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Secular teachers in Jewish religious schools: passing, resistance, and freedom of religion
Oxford Review of Education ( IF 2.159 ) Pub Date : 2020-12-29 , DOI: 10.1080/03054985.2020.1862780
Lotem Perry-Hazan 1 , Ilana Finefter-Rosenbluh 2 , Elizabeth Muzikovskaya 1
Affiliation  

ABSTRACT

This study explored the perceptions of 25 secular teachers employed in American, Australian, and Israeli Jewish religious schools regarding disparities between their secular identity and their school’s religious habitus. It also examined the ways these teachers cope with such disparities. Findings suggest that teachers’ challenges were anchored in their freedom of religion and conscience, educational credo, and framed organisational position. However, the teachers acknowledged student benefits such as students’ exposure to diversity and support offered to those experiencing religious and identity conflict. Identified patterns of teachers’ coping strategies included opposition, adaptation, and fence-sitting. We drew upon the literature on passing and everyday forms of resistance in schools having rigid public transcripts to explain these strategies’ moral and emotional costs. The study’s implications apply to other religious schools and educational settings characterised by rigid public transcripts of discipline and accountability policies that may conflict with teachers’ identity and educational credo.



中文翻译:

犹太宗教学校的世俗教师:通过、抵抗和宗教自由

摘要

本研究探讨了在美国、澳大利亚和以色列犹太宗教学校受雇的 25 名世俗教师对他们的世俗身份与学校宗教习惯之间差异的看法。它还研究了这些教师应对这种差异的方式。调查结果表明,教师面临的挑战源于他们的宗教和良心自由、教育信条和被框定的组织地位。然而,老师们承认学生的好处,例如学生接触多样性以及为经历宗教和身份冲突的人提供的支持。确定的教师应对策略的模式包括反对、适应围栏坐下。我们借鉴了有关传球学校里的日常形式的抵制,有严格的公开成绩单来解释这些策略的道德和情感成本。该研究的影响适用于其他宗教学校和教育环境,其特点是严格的纪律和问责政策公开成绩单可能与教师的身份和教育信条相冲突。

更新日期:2020-12-29
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