Teacher Diversity and the Right to Adaptable Education in the Religiously Oriented School: What Can We Learn from Students' Perceptions?

Autor/inn/en	Finefter-Rosenbluh, Ilana; Perry-Hazan, Lotem
Titel	Teacher Diversity and the Right to Adaptable Education in the Religiously Oriented School: What Can We Learn from Students' Perceptions?
Quelle	In: Youth & Society, 50 (2018) 5, S.615-635 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0044-118X
DOI	10.1177/0044118X15621224
Schlagwörter	Diversity (Faculty); High Schools; Religious Education; Student Attitudes; High School Students; Childrens Rights; Secondary School Teachers; Judaism; Teacher Attitudes; Access to Education; School Culture; Conflict; Educational Change + Suchen Sie Ihr Suchwort? High school; Oberschule; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Schülerverhalten; High schools; Student; Students; Schüler; Schülerin; Studentin; 'Children''s rights'; Kindesrecht; Judaismus; Lehrerverhalten; Education; Access; Bildung; Zugang; Bildungszugang; Schulkultur; Schulleben; Konflikt; Bildungsreform
Abstract	This study examines students' perceptions of disparities between teachers' views and the school ethos in a religiously oriented school, and dissects the implications of such disparities on the children's right to adaptable education. The study draws on 102 essays of students enrolled in an American Jewish high school that employs a diverse teaching staff. Findings demonstrate that teacher diversity in a religiously oriented school may fulfill the children's right to adaptable education by motivating children to engage in social perspective taking, and to interact with multiple spheres of cultural affiliations. Teacher diversity may also serve children as they formulate their own views, while not undermining parental impact. In addition, the findings portray the children's perceptions of the teachers' duty to respect the communal spheres of adaptability by eschewing indoctrination, remaining open and respectful, and attending to age differences. Subsequently, we offer policy recommendations regarding the need to encourage teacher diversity in religiously oriented schools. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01