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New Social Foundations for Education

Education in 'Post Secular' Society

Edited By Philip Wexler and Yotam Hotam

There has been growing scholarly attention to questions about the revival of religion and religiosity on global social, cultural and political fronts and the emergence of a ‘post-secular’ society. New Social Foundations for Education is dedicated to the drawing of the implications of the contemporary ‘post-secular’ social transformation for education. Though the question of the ‘post-secular’ stands at the focal point of a wide range of academic debates and discussions, within educational discourse it has not received close scholarly attention. This volume aims to correct this lack by presenting groundbreaking works of leading scholars from Europe, the United States, and the Middle East. Contributions discuss such topics as the mystical tradition and its social and pedagogic implications; transformative and ecological education; ‘new age’ spiritualism and its educational implications; and the relations between secular and religious education in different local contexts.
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8. Palestinian Secular and Muslim Organizations’ Educational Activism in Israel: Without, Within and Against


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8. Palestinian Secular and Muslim Organizations’ Educational Activism in Israel: Without, Within and Against


This chapter attempts to provide a comparative micro-level analysis of the involvement of two Palestinian civil society organizations in the field of education in the State of Israel, focusing on their ideology and practice vis-à-vis the State. Specifically, the chapter presents two instrumental case studies (Stake, 2000; Yin, 2003): The Follow-Up Committee on Arab Education (FUCAE)—a secular organization that operates under the auspices of the National Committee for Arab Mayors and aspires to represent Arab society as a whole—and Eqraa, the Association for the Promotion of Education in the Arab sector (Eqraa), a faith-based organization that is controlled by the Islamic Movement in Israel.

Specifically, the article compares the two organizations in terms of their ideological and functional differentiation, by juxtaposing their goals, strategies, arenas of action, and funding sources. For the most part, our goal is to illustrate the centrality of the dynamics of the presence and the absence of the State in the analysis of the engagement of the two organizations vis-à-vis the State in education. Most importantly, the article underscores the importance of Islamic religious ideals and rationales in generating collective action in the public sphere in Israel and highlights the role of Islamic perceptions of “civil society” and its links vis-à-vis the State in carving an alternative sub-State at the...

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