"For Them, The Hijab Means Dangerous Arabs" – Between Policy And Practice: Challenges In Implementing The Integration Of Arab Teachers In Hebrew Schools

Abstract

This study investigates the challenges associated with implementing the Israeli Ministry of Education’s policy to integrate Arab female teachers into Hebrew-speaking schools, guided by Social Identity Theory and Realistic Conflict Theory. Employing a qualitative-phenomenological approach, the research is based on semi-structured, in-depth interviews with 23 teachers (14 Jewish and 9 Arab) working across various levels of the Hebrew education system. The findings reveal four central challenges: visible cultural and religious distinctiveness, particularly the wearing of the hijab, linguistic barriers, socio-cultural knowledge disparities, and tensions within the teachers’ lounge. Arab teachers report navigating these challenges through a range of coping strategies, including emotional suppression, avoidance, and, at times, direct confrontation or the assertion of alternative narratives. These strategies reflect both personal resilience and systemic limitations. The study further reveals a stark contrast between Arab teachers’ experiences of exclusion, marginalization, and inequality, and the relative sense of belonging and cultural dominance experienced by their Jewish counterparts. By amplifying the voices of both Arab and Jewish educators, this study contributes new empirical insight into the lived realities of intercultural integration in education. It calls for the adoption of culturally responsive and structurally supportive policies aimed at fostering equitable participation, mutual recognition, and meaningful professional inclusion of Arab teachers within Hebrew-speaking schools. The findings carry significant implications for policymakers and educational leaders seeking to move beyond symbolic representation toward genuinely inclusive and just educational environments in a divided society.