Chapter 3 Challenges to Educational Leadership in Israel

In: Enacting and Conceptualizing Educational Leadership within the Mediterranean Region
Devorah Kalekin-Fishman
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In this chapter I ask how leaders’ practices (linguistic, economic, and physical) create moments of autonomy and constriction to shape subjectivity in the organizations that combine into the Israeli educational establishment. Here I analyze regimes of practices in three organizations which are part of the system: the Ministry of Education, a private school (RH) where Hebrew is the language of instruction, and a public (accredited state) school (EM) in which Arabic is the language of instruction. The chapter is divided into five sections: after the introduction, Section 2 deals with theorizations of educational organizations and their implications. Section 3 describes how education is organized in Israel. Section 4 explores practices of the Minister of Education and the principals of two schools. Conclusions in Section 5 relate to how leaders’ practices sustain models of organization while defining the scope of individualized subjectivities that can be coordinated with the totalizing vision of the state.

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Chapter 1 Problematizing the Dominant Discourses and Policies of Educational Leadership within the Mediterranean Basin
Chapter 2 Social Justice and Education in the Maltese State School System
Chapter 3 Challenges to Educational Leadership in Israel
Chapter 4 The New Public Governance
Chapter 5 School Leadership within a Centralized Education System
Chapter 6 Educational Leadership in Algeria
Chapter 7 Digitally Equipped
Chapter 8 How Do Portuguese Principals Deal with Competing Demands?


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