Mobilizing ethnic equality in admissions to schools: Litigation, politics, and educational change

Lotem Perry-Hazan, Oshrat Perelstain

Research output: Contribution to journalArticlepeer-review

Abstract

This study explores the impact of litigation on the mobilization of ethnic equality in the admission to Haredi (ultra-Orthodox) schools in Israel, and examines the socio-political mechanisms that have shaped this impact. It uses a case-study approach and draws on an analysis of documents and interviews. The findings confirm the conclusions of other studies regarding the limited ability of courts to produce change in schools by showing that ethnic equality was not mobilized until the Ministry of Education reformed its policy. However, the findings also show that the legal discourse empowered a group of Haredi parents to raise the rights consciousness of other parents and to support them in surmounting barriers that had impeded rights claims. The phenomenon of rights agents exemplifies how ethnic equality in school admission is mobilized in a bidirectional process: top-down judicial rulings empowered Haredi agents, who, in turn, have mobilized rights from the bottom-up to the new appeals committees in the Ministry of Education. The phenomenon also demonstrates the significance of collaborative relationships among lawyers, politicians, and social agents in order to generate social reforms in schools of ultra-religious groups.

Original languageAmerican English
Pages (from-to)51-75
Number of pages25
JournalJournal of Educational Change
Volume19
Issue number1
DOIs
StatePublished - 1 Feb 2018

Keywords

  • Courts and social change
  • Education law
  • Educational change
  • Ethnic equality
  • Haredi community
  • Mobilization of rights
  • Schools’ admission policies

All Science Journal Classification (ASJC) codes

  • Education

Fingerprint

Dive into the research topics of 'Mobilizing ethnic equality in admissions to schools: Litigation, politics, and educational change'. Together they form a unique fingerprint.

Cite this