Summary and Annotation

In this section of the book, different roles I fulfilled during the Fulbright Program and how each one contributed to my ethnographic research are presented. In each role, I was able to employ a number of points of view and experience things through various events with a range of people and role holders, using different perspectives.

Together with the roles described above, throughout my research journey, I was meticulous viewing my work and presenting it as the actions of a researcher who is a teacher educator. As someone who has worked for three decades in the educational system, I view events through the mirror of a researcher, whose undertakings are anchored in educational doings in Israel and whose research should contribute to the body of knowledge of teacher education and as a result to the Israeli and American educational systems as well. All this in order to draw generic conclusions that can be implemented in the education system in which I am employed and realized by teacher educators wherever they may be. The opportunities to hear the voice of an Israeli educator, were expressed both while carrying out this research and in personal experiences and happenings. I would often examine issues through the eyes of an Israeli and I tried to express an Israeli voice to others:

As previously mentioned, every day throughout the day, interesting activities, open to all, took place across campus. After a meticulous search, I chose to participate in every event led by an Israeli or former Israeli. For example, I participated in a lunch meeting with a guest address by a former Israeli professor on the subject of ancient Babylon, I attended a meeting at which someone of Israeli origin presented a popular music application that he had invented, I joined in a discussion led by an Israeli journalist that criticized Israel’s activities in the Palestinian Authority and attended mass where a rabbi, originally from Israel, preached. Sometimes I was proud of Israelis presenting their academic successes at the university and I recruited colleagues from the program to accompany me. A number of times, colleagues, former Israelis, invited me for meals at their homes. One on occasion, I met the head teacher of a Jewish school, who put forward the rationale governing the school’s functions and explained how children were taught about Jewish culture and Israel.

Being a female Israeli educator, I saw myself as a representative of my country to my American hosts:

A relationship I established with a faculty member led to him inviting me to talk about Israel in front of approximately sixty high school students in a geography lesson. I carried this out together with a colleague from the program, who is an Israeli Palestinian. Presenting the Israeli Palestinian conflict from both sides enabled us to give a complete picture, including Israeli and Palestinian perspectives, and to discuss with pupils the possibilities of creating peace and cooperation between nations.

When hosted by two families in their homes, as described, previously, I had the opportunity to acquaint my hosts with Israeli society, culture and economics and to answer questions on subjects in which they were interested.

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