MERCHAVIM, the Institute for the Advancement of Shared Citizenship in Israel

Welcome to the October-November 2008 issue, the third issue of “Shared Citizenship”, MERCHAVIM's online magazine!

Editorial: “The upside of Acre” – Mike Prashker, Founder and Director of MERCHAVIM (First published in Haaretz Sun., November 02, 2008)
For those, like me, whose chosen profession is to improve relations between Israelis of all backgrounds through education, optimism is a basic job requirement.
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News: 1.MERCHAVIM has been invited to run teacher training programming in Acre following the recent unrest.../ 2.The integrated “Access and Shared Citizenship in American History” program for Jewish and Arab high-school students.../
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Current Activities 1: 42 Arab-Palestinian-Israeli teachers were placed in Jewish schools.
Faced with the reality of separate school streams, the integration of teachers from diverse, “other” backgrounds can potentially provide one of the most powerful shared citizenship strategies available.
Read More ...

Current Activities 2: Rachel Keren, the chairman of “Kolech” (Orthodox Women’s Forum) lectured to the first MERCHAVIM educational staff development forum of the new school year.
On Sep, 11th Mrs. Rachel Koren, Chairmain of "Kolech", the organization for religious feminist women, was invited to lecture by Rabbi Baruch Efrati .
Read More...

Activities 3: Launch of the New School Year This school year.
This school year MERCHAVIM will implement an unprecedented range and scope of teacher training and programming dissemination activities.
Read More...

The upside of Acre

Mike Prashker, Founder and Director of MERCHAVIM

For those, like me, whose chosen profession is to improve relations between Israelis of all backgrounds through education, optimism is a basic job requirement. It is therefore probably no surprise that a feeling of cautious optimism is replacing my initial horror at the Jewish-Arab violence that broke out earlier this month in Acre.Now that two weeks of relative quiet have passed, and despite some deplorable attempts to stir up people and exploit their pain, I'm still inclined to believe that this assessment may be based on more than my own psychological tendencies.

Mike Prashker

Here's why:For one, nobody was killed and the riots did not spread beyond Acre. Either of these scenarios could easily have happened, in which case we could all now be immersed in an Israeli tragedy, dwarfing even that resulting from the violence in the north in October 2000, following the outbreak of the second intifada, when 12 Arab citizens of Israel were killed by Israeli police. So was this pure luck or has anything actually changed?

In general, the language used by most political leaders and police to relate to the events in Acre has been civic rather than military in nature. No live fire was used against Arab citizens and the overall impression is that the police rightly viewed the events as a serious outbreak of criminal lawlessness between rival groups of Jewish and Arab citizens, not as a nationalist uprising by the latter.
We can also see some limited, but nevertheless significant, change in the language of some of the political and public leadership, even some of those generally inclined to exploit tensions. Jewish-Israeli leaders across a wide spectrum have not related to the disturbances in nationalist terms and have refrained from employing such emotionally loaded terms as "revolt" and "uprising." This represents an important shift from autumn 2000, whereby rioting Arab citizens are rightly condemned as such, alongside Jewish-Israeli rioters, rather than being singled out as a fifth column.

Despite some disturbing cases, in which local and national politicians have sought to exploit the events for divisive political gain (and even this could have been more widespread, considering how close we are to municipal elections), there are signs that a majority of local, government and civic forces are determined to take responsibility for the shared future of Acre's residents.

Taken together, the relatively "better" outcome, compared to 2000, and the language in which the clashes in Acre have generally been described, might indicate the beginning of a new civic awareness that is percolating, albeit still too slowly, into Jewish-Israeli consciousness.

Faced with the fact that a majority of school students in northern Israel are Muslim-, Druze- and Christian-Israelis, more Jewish-Israeli leaders are possibly beginning to give voice to the fact that all Israeli citizens, whatever their nationality or faith, share an interdependent future. Admittedly, this acknowledgment is normally expressed in language that conveys a sense of resignation, rather than much appreciation, let alone celebration, of our diversity.

Similarly, both local and national Arab leaders have generally distanced themselves from a purely nationalistic analysis of the violence. Most Arab leaders condemned Arab and Jewish law-breakers alike, and have not adopted the incendiary analysis emanating from some predictable parts of the Arab world, that the confrontation was the opening of a "new front" in the regional conflict.

In addition to the relatively broad agreement among Jewish and Arab leaders that the events in Acre were partly caused by economic hardships, there are also indications of a growing appreciation of the importance of issues related to identity, culture and respect for difference. According to this view, to build a decent, shared future, it is as important to relate to the sense of belonging of every Israeli citizen as to the improvement of infrastructure and job creation.

But while we can take some encouragement, we cannot be complacent. A simple dispute between neighbors or an innocent car crash could re-ignite a civic flame that could do enormous damage to our common home. We need to act forcefully on two fronts, preventive and responsive.

There are no quick preventive fixes. The systematic provision of better opportunities for the realization of all human potential, and the consequent reduction of frustrations among Jewish and Arab communities that would accompany this, especially in mixed towns, requires long-term investment.

Considerable new budgetary investments in systematic educational responses, of the kind in which I and many others are involved, are essential to prepare young Israelis, in all their diversity, to live together. As a society we must at last acknowledge that, like spending on education of all kinds, the only thing that ultimately costs more than making the necessary investments is failing to do so.

As concerns preparing a response to the probably inevitable next outbreak of Jewish-Arab violence, the State of Israel needs to take decisive steps. For example, just as the state trains and readies professional teams to respond to other disasters (earthquakes and chemical spills), a cohesive Jewish-Arab "rapid-response team" of religious, community and public leaders and professionals should be formed, which would quickly and efficiently support other agencies by implementing a comprehensive intervention plan. It makes obvious sense that this could reduce the damage of any future "troubles".

Of course, this relatively upbeat interpretation of the distressing events in Acre might be no more than the delusions of a compulsive-optimist, but maybe not?!

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News

1. MERCHAVIM has been invited to run teacher training programming in Acre following the recent unrest.
Following the recent unrest in Acre, the Northern District of the Ministry of Education turned to MERCHAVIM to run two 56 hour “Let's Play on Sesame Street" training programs for 60 Arab and Jewish Kindergarten teachers in Acre. The program will provide opportunities for participants to share their feelings about the recent troubles and re-build trust, not only as colleagues, but also as neighbors. This process is not only of great importance personally but will fundamentally impact the educational messages that students receive as their teachers prepare them to live happily and peacefully in this mixed city.

For further reading on “Let's Play on Sesame St." click here:
Let's Play on Sesame St.

2. The integrated “Access and Shared Citizenship in American History” program for Jewish and Arab high-school students was published. ACCESS, is a new teaching pack which integrates English enrichment modules that help students prepare for matriculation, with an exploration of core shared citizenship issues through the prism of American history. As part of MERCHAVIM’s expanding effort to integrate shared citizenship education across the curriculum, ACCESS simultaneously uses the American civil rights and women’s movements to teach English and to help young Israelis react on a range of core shared citizenship issues.

To read more, click here:
ACCESS

3.MERCHAVIM’s New “Shared Citizenship in a Diverse Society” teaching pack for Northen Israel was published.
The new UJIA-funded “Shared Citizenship in a Diverse Society” pack has been published in Hebrew and Arabic versions Northern school district junior- high schools. The program was developed with the co-operation of our Ministry of Education partners as a part of the northern District’s strategic aim of improving inter-group relations. Teacher training for around 30 teachers begins in November, and will include particpants from all four faiths in Northern Israel, Jews, Christians, Muslims and Druze. In her introduction to the new pack, Dr. Orna Simchon; Ministry of Education Northern District Director, writes “Insufficient familiarity between the different faith groups in our region frequently causes mutual stereotypes”…[This program will help students] “identify what they share and unites them, together with and appreciation of the particular and unique aspects of each student’s culture".

4. Shared Citizenship articles were published on leading web-sites.
Shared citizenship articles by Mike Prashker, the Founder and Director of MERCHAVIM, were published on these sites:
Ha’artez
Search for Common Ground
Democracy.co.il

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Current Activities 1:

42 Arab-Palestinian-Israeli teachers were placed in Jewish schools.
Faced with the reality of separate school streams, the integration of teachers from diverse, “other” backgrounds can potentially provide one of the most powerful shared citizenship strategies available. A strategy that integrates the best available Israeli teacher, of whatever background, into our schools has the win-win potential to raise student achievement levels while increasing comfort levels with the diversity of our society.

Working closely with our Ministry of Education partners we have already recruited, trained and are supporting 42 Arab- Palestinian-Israeli teachers who are teaching Arabic and English in Jewish-Israeli schools. Based on the success of this initiative we are now creating a blue-print for the integration of 500 Arab-Palestinian-Israeli teachers in Jewish-Israeli schools over the coming years. Below are two interviews we have set with Mazi Perry- Halevy, recently retired principal of Ben-Gurion elementary school in Kfar Saba and with Jamila Elnashef, an English teacher in the school, as a part of this program.

Interview with Mazi Perry-Halevy - an experienced Jewish-Israeli school principal about the initiative:

I have been a school principal for 17 years. Openness as far as I see it, is of major importance. Throughout my work at the Ben-Gurion, I've built a relationship with a religious school in Kfar –Saba and an Arab school in Tira. We used to hold regular meetings, once in their school, once in ours. As far as I am concerned, the fact that all people are equal goes without saying. This is something that I got at home.I was raised to see an individual’s qualities.

Mazi Perry-Halevy

I act from inside, from the heart, from my feelings as a person. I look at a person’s soul – not his/ hers origin or age.

How did you come with the idea of integrating an Arab teacher?
I had no English teacher, and the School Inspector asked me if I am willing to have an Arab teacher. I phoned two teachers from the list. Jamila returned my call after an hour. I fell in love with her over the phone. I feel as if I won her- she is a personality, an intelligent woman which every sentence of hers is just clever.

What is the contribution you saw in integrating an Arab teacher at school? How was it manifested?
The contribution is the message delivered to the children, a message in which people are equal and should be judged according to their inner tributes and not their origin. Some things were new to Jamila. Purim, for example- a festival she didn't know. I told her- "bring your daughter". She came with her daughter and with a young cousin. Now, Jamila is familiar with our festivals and we are familiar with hers. She is very open and respects what we have. On [Israel Defense Force] Memorial Day, she comes to school with a white shirt. She talks a great deal about the respect she gave the students and the respect they gave her in return. I have no doubt that this attitude derives from both sides, both sides should be open to one another.

Were there any difficulties?I
fought to welcome Jamila, although there were objections from different sides.

Did you organize special activities to help integrate Jamila into the classroom?
When you accept a person in all sincerity, people will follow and accept him/her as well. She was treated like any other teacher who arrives to school.

How would you suggest the “Integration of Arab teachers in Jewish schools” program be advanced?
The idea of integration must be shared with more principals. Many principals are not familiar with the program. In all my years of management, no one has ever approached me about such an initiative.

Interview with Jamila Elnashef:

I was born and raised in Taibe. I fell in love with the English language, the minute I started studying and improving. Soon after I finished high school, I started to study English teaching in Beit Berl [teacher training college] .
How did you come to be a teacher in a Jewish school?How did your contact with MERCHAVIM begin?
While participating in a training program in Taibe, there was an announcement that there is a lack of teachers in the Jewish sector.

Jamila Elnashef

At that time I was working part time; I wanted to make progress in my career and to extend the scope of my teaching hours. As of that moment, I went through a process which included several interviews and a MERCHAVIM training program. That was my first acquaintance with the Institute and its goals.

What is your contribution as an Arab teacher in the school?
How is it manifested?
I see it as an achievement for myself and for Israeli society- giving equal opportunities to both sectors.

What is the importance you find in your work?
The fact that I can bridge between two sectors living in the same country. It’s a small spark that can develop and contribute to the closeness among the two peoples, so people will get to know one another and be more tolerant.

What did you get in return?
In addition to my professional development, I get to know the other side. I appreciate what’s been done and I would like to make a further contribution. I never expected to get something back though; I am the one who should be contributing to the education system and not the other way around.

What was your family and close friends’ reaction?
I get support and lots of help from my family. But also people from my close circle of friends encourage me and perceive it as a breakthrough for the equality among the two sectors.

Did you encounter any difficulties?
I had no difficulties, because the school principal and the staff were supporting and never saw me as someone different. And this encouraged me to go on without any problems.

Anything else you would like to add?
I would like to thank MERCHAVIM for its activities and contribution in this field. MERCHAVIM has given me and others the opportunity to be integrated in the national education system.

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Current Activities 2:

Rachel Keren, the chairman of “Kolech” (Orthodox Women’s Forum) lectured to the first MERCHAVIM educational staff development forum of the new school year.

On Sep, 11th 2008 MERCHAVIM’s first educators' forum of the new school year was held. Mrs. Rachel Koren, Chairmain of "Kolech", the organization for religious feminist women, was invited to lecture by Rabbi Baruch Efrati – Head of Religious-Zionist education at MERCHAVIM."In my opinion, the fact that there is no fair budget for women is much more important than the fact that they have insufficient seats in the Knesset" (Israeli Parliament)".(Rachel Keren, Kolech chairperson)

Rachel Keren

"Shared citizenship- for religious women as well?"
In her lecture, Mrs. Keren discussed the question of "shared citizenship- for religious women as well?" and referred to the challenges facing women in general and Orthodox women in particular throughout Jewish and Israeli history. Some highlights:

"Historically Judaism took place around several main institutions: the temple, the synagogue and the law court next to it, as well as the house of study [beit ha'midrash]. Women were never found in these places, but their place was kept at home. The feminist revolution was one of the most important things which happened….Today, in each and every society, even the most conservative, the question regarding women’s status exists. Even if its hard to find the answer the question exists."

Question and answer
At the end of her talk, Mrs. Keren answered to a few questions asked by the forum participants. Below is a sample:

What will you consider as an achievement in 20 years from now?
1) More gender equality in the synagogue.
2) Women contributing equally to Jewish culture.
3) Women not feeling 'number 2'.
Today, the religious education for girls and boys is very different. There should be a serious discussion about equality in education. The most important thing is to act in the education field.

And in 50 years from now?
Dayanut [women appointed as orthodox court judges]

Apart from changes in the Orthodox establishment - what change is required from orthodox men?
Behind every feminist woman, there is a feminist man…

What is your attitude towards the homo- lesbian community?
No Orthodox person will deny what is written in the Torah. And still, a society can decide how to treat / to react towards the people which compose it. It can ask or not ask what people do. You never ask in the entrance to the synagogue who does and who doesn't pay income tax. The challenge to religious society is not to take the role of the judge constantly, and the role of ‘not welcoming’ … I will not declare that it is right by Jewish religious law, but I do feel that I shouldn't be anyone's judge.

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Activities 3:

Launch of the New School Year
This school year MERCHAVIM will implement an unprecedented range and scope of teacher training and programming dissemination activities. Around 400 Jewish-secular, religious and Arab-Israeli kindergartens and schools will be involved; all in full cooperation with Israel’s Ministry of Education.

Activity_plan

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Contents

The upside of Acre

News

Current Activities 1:

Current Activities 2:

Activities 3:

Selected Events October '08

Selected Events November '08