulty of integrating graduates belonging to this community are routinely reported. The study pointed out that the graduates still encountered manifestations of racism, expressed in a paternalistic and even arrogant attitude towards them, by representatives of the local authorities, school staff members, and students' parents. Yet, the study identified the universal challenges that every education graduate is facing as well as the ones that are unique to the graduates' ethnic origin. Parallel to the essential changes required in the field of multicultural education and in eradicating prejudice and racism, the study proposes several ways for immediate improvement.
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