Showing papers by "Miri Yemini published in 2019"
TL;DR: This article explored the role of neoliberalism within portrayals of internationalisation in higher education and suggested that they can be seen as a negative influence on the performance of higher education, through an analysis of four features of internationalization.
Abstract: We explore the role of neoliberalism within portrayals of internationalisation in higher education (HE). Through an analysis of four features of internationalisation, we suggest that they e...
71 citations
47 citations
TL;DR: In this article, the authors explore how different forms of family mobility shape parental education strategies of three middle-class groups (moored Israeli professionals, immigrants from Israel to the UK and...
Abstract: In this study, we explore how different forms of family mobility shape parental education strategies of three middle-class groups (moored Israeli professionals, immigrants from Israel to the UK and...
25 citations
TL;DR: In the last few years, a flurry of academic activity has been established around the topics of internationalisation and elite education and several monographs and edited volumes covered each of the topics as discussed by the authors.
Abstract: During the last few years a flurry of academic activity has been established around the topics of internationalisation and elite education. Several monographs and edited volumes covered each of the...
22 citations
TL;DR: This article examined the perceptions of GCE held by teachers from the three main education sectors in Israel: secular-Jewish, religious-Jewish and Palestinian Arab, and found stark differences in the way teachers from each sector interpreted the term.
Abstract: Global citizenship education (GCE) has recently been promoted by national education systems and supranational organisations as a means for facilitating social cohesion and peace education. We examined the perceptions of GCE held by teachers from the three main education sectors in Israel: secular-Jewish, religious-Jewish, and Palestinian Arab, and found stark differences in the way teachers from each sector interpreted the term. For marginalised groups (Palestinian Arab), GCE is seen as offering a way of securing a sense of belonging to a global society. For already well-resourced social groups (Jewish secular), GCE is viewed as a way of promoting global futures. Meanwhile, for the Jewish religious minority in Israel, GCE is seen as a threat to national identity and religious values. Our findings cast doubt on the unifying potential of GCE, and we conclude by calling upon scholars and policymakers to examine unique obstacles facing GCE in their various contexts.
19 citations
TL;DR: In this article, the authors investigate how internationalisation takes shape in an institution which is characterised by political controversy that hinders and shapes its internationalisation efforts; they explore the rationales for and enactment of internationalisation at Ariel University (AU), Israel's only university located in the West Bank, part of the occupied Palestinian territories (oPt).
17 citations
TL;DR: The authors examined the parental strategies of global middle class (GMC) parents currently living in Israel, and compared these to their local middle class peers, and found that both groups of parents were...
Abstract: We examined the parental strategies of global middle class (GMC) parents currently living in Israel, and compared these to their local middle class (LMC) peers. Both groups of parents were ...
12 citations
21 Oct 2019
11 citations
TL;DR: The rise of multinational corporations, which have come to dominate the global economy in the last decades, has been supported and accompanied by an upsurge of a new group of globally mobile profes...
Abstract: The rise of multinational corporations, which have come to dominate the global economy in the last decades, has been supported and accompanied by an upsurge of a new group of globally mobile profes...
10 citations
TL;DR: In this paper, the authors analyzed a corpus of articles published in key elite and popular daily newspapers in Israel and in England and found significant differences in the way the topic is framed in the articles, in particular between the different types of newspapers.
Abstract: Purpose
The purpose of this paper is to map, characterize and conceptualize the press discourse of NGO–school interactions within public education in Israel and in England.
Design/methodology/approach
The study is based on a corpus of articles published in key elite and popular daily newspapers in Israel and in England. The data were analyzed through two complementary methodologies, framing analysis (FA) and critical discourse analysis (CDA).
Findings
Significant differences were observed in the way the topic is framed in the articles, in particular between the different types of newspapers. The elite newspapers (Ha’aretz and The Guardian) tended to frame the events in a thematic manner even when they contained episodic discussions, while the popular newspapers (Yedioth Aharonoth and The Times) tended to cover the events episodically with no thematic coverage whatsoever. CDA of news items identified two major themes: financial issues, and problematization vs normalization discourse. Consistent with the FA, CDA revealed differences in the approaches advocated by popular and elite news outlets in covering news concerning NGO–school relations in each of the examined countries.
Originality/value
It is shown how popular newspapers offer the masses that depend on it a narrow and inferior coverage, of the problematic relations formed between NGOs and schools. A discussion of possible implications of the findings is presented, in light of the growing prominence of external entities in public education.
10 citations
TL;DR: In this article, the authors highlight the crucial role played by various non-governmental actors in the development of this policy and argue that such public participation processes can therefore easily become pseudo-participatory, marginalizing and excluding particular constituents.
Abstract: In 2016, the Israeli Ministry of Education (MoE) issued a policy document recommending six new doctrines for pedagogical development at schools. Amid those is ‘Glocalism’, aimed at addressing the global/local mix within the schooling system. Given the lack of a declared internationalization policy in Israel and its highly nationalistic curricula, this direction may constitute a first attempt by the MoE to internationalize school curricula. Public participation, including third-sector organizations actors, constituted a fundamental element in the development of this policy. Examining why this is, and what impact it had on how internationalization was conceived of is critical in this era of pluri-scalar policy-making. Our findings highlight the crucial role played by various non-governmental actors in this process. We also reveal that certain voices were in effect silenced – whether from marginalized constituencies or those suggesting directions contradicting the MoE’s intentions. The policy offers a vague definition for ‘Glocalism’, which appears to eliminate possibilities for marginalizing those communities who feel most challenged by this policy move. Yet, this open-endness in the conceptualization of internationalization is likely to further increase current inequalities within the education system. We argue that such public participation processes can therefore easily become pseudo-participatory, marginalizing and excluding particular constituents.
TL;DR: In this paper, the authors examine and characterise the governmental discourse regarding entrepreneurship policy in the Israeli education system as a case study to expand existing knowledge regarding national enricheship and entrepreneurship.
Abstract: This study examines and characterises the governmental discourse regarding entrepreneurship policy in the Israeli education system as a case study to expand existing knowledge regarding national en...
TL;DR: The European Union plays a dominant role in coordinating the responses to the massive inflow of refugee-migrants into Europe; consequently, the conceptions of citizenship and future in....
Abstract: The European Union (EU) plays a dominant role in coordinating the responses to the massive inflow of refugee-migrants into Europe; consequently, the conceptions of citizenship and future in...
TL;DR: The authors focused on students from two Israeli teacher education colleges serving marginalized communities, both of which participated in a European Union (EU) project aimed at fostering interna cation for marginalized communities.
Abstract: This article focuses on students from two Israeli teacher education colleges serving marginalized communities, both of which participated in a European Union (EU) project aimed at fostering interna...
TL;DR: In this article, a special issue explores various aspects of educational policy formation and enactment in the contemporary Israeli education system, a country where certain groups are dominating over the others in narrating and enacting certain forms of citizenship.
TL;DR: In this paper, a combined review of two edited collections of theories, methodologies, and reflections is presented, and the authors claim that these edited collections deliver a much needed combination of theories and methodologies that is ext...
Abstract: I decided to offer a combined review on these two books as I believe that jointly, these edited collections deliver a much-needed combination of theories, methodologies, and reflections that is ext...