Award-winning author Grace Feuerverger explores teaching and learning in schools as a sacred life journey, a quest toward liberation. Written for teacher/educators who wish to make a real difference in the lives of their students, this book speaks to everyone who finds themselves, as she did, on winding and often treacherous paths, longing to discover the meaning and potential in their professional lives at school. A child of Holocaust survivors, Feuerverger wrote this book to tell how schools can be transformed into magical places where miracles happen. In an era of narrow agendas of ‘efficiency’ and ‘control,’ this book dares to suggest that education is and should always be about uplifting the human spirit.
Most children come into life, initially at least, with a degree of trust that they are going to be treated fairly. The way a social order kills that sense of trust is often cumulative, overt and consciously executed. Within such a situation it is likely that, once becoming a man (or woman), he will not develop an instinctive inhibition about killing his co-species. One will commit such an act upon a group or individual with whom he has no sense of identity and with whom there is no empathy or conscious feeling of guilt relating to their destruction. It is an uncomfortable revelation and a hideous result of social deconstruction. Such is the case Jenna Hayat, a young woman Palestinian woman. A limping soul navigating through a dismal passage of existence, Israeli occupation is a septic wound in her heart that can't be healed, and being Palestinian is like being punished for a crime she hasn't committed. She is not hell-bent revolutionary; she is not a feminist or a nationalist, and she is not a psychopath with a death wish. She is just an ordinary young woman, trapped amid savaged inequalities. Jenna once remarked to a close friend that life was so long when you are not happy. Hers was very unhappy. Her mother succumbs to cancer, she is not permitted to marry the only man she ever loved, and she feels herself alone in is world in which there is no mercy. A martyrdom mission makes perfect sense in a life such as hers and longevity is inconsequential. Jenna makes a final and far-reaching decision, which is to look for her mercy from God instead of mere mortal men.
The book analyzes the crossing issues of gender, school leadership and multicultural experiences as expressed in accounts of female school principals from diverse ethnic and religious groups in the multicultural society of Israel. It addresses the usually unheard voices of women principals in ethnic and religious minority groups that act and live in a modern country but their place is marginalized. Jewish and Moslem Authors, all citizens of Israel, display the particular life and career accounts of female principals from the Arab, Bedouin, Kibbutzim, liberal and Ultra-Orthodox Jewish groups. They are accompanied by authors from Canada, Hong-Kong and England who suggest a multicultural and post-structuralist feminist views to look at female leadership in the multicultural society. In this sense, they book contributes to our understanding of the influence of cultural scripts and values on women principals’ leadership styles and career development, as well as suggest an alternative way to interpret dominant feminist conceptualizations of female leadership. The book may be of interest for researchers in the fields of education, feminism, women management, multiculturalism, Israel studies and minorities. Educators of a higher level such as principals, supervisors and policy makers as well as graduate students will find the book chapters very contributing to their work and studies.
This book is a pioneering venture. It is the first effort to provide an international inventory of women’s universities and colleges. Apart from providing such inventory the book intends to raise questions and suggest new ways of improving the education of women worldwide. It is an invitation to network and to create a community of institutions with a common purpose and orientation. It is hoped especially that women’s institutions in the 'north', and especially in the United States, can use this resource to link up with counterpart colleges and universities in developing countries. Providing higher education opportunities for women, understanding the role of women in societies, and contributing to the expansion of women’s studies as a new field are all important goals, and women’s institutions are central both to understanding and to ameliorating inequalities. This book hopes to make a small contribution to these goals.