Halleli Pinson

Bio: Halleli Pinson is an academic researcher from Ben-Gurion University of the Negev. The author has contributed to research in topics: Refugee & Citizenship. The author has an hindex of 12, co-authored 26 publications receiving 579 citations. Previous affiliations of Halleli Pinson include University of Haifa & University of Cambridge.

Sociology of education and the wasteland of refugee education research

Abstract: Refugees are stateless … They are outcasts and outlaws of a novel kind, the products of globalisation … Refugees are human waste, with no useful function to play in the land of their arrival … from...

Compassion, caring and justice : Teachers' strategies to maintain moral integrity in the face of national hostility to the 'non-citizen'

Abstract: Refugees commonly have just one remaining identity – that of being stateless and statusless. They represent the ultimate “other in our midst”. The humanism of our teachers in helping the children of asylum‐seekers and refugees is tested by the state, especially its immigration policy. This paper offers preliminary research findings on teachers’ concepts of compassion and their responses to the needs of asylum‐seeking and refugee children.

Local conceptualisations of the education of asylum‐seeking and refugee students: from hostile to holistic models

Abstract: Sociological research on the presence and yet invisibility of asylum‐seeking and refugee pupils in the educational system in the UK is noticeably absent. This article offers insights into the ways in which the presence and the needs of such pupils are conceptualised by local authorities and schools. It draws on the results of a survey of 58 English local authorities and qualitative data from three case studies of LEAs and a sample of their schools. The ethical position adopted by officials and teachers in these three sites offers a compassionate model of social inclusion based on a holistic approach to the asylum‐seeking and refugee child. It contrasts with the restrictive and often hostile government stance on immigration, asylum and integration.

Inclusive Curriculum? Challenges to the Role of Civic Education in a Jewish and Democratic State

Abstract: Against the backdrop of growing conflicts in Israeli society and concerns about its democratic character, the current curriculum guidelines and official textbook for civic education in Israel were set to offer a more inclusive civic education that would stress ideas such as pluralistic and democratic citizenship However, this curriculum does not operate in a vacuum, and despite the language of inclusivity implied in the curriculum guidance, a discursive analysis of the curriculum materials and interviews with 13 officials in the Ministry of Education revealed the complexities and the competing messages that emerged from contemporary civic education in Israel This article explores the ways in which Israeli citizenship and membership in the civic collective are defined by the official curriculum and textbook for civic education In particular, it is concerned with the tension between inclusion and exclusion and the ways in which civic education acts as a space for both nation building and state fo

The archaeology of knowledge

Abstract: We may not be able to make you love reading, but archaeology of knowledge will lead you to love reading starting from now. Book is the window to open the new world. The world that you want is in the better stage and level. World will always guide you to even the prestige stage of the life. You know, this is some of how reading will give you the kindness. In this case, more books you read more knowledge you know, but it can mean also the bore is full.

The Rights of Others: Aliens, Residents, and Citizens

Abstract: The Rights of Others: Aliens, Residents, and Citizens. By Seyla Benhabib. New York: Cambridge University Press, 2004. 251p. $65.00 cloth, $23.99 paper. Between 1910 and 2000, the world's population more than tripled, from 1.6 to 5.3 billion. The number of persons who live as migrants in countries other than those in which they were born increased nearly sixfold, from 33 million to 175 million, and more than half of this increase has occurred since 1965. Almost 20 million of these are refugees, asylum seekers, and internally displaced persons. In her book, Seyla Benhabib grapples with both the political and moral implications of this rapid increase in transnational migration, arguing that the central principles that shape our thinking about political membership and state sovereignty are in tension, if not outright contradiction, with one another. “From a philosophical point of view,” she writes, “transnational migrations bring to the fore the constitutive dilemma at the heart of liberal democracies: between sovereign self-determination claims on the one hand and adherence to universal human rights principles on the other” (p. 2). She argues for an internal reconstruction of both, underscoring the significance of membership in bounded communities, while at the same time promoting the cultivation of democratic loyalties that exceed the national state, supporting political participation on the part of citizens and noncitizen residents alike.

Supporting refugee students in schools: what constitutes inclusive education?

Abstract: The worldwide rise in numbers of refugees and asylum seekers suggests the need to examine the practices of those institutions charged with their resettlement in host countries. In this paper, we investigate the role of one important institution – schooling – and its contribution to the successful resettlement of refugee children. We begin with an examination of forced migration and its links with globalisation, and the barriers to inclusion confronting refugees. A discussion of the educational challenges confronting individual refugee youth and schools is followed by case studies of four schools and the approaches they had developed to meet the needs of young people from a refugee background. Using our findings and other research, we outline a model of good practice in refugee education. We conclude by discussing how educational institutions might play a more active role in facilitating transitions to citizenship for refugee youth through an inclusive approach.