Abstract
This two-year ethnographic study examines the life stories of Muslim women holding mid-and high-level leadership positions in Israeli-Arab segregated schools. The women emerged from their gendered and ethnic/nationality oppression as pathfinders with strong ambitions to further their education and careers. Using strategies that entailed the support of male family members, they pushed culturally acceptable boundaries without creating destructive conflicts. This study informs educational anthropological research on women's self-empowerment and social change in "traditional" societies.
| Original language | English |
|---|---|
| Pages (from-to) | 165-181 |
| Number of pages | 17 |
| Journal | Anthropology and Education Quarterly |
| Volume | 36 |
| Issue number | 2 |
| DOIs | |
| State | Published - Jun 2005 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
-
SDG 4 Quality Education -
SDG 5 Gender Equality
Keywords
- Minority education
- Muslim women
- School leadership
- Social change
ASJC Scopus subject areas
- Education
- Anthropology
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