ABSTRACT

This study applies the notion of ‘alternative futures’ in globalisation and education by focusing specifically on the intersection between religion and education. Through an in-depth exploration utilising a case-study approach, we delve into the organisational dynamics of an Israeli school catering to a closed-off, traditional Jewish religious community while also proactively embedding specific forms of internationalisation. We identify and analyse the conflicting rationales and agenda maintained by this school based on interviews with the school’s community, including teachers, superintendents, school leadership, and parents. We argue that the ideas of segregation, religionalisation, and nationalism are nurtured through the hybridity of the networks of influence, custom-tailored by the school’s leadership to serve this unique community. In particular, we analyse the school’s distinctive practices, norms, and routines designed to overcome the gap between the seemingly contradictory values of universalism vs particularity; globalisation vs nationalism; segregation vs unity; and religion vs modernity, and the ways that these dynamics play out in a country struggling for (self)-recognition as a Jewish and Democratic State, while being situated in an intractable internal and external conflict.

摘要

本研究通过特别关注宗教与教育之间的交叉点，将“另类未来”的概念应用于全球化和教育中。通过使用案例研究方法的深入探索，我们深入研究了以色列学校的组织动态，以迎合封闭的传统犹太宗教社区，同时还积极嵌入特定形式的国际化。我们根据对学校社区（包括教师、学监、学校领导和家长）的采访，确定并分析了这所学校所坚持的相互矛盾的理由和议程。我们认为，种族隔离、宗教化和民族主义的思想是通过影响力网络的混合培育出来的，由学校领导层为这个独特的社区量身定制。我们特别分析了学校独特的实践、规范和惯例，旨在克服普遍主义与特殊性看似矛盾的价值观之间的差距；全球化与民族主义；隔离与统一；和宗教与现代性，以及这些动态在一个为（自我）承认为犹太和民主国家而奋斗的国家中发挥的方式，同时又处于难以解决的内部和外部冲突中。