Lilach Lev-Ari

Oranim academic college, Sociology, Faculty Member

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Lilach Lev Ari is an Associate Professor at Oranim, Academic College of Education, the dean of the Faculty of Graduate Studies and a lecturer. Lev Ari is a sociologist, published three books.

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Papers by Lilach Lev-Ari

The place of the practicum in pre‐service teacher education: the voice of the students

Asia-pacific Journal of Teacher Education, Nov 1, 2005

... The reflective practitioner , San Francisco: Jossey‐Bass. ... View all references) claim that... more

North-African Jewish People in Paris: Multiple Identities—Ethnic-Religious, National and Transnational

Religions, Jan 16, 2023

This article is an open access article distributed under the terms and conditions of the Creative... more

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North-African Jewish People in Paris: Multiple Identities—Ethnic-Religious, National and Transnational

Religions

The purpose of this study is to compare native-born and immigrant Jewish people from North Africa... more The purpose of this study is to compare native-born and immigrant Jewish people from North African roots who reside in greater Paris regarding their multiple identities: ethnic-religious, as Jewish people; national, as French citizens; and transnational, as migrants and ‘citizens of the world’. This study employed the correlative quantitative method using survey questionnaires (N = 145) combined with qualitative semi-structured interviews. The main results indicate that both groups have strong Jewish and religious identities. However, while immigrants had fewer opportunities for upward mobility and were more committed to national integration, the younger second-generation have higher socio-economic status and more choices regarding their identities in contemporary France. In conclusion, even among people of the same North African origin, there are inter-generational differences in several dimensions of identity and identification which stem from being native-born or from their exper...

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Social and Cultural Absorption of Israelis in the USA — Distinctions between Oriental and Ashkenazi Jews / קליטה חברתית ותרבותית של ישראלים בארצות הברית: הבדלים בין מזרחים ואשכנזים

“Us and them”: towards intercultural competence among Jewish and Arab graduate students at Israeli colleges of education

Higher Education, 2016

The present study aims to examine the impact of encounter between two different ethnic groups, Je... more The present study aims to examine the impact of encounter between two different ethnic groups, Jews and Arabs, of Israeli first-year graduate students who study in four colleges of education, on the development of their intercultural competence: (1) knowledge regarding the “other,” (2) change in attitudes and behavior towards the other, and (3) multicultural educational practice. The findings point to two clear factors affecting the development of intercultural competence: the formal and informal college experience as reported by respondents, particularly the contents and tools that both Jews and Arabs acquired at the college in addition to personal characteristics and off-campus encounters. The second factor is the difference between the experiences of Jewish and Arab students: while Arab students are more knowledgeable regarding the Jewish culture and are more willing to change attitudes and educational practices in light of multiculturalism, Jewish students are less prone to make such changes. Thus, according to our findings, intercultural encounters among educators during their graduate studies could create a unique opportunity to turn the college experience transformational in terms of intercultural competence, particularly in the segregated structure of Israeli society.

Israeli Emigrants Abroad: Jewish Continuity or Assimilation

Cultural encounters in multi-cultured societies : towards multicultural education? [Editorial]

The Place of the Practicum In Pre-Service Teacher Education: The Voice of the Students

Asia-Pacific journal of teacher education, 2005

... The reflective practitioner , San Francisco: Jossey‐Bass. ... View all references) claim that... more

“Sense of place” and college placement

Higher Education, 2016

the place of prkticum Smith and Lev Ari.pdf

The focus of this paper is the importance student teachers attribute to the practical experience ... more The focus of this paper is the importance student teachers attribute to the practical experience of their teacher education program, the practicum. Four hundred and eighty student teachers from the largest teacher education institution in Israel responded to a questionnaire with 68 closed items asking for their evaluation of various components of the teacher education program in relation to preparing them for teaching, and about sources for support during the practicum. The main findings show that the practicum is evaluated highly by a large majority of students; however, students find importance in the more theoretical aspects of their education as well. Institutional‐based supervisors of the practicum were perceived by student teachers to provide the strongest support, alongside peers and school‐based mentors. School principals were perceived not to be supportive of student teachers during the practicum. The findings align with previous research in terms of importance of the practical aspects in preparation for teaching, however not as a replacement for theoretical courses. Moreover, findings suggest that school principals do not include school‐based teacher education as part of their professional responsibility.

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" Us and them " : towards intercultural competence among Jewish and Arab graduate students at Israeli colleges of education

by Lilach Lev-Ari and Walid Mula

The aim of this study is to examine the impact of encounters with the “other” on the construction... more The aim of this study is to examine the impact of encounters with the “other” on the construction of intercultural competence among Jewish and Arab graduate students at four Israeli colleges of education. Taking into account variables such as the perceived sociocultural and academic atmosphere at the college, as well as socio-demographic variables, we examined the influence of these encounters, both on the college campus and off of it, on three areas of intercultural competence: (1) knowledge regarding the “other;” (2) change in attitude towards the “other;” and (3) multicultural educational work and behavior in students’ home communities.
Among educators from different educational disciplines, intercultural encounters can make the college a socialization experience in terms of multicultural knowledge, attitudes, and behavior. In addition to the college experience, other factors influencing intercultural competence are previous social interactions with the “other” and whether the student belongs to the minority or the majority in Israeli society (Arab or Jewish students).
We concluded that in order to intentionally develop intercultural competence, it is necessary to carefully plan and design the curriculum in all disciplines of M.Ed. studies. This careful planning enables more significant encounters with the culture of the “other” to occur both formally and informally, possibly diminishing "us" and "them" attitudes.

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American dream book

The American Dream for men only? Gemder immigration and the assimilation of Israelis in the US, 2008

Lev Ari looks closely at three components of Israelis immigration to and assimilation in the USA:... more Lev Ari looks closely at three components of Israelis immigration to and assimilation in the USA: motives and the decision to emigrate; economic, social and cultural assimilation, and the respondents attitudes toward a return to Israel. The theoretical framework is anchored in new perceptions of migration research, particularly in transnationalism theory. These attempt to understand migration more deeply as a combination of socioeconomic and cultural influences. Migration to the USA increases choices for some groups of immigrants, both men and women, while among others, differences in status and in sources of power persist even after they emigrate.

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" Sense of place " and college placement

Higher Education, 2016

It is generally assumed that young people with lower socioeconomic status (SES) face restricted a... more It is generally assumed that young people with lower socioeconomic status (SES) face restricted access to higher education institutions, and particularly to those which are considered to be more prestigious. Differences in student placement in higher education institutions by place of residence are usually explained by their SES. We argue that place of residence is not only a geographical attribute, but also a social factor that influences self-identity and plays a significant role in student placement regardless of their SES. The study was conducted in Israel among first year undergraduate students, and analyzed the effect of living in four residential locality types (cities, small towns, Jewish and Arab villages) on institutional placement. The study focused on the patterns of student placement in institutions, controlling for individual SES and previous academic ability. Findings indicate that place of residence has a net effect on student placement, and it interacts with SES and with previous academic achievements. Less “successful” students, regardless of their SES, are less influenced by their residential locality. These differences in college placement are explained in part by the place of residence, which represents a way of life that creates a shared “sense of place” or “habitus” based on locality.

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Lev Ari Mittelberg Bell Kligler Bridge 2007 Hebrew

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Multiple Ethnic Identities among Israeli Immigrants in Europe

This paper describes and analyzes the multiple ethnic identities and identifications among first-... more This paper describes and analyzes the multiple ethnic identities and identifications among first-generation Jewish Israeli immigrants in Europe, and specifically in London and Paris, by means of closed-end questionnaires (N=114) and in-depth semi-structured interviews (N=23). Israelis who live in Europe are strongly attached to Israel and are proud to present themselves as Israelis. Despite their place of residence, these Israelis, particularly those residing in London and over the age of 35, manage to find ways to preserve their Israeli identity. They also perceive the need to expose their children to other Israelis as another means of preventing assimilation. On the other hand, those who are under the age of 35, and in particular those residing in Paris, have less opportunity or less need to maintain their Israeli identity in Europe. The older Israelis in London are also somewhat more integrated with the proximal host and have a stronger Jewish identity than do younger Israelis, p...

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Globalization and the Role of Educational Travel to Israel in the Ethnification of American Jews

Tourism Recreation Research, 2003

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North Americans, Israelis, or Jews? The Ethnic Identity of Immigrants’ Offspring

Contemporary Jewry, 2012

Using a sample of 206 Israeli migrants' offspring in North America, who filled in questionnaires ... more Using a sample of 206 Israeli migrants' offspring in North America, who filled in questionnaires and 34 in-depth interviews, this article examines the components and indicators of ethnic identity and identification of the offspring of Israelis in North America, by immigration generation. Are their identities and social network local, meaning that they lead to integration and assimilation, or are they diasporic and transnational, positioned somewhere between North America and Israel? The main findings of this study illuminate complex and dynamic patterns of identity components and the factors that affect them. Generational affiliation, i.e., second generation immigrants compared to those of the 1.5 generation, had a considerable effect on the various indicators of identity and identification. Members of the 1.5 generation are more inclined than second generation immigrants to maintain transnational or diasporic relations and to experience a splitting of identity and estrangement toward the destination society. Second-generation participants, feel ''at home'' in the destination country and are more inclined to assimilate into their proximal host Jewish group and the non-Jewish majority This study makes its main contribution by distinguishing between second and 1.5-generation Israeli immigrants in regard to the re-construction of their ethnic identity. It also contributes to understanding the effect of agents of socialization, on the dynamic patterns of this identity in its various dimensions.

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Gender differences in mathematics among jewish and Arab youth in Israel

Mathematics Education Research Journal, 1997

... Page 2. 348 Mittelberg & Lev Ari developed by Forgasz and Leder (1995) and Forgasz (1995)... more

Jewish Identity, Jewish Education and Experience of the Kibbutz in Israel

Journal of Moral Education, 1995

ABSTRACT In this paper we examine the role of the Israeli kibbutz experience as an agent of infor... more ABSTRACT In this paper we examine the role of the Israeli kibbutz experience as an agent of informal education in cross‐cultural settings, acting as a transformative agent of ethnic identity. The study presents, through comparative longitudinal analysis, the changes in Jewish identity and values of young North American Jews between their arrival in Israel and the conclusion of the kibbutz programme, as well as after they have returned to their home country. The analysis utilises data gathered from 238 Oren Kibbutz Institute alumni who participated in the programme between 1990‐94 in six kibbutzim. The transformative role of the Israeli kibbutz experience contributes independently and cumulatively to the formative role of home background, Jewish schooling and previous visits to Israel.