Blurb:

Chapter twelve delves into Israeli-Jewish Arabic teachers’ hurdles in the intricate sociopolitical landscape. Despite the pivotal role teachers play in shaping society, Arabic educators in Israel confront marginalization and lack of acknowledgment. Sociopolitical intricacies, inadequate training, and an absence of immersion in Arab culture impede their efficacy. The ongoing conflict exacerbates these obstacles, impacting both educators and students. The text underscores the necessity for comprehensive reforms in Arabic language education to tackle these issues effectively. Notably, the challenge of Arabic language education in Israeli schools is marked by significant hurdles, particularly regarding the qualifications and proficiency of Arabic instructors. While Arabic teachers are recruited from accredited programs, their language proficiency often needs to improve, impacting the quality of instruction. The recruitment process lacks stringent language assessments, diverging from standards observed for other languages. Although integrating Arab teachers into Jewish schools could foster cross-cultural understanding, it encounters obstacles rooted in historical, cultural, and security contexts. The chapter meticulously examines the challenges Arab teachers encounter within the Israeli Jewish
school system. These hurdles emanate from the Arab-Israeli conflict, cultural disparities, and societal attitudes. Arab educators frequently grapple with feelings of isolation, inferiority, and resistance from Jewish students, parents, and colleagues. Despite their endeavors to foster comprehension and peace, Arab teachers contend with difficulties in cultural assimilation, language barriers, and political tensions. The chapter underscores the need for support, training, and a more inclusive educational milieu to tackle these challenges effectively.