Posted Content•
Religious Affiliation, Ethnicity, and Power in Admission Policies to Jewish Religious Schools
TL;DR: In this paper, the authors analyze the challenges embedded in the conflict between the right to accessible education, which implies a prohibition on discriminatory practices in school admission, and the right of adaptable education which accommodates children's cultural affiliations, and demonstrate how the legal rules regulating the admission policies are influenced by social forces.
Abstract: This paper analyzes the challenges embedded in the conflict between the right to accessible education, which implies a prohibition on discriminatory practices in school admission, and the right to adaptable education, which accommodates children’s cultural affiliations. It shows that a normative lens, which examines the ways by which legal rules correspond to conflicting rights and interests, cannot fully capture the tension between legal prohibitions on discrimination in education and the socio-cultural norms in religious communities. Thus, the paper offers a socio-legal lens, which focuses on the context of admission policies to Jewish religious schools. Based on three test cases of admission policies to Jewish religious schools in Israel, England, and Flanders, Belgium, the paper demonstrates how the legal rules regulating the admission policies are influenced by social forces. In Israel and England, these forces have facilitated a descent down slippery slope, originating with religious criteria, but concluding with discriminatory criteria. They also shaped admission practices reflecting the asymmetric power relations between the institutional school systems and individual families. The paper highlights the benefits of the Belgian policy, which proscribes religious classification of school candidates. This policy circumvents the ambiguous distinction between religion, ethnicity, and social class, and expands educational choices.
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Journal Article•
TL;DR: Art: The special expression of ideas, feelings and values in visual forms as discussed by the authors, which is a special concentrated way of looking at a piece of art with a purpose to recieve maximum enjoyment and meaning from it.
Abstract: Art : Art in which the subject matter has been simplified or distorted to the point that it may or may not be easily descended. Acrylic: Resin that, when mixed with water and pigment, forms an inorganic and quick drying medium. Acrylic paint therefore is a fast drying synthetic paint made from acrylic resin. Action Painting: The technique of dripping and splashing paint onto canvases stretched on the floor Aesthetic: Pertaining to the appreciation of the beautiful as opposed to the functional or utilitarian, and, by extention, to the appreciation of any form of art. Aesthetic value: The impact of a work of art on our senses, intellect, and emotions. Analogous colours:Pairs of colour such as yellow and orange, that are adjudscent to each other on the colour wheel. Acqatint : A print making process that includes etching and that permits broad areas of black and gray tones. Air brush: Atomizer operated by compressed air used for spraying on paint. Art Deco: A popular art and design style of the 1920s and 30s, and characterized by its intergration of organic and geometric forms. Art: The special expression of ideas, feelings and values in visual forms. Art criticism: A special concentrated way of looking at a piece of art with a purpose to recieve maximum enjoyment and meaning from it. Abstract Expressionism: A twentieth-century painting style in which artists applied paint freely to huge canvases in an effort to show feelings and emotions rather than realistic subject matter.Expressionism: A twentieth-century painting style in which artists applied paint freely to huge canvases in an effort to show feelings and emotions rather than realistic subject matter.
462 citations
TL;DR: In this article, an integrative overview of the relevance of character strengths to twenty-first-century schools and different mechanisms that can help foster them is provided. But, the authors do not discuss how to foster character strengths and their development.
Abstract: A main challenge of educational organizations is how to foster students’ capacity to fulfill their potential. The present paper, based on educational, psychological, and organizational research, asserts that a discussion of character strengths and their development is highly relevant to this challenge. It provides an integrative overview of the relevance of character strengths to twenty-first-century schools and discusses different mechanisms that can help foster them. Character strengths—widely valued positive traits, theorized to be the basis for optimal functioning and well-being—may derive from inner tendencies, but are expected to have broad potential for development, depending on individuals’ experiences and environments. Furthermore, character strengths are closely related to twenty-first-century competencies – cognitive, interpersonal and intrapersonal competencies, identified by the American National Research Council as required for thriving in contemporary life and work, and thus considered to be desirable educational outcomes. The paper first delineates the connections between twenty-first-century competencies and character strengths, demonstrating the importance of promoting them in education. Then, mechanisms for fostering development of character strengths in schools are discussed, based on a review of the literature, including mechanisms that affect students (e.g., curriculum, relationships), teachers (e.g., training, supervisors), and schools (e.g., evaluation processes, resource allocation), while considering the interplay between these different levels. The concluding part of the paper outlines an integrative model of an optimal school system, expected to foster character strengths’ use and development and discuss its applications for research and practice.
85 citations
37 citations
TL;DR: In this article, the authors explored how a group of private Haredi (ultra-Orthodox Jewish) schools legitimized an innovative non-mandatory reform, and examined the circumstances that facilitated and hin...
Abstract: The study explored how a group of private Haredi (ultra-Orthodox Jewish) schools legitimized an innovative non-mandatory reform. Specifically, it examined the circumstances that facilitated and hin...
20 citations
Cites background from "Religious Affiliation, Ethnicity, a..."
...This balance should also take into account parental rights (Lundy 2005; Warnick 2014) as well as public interest in democracy and community cohesion (Dwyer and Parutis 2013; Grace 2012; Perry-Hazan 2016)....
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TL;DR: This article explored the impact of litigation on the mobilization of ethnic equality in the admission to Haredi (ultra-Orthodox) schools in Israel, and examined the socio-political mechanisms that have shaped this impact.
Abstract: This study explores the impact of litigation on the mobilization of ethnic equality in the admission to Haredi (ultra-Orthodox) schools in Israel, and examines the socio-political mechanisms that have shaped this impact. It uses a case-study approach and draws on an analysis of documents and interviews. The findings confirm the conclusions of other studies regarding the limited ability of courts to produce change in schools by showing that ethnic equality was not mobilized until the Ministry of Education reformed its policy. However, the findings also show that the legal discourse empowered a group of Haredi parents to raise the rights consciousness of other parents and to support them in surmounting barriers that had impeded rights claims. The phenomenon of rights agents exemplifies how ethnic equality in school admission is mobilized in a bidirectional process: top-down judicial rulings empowered Haredi agents, who, in turn, have mobilized rights from the bottom-up to the new appeals committees in the Ministry of Education. The phenomenon also demonstrates the significance of collaborative relationships among lawyers, politicians, and social agents in order to generate social reforms in schools of ultra-religious groups.
16 citations
References
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TL;DR: This article developed a cognitive framework to characterize sense-making in the implementation process that is especially relevant for recent education policy initiatives, such as standards-based reforms that press for tremendous changes in classroom instruction.
Abstract: Education policy faces a familiar public policy challenge: Local implementation is difficult. In this article we develop a cognitive framework to characterize sense-making in the implementation process that is especially relevant for recent education policy initiatives, such as standards-based reforms that press for tremendous changes in classroom instruction. From a cognitive perspective, a key dimension of the implementation process is whether, and in what ways, implementing agents come to understand their practice, potentially changing their beliefs and attitudes in the process. We draw on theoretical and empirical literature to develop a cognitive perspective on implementation. We review the contribution of cognitive science frames to implementation research and identify areas where cognitive science can make additional contributions.
1,638 citations
"Religious Affiliation, Ethnicity, a..." refers background in this paper
...A second type of lens looked to the socio-legal realm, examining the interaction between the legal rules, their implementation, and the practices that they produce (see Ball, 2015; Levinson et al., 2009; Spillane et al., 2002)....
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...realm, examining the interaction between the legal rules, their implementation, and the practices that they produce (see Ball, 2015; Levinson et al., 2009; Spillane et al., 2002)....
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Book•
19 Jul 1999
TL;DR: In this article, Cohen, Matthew Howard, and Martha C. Nussbaum discuss the intersection of feminism, multiculturalism, and human equality in the context of women's empowerment.
Abstract: Introduction: Feminism, Multiculturalism, and Human Equality Joshua Cohen, Matthew Howard, and Martha C. Nussbaum 3 PART 1: IS MULTICULTURALISM BAD FOR WOMEN? Susan Moller Okin 7 PART 2: RESPONSES Whose Culture? Katha Pollitt 27 Liberal Complacencies Will Kymlicka 31 "My Culture Made Me Do It" Bonnie Honig 35 Is Western Patriarchal Feminism Good for Third World / Minority Women? Azizah Y. al-Hibri 41 Siding With the Underdogs Yael Tamir 47 "Barbaric" Rituals? Sander L. Gilman 53 Promises We should All Keep in Common Cause Abdullahi An-Na'im 59 Between Norms and Choices Robert Post 65 A Varied Moral World Bhikhu Parekh 69 Culture beyond Gender Saskia Sassen 76 Liberalism's Sacred Cow Homi K. Bhabha 79 Should Sex Equality Law Apply to Religious Institutions? Cass R. Sunstein 85 How Perfect Should One Be? And Whose Culture Is? Joseph Raz 95 Culture Constrains Janet E. Halley 100 A Plea for Difficulty Martha C. Nussbaum 105 PART 3: REPLY Susan Moller Okin 115 NOTES 133 CONTRIBUTORS 145
1,576 citations
"Religious Affiliation, Ethnicity, a..." refers background in this paper
...Thus, by permitting religious classification of applicants, the state is essentially endorsing conservative forces within the minority religious community, who are typically interested in silencing internal dissenters (compare Okin, 1999; Perry-Hazan, 2015a)....
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01 Jan 2009
TL;DR: The International Covenant on Economic, Social and Cultural Rights (ICESCR) as mentioned in this paper was proposed by the United Nations Committee on Economic and Social Rights (CESCR) in 1987.
Abstract: INTRODUCTION After the adoption in 1948 of the Universal Declaration of Human Rights (‘UDHR’), which included a relatively full catalogue of human rights, the UN General Assembly instructed the Commission on Human Rights to commence the drafting of a single covenant on human rights. While the drafting of a treaty covering civil and political rights was completed in short time, disagreement over whether to include economic, social and cultural rights led the Economic and Social Council (‘ECOSOC’) to request guidance from the General Assembly. The General Assembly initially ordered the Commission to produce one covenant but later reversed its position due to mediocre drafting progress, further prompting from ECOSOC and opposition of some Western States to economic, social and cultural rights. In 1966, it approved the adoption of two Covenants: the International Covenant on Civil and Political Rights (‘ICCPR’) and the International Covenant on Economic, Social and Cultural Rights (the ‘Covenant’ or ‘ICESCR’), the latter lacking a complaints mechanism. Two decades after this schism, the ‘renaissance’ of economic, social and cultural rights (‘ESC rights’) is partly attributable to the pioneering work of the UN Committee on Economic, Social and Cultural Rights (‘the Committee’). Established in 1987, the Committee has developed a ‘jurisprudence’ through its general comments and State-specific concluding observations. This work has been influential and catalytic in helping develop the conceptual framework of economic, social and cultural rights.
570 citations
Journal Article•
TL;DR: Art: The special expression of ideas, feelings and values in visual forms as discussed by the authors, which is a special concentrated way of looking at a piece of art with a purpose to recieve maximum enjoyment and meaning from it.
Abstract: Art : Art in which the subject matter has been simplified or distorted to the point that it may or may not be easily descended. Acrylic: Resin that, when mixed with water and pigment, forms an inorganic and quick drying medium. Acrylic paint therefore is a fast drying synthetic paint made from acrylic resin. Action Painting: The technique of dripping and splashing paint onto canvases stretched on the floor Aesthetic: Pertaining to the appreciation of the beautiful as opposed to the functional or utilitarian, and, by extention, to the appreciation of any form of art. Aesthetic value: The impact of a work of art on our senses, intellect, and emotions. Analogous colours:Pairs of colour such as yellow and orange, that are adjudscent to each other on the colour wheel. Acqatint : A print making process that includes etching and that permits broad areas of black and gray tones. Air brush: Atomizer operated by compressed air used for spraying on paint. Art Deco: A popular art and design style of the 1920s and 30s, and characterized by its intergration of organic and geometric forms. Art: The special expression of ideas, feelings and values in visual forms. Art criticism: A special concentrated way of looking at a piece of art with a purpose to recieve maximum enjoyment and meaning from it. Abstract Expressionism: A twentieth-century painting style in which artists applied paint freely to huge canvases in an effort to show feelings and emotions rather than realistic subject matter.Expressionism: A twentieth-century painting style in which artists applied paint freely to huge canvases in an effort to show feelings and emotions rather than realistic subject matter.
462 citations
TL;DR: In this paper, the concept of appropriation is introduced as a form of creative interpretive practice necessarily engaged in by different people involved in the policy process, and a crucial distinction is made between authorized policy and unauthorized or informal policy; it is argued that when nonauthorized policy actors appropriate policy they are in effect often making new policy in situated locales and communities of practice.
Abstract: This article outlines some theoretical and methodological parameters of a critical practice approach to policy. The article discusses the origins of this approach, how it can be uniquely adapted to educational analysis, and why it matters—not only for scholarly interpretation but also for the democratization of policy processes as well. Key to the exposition is the concept of appropriation as a form of creative interpretive practice necessarily engaged in by different people involved in the policy process. Another crucial distinction is made between authorized policy and unauthorized or informal policy; it is argued that when nonauthorized policy actors appropriate policy they are in effect often making new policy in situated locales and communities of practice.
381 citations
"Religious Affiliation, Ethnicity, a..." refers background in this paper
...A second type of lens looked to the socio-legal realm, examining the interaction between the legal rules, their implementation, and the practices that they produce (see Ball, 2015; Levinson et al., 2009; Spillane et al., 2002)....
[...]
...Such decisions should take into account the interrelations of policies and practices, which are often characterized by asymmetrical power relations (Heimans, 2012; Levinson et al., 2009; Perry-Hazan, 2015a)....
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