I Felt that the World Belonged to Me”: The Significance of Civic Engagement among Palestinian University Graduates in Israel
Civic Engagement of Palestinian Graduates
DOI:
https://doi.org/10.14738/assrj.68.6981Keywords:
civic engagement, Palestinians, students, community development, identityAbstract
The current study identified factors that characterize the significance of civic engagement in 24 Palestinian university graduates in Israel who were involved in extra-curricular civic-engagement programs as students. Using an interpretative phenomenological analysis of semi-structured interviews conducted five to 10 years after completing their higher education, three themes emerged. The first is related to the expansion of the graduates’ identity primarily as regards acquiring new skills and self-knowledge as well as greater self-competence. The second theme covers civic engagement as a vehicle for developing a political identity and social awareness. The third theme depicts activism as providing relief, especially from their studies. The findings are discussed within the framework of identity exploration.
References
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Authors (2018)
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Fridkin, K.L. (2006). On the margins of democratic life: The impact of race and ethnicity on the political engagement of young people. American Politics Research, 34(5), 605-626. doi:10.1177/1532673X06289158
Furrow, J.L., King, P.E., & White, K. (2004). Religion and positive youth development: Identity, meaning, and prosocial concerns. Applied Developmental Science, 8(1), 17-26. doi:10.1207/S1532480XADS0801_3
Gerstenblatt, P., & Gilbert, D.J. (2014). Framing service learning in social work: An interdisciplinary elective course embedded within a university-community partnership. Social Work Education, 33(8), 1037-1053. doi:10.1080/02615479.2014.935731
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Golan, D. & Shalhoub-Kevorkian, N. (2017). Jewish and Palestinian students in Israel: Education and the denial of politics in community-engaged courses. In Golan, D., Rosenfeld, Y., and Orr, Z.(Eds.), Bridges of knowledge: Campus-community partnerships in Israel (pp.251-277). Tel-Aviv: Mofet (in Hebrew).
Golan, D. & Rosenfed, Y. (2015). Learning from the successes of community-engaged courses in the Israeli academy. Giluy Daat, 7, 33-36 (in Hebrew).
Golan, D., Rosenfed, Y., & Orr, Z. (2017). Campus-community partnerships in Israel: Commitment, continuity, capabilities, and context. In D. Golan, Y Rosenfeld, and Z. Orr (Eds.), Bridges of knowledge: Campus-community partnerships in Israel (pp.9-41). Tel-Aviv: Mofet (in Hebrew).
Golan-Agnon, D. (2006). Separate but not equal: Discrimination against Palestinian Arab students in Israel. American Behavioral Scientist, 49(8), 1075-1084. doi:10.1177/0002764205284719
Goldner, L., & Golan, D. (2017). The long‐term effects of youth mentoring on student mentors' civic engagement attitudes and behavior. Journal of Community Psychology, 45(6), 691-703. doi:10.1002/jcop.21886
Authors (2018)
Harkavy, I. (2006). The role of universities in advancing citizenship and social justice in the 21st century. Education, Citizenship and Social Justice, 1(1), 5-37. doi:10.1177/1746197906060711
Hendin, A. 2011. Integration of Arab Students in the Higher Education System in Israel. Jerusalem: Hebrew University of Jerusalem and Feher Institute (Hebrew).
hooks, B. (1994) Teaching to Transgress: Education as the Practice of Freedom. New York, Routledge.
Hughes, C., Boyd, E., & Dykstra, S.J. (2010). Evaluation of a university‐based mentoring program: mentors' perspectives on a service‐learning experience. Mentoring and Tutoring: Partnership in Learning, 18(4), 361-382. doi:10.1080/13611267.2010.511844
Ir amim. (2018). East Jerusalem - central data; January 2018. Retrieved from: http://www.ir-amim.org.il/sites/default/files
Johnson Butterfield, A.K., and Soska, T. (Eds.). (2005). University-community partnerships: Universities in civic-engagement. New York: Routledge.
Kahan-Strawczynski, F., Amiel, S., & Constantinov, C. (2016). The situation of young people in Israel in key areas of life. Jerusalem: Engelberg Center for Children, Myers Joint Brookdale.
Kenworthy-U'Ren, A.L. (2008). A decade of service-learning: A review of the field ten years after JOBE's seminal special issue. Journal of Business Ethics, 81(4), 811-822. doi:10.1007/s10551-007-9549-3
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Lee, T.M.L. (2007). Rethinking the personal and the political: Feminist activism and civic engagement. Hypatia, 22(4), 163-179. doi:10.1111/j.1527-2001.2007.tb01326.x
Lerner, R. (2004). Liberty: Thriving and civic engagement among America’s youth. Thousand Oaks, CA: Sage Publications, Inc.
Lerner, R.M., Dowling, E.M., & Anderson, P.M. (2003). Positive youth development: Thriving as the basis of personhood and civil society. Applied Developmental Science, 7(3), 172-180. doi:10.1207/S1532480XADS0703_8
Lerner, R.M., Fisher, C.B., & Weinberg, R.A. (2000). Toward a science for and of the people: promoting civil society through the application of developmental science. Child Development, 71, 11-20. doi:10.1111/1467-8624.00113
MacDonald, R., Shildrick, T., Webster, C., & Simpson, D. (2005). Growing up in poor neighbourhoods: The significance of class and place in the extended transitions of ‘socially excluded’ young adults. Sociology, 39(5), 873-891. doi:10.1177/0038038505058370
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2019-09-05
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Goldner, L. (2019). I Felt that the World Belonged to Me”: The Significance of Civic Engagement among Palestinian University Graduates in Israel: Civic Engagement of Palestinian Graduates. Advances in Social Sciences Research Journal, 6(8), 458–471. https://doi.org/10.14738/assrj.68.6981
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