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Ideology and Pedagogical Practices of Literacy Teaching in the First Grade of Israeli Primary Schools - an Ethnographic Study

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Ideology and Pedagogical Practices of Literacy Teaching in the First Grade of Israeli Primary Schools - an Ethnographic Study THE CHILDREN OF THE BOOK. Ideology and Pedagogical Practices of Literacy Teaching in the First Grade of Israeli Primary Schools - An Ethnographic Study liana Zailer THESIS SUBMITTED FOR the degree of DOCTOR OF PHILOSOPHY University of London, Institute of Education August 1992 ABSTRACT In this thesis it is argued that, beneath the surface modernity of literacy education in Israel, lie age-old mechanisms that are being used to instil into young readers an unquestioning adherence to the voice of a single cultural text. Children in the modern Israeli State are the latest heirs of an ancient religio-cultural tradition. Throughout its 'longue duree', the Jewish community has sought its identity and striven for continued existence by dedication to ideals of literacy and to a single Text. A review of the whole course of Jewish history which focuses on the role of literacy reveals that this is the case. Close inspection of the approach of the contemporary Israeli State to the teaching of literacy in primary schools shows that these ancient imperatives are still present and active, albeit in transformed ways. The ideology of the Israeli State, embodied in its 'Discourse of Nation-Building' shapes and moves the centralised school-system and its pedagogy. The main themes of the 'discourse' - solidarity, cohesion and defence - lie beneath the apparently neutral surface of standard reading-scheme texts. During the first hours of learning to read in school, the Israeli child is also being invited to set out on the road to being a soldier. An ethnographic study of what actually takes place when literacy is being taught in Israeli first grades establishes that, for the young Israeli, the first encounter with school literacy is a moment in her personal and social life when she is initiated both into the ancient Text and into the modern national/political discourse. The whole process serves the requirements of citizenship, rather than those of becoming a genuine reader. 2 ACKNOWLEDGEMENTS I wish to record here my gratitude to my tutor, Mrs Margaret Spencer, for her continuous encouragement, insightful advice and support during the 'longue duree' of this thesis! My thanks go, too, to my long-suffering family who have borne with me so patiently over the last seven years. Of them it can be said, "Jacob worked seven years... and they seemed to him like a few days because he loved her so much." (Gen. 29:20). I am deeply indebted to the teachers and the children in the two schools where I conducted my field study. Without them, there could be no thesis... I want to thank the Directors of the Foundation Leon David Asseo for their generous grant, which helped me through the early stages of my research. It is difficult to express what I feel towards my two pillars of strength - Miss Wendla Kernig and Fr. Joe Colella O.S.M. - without whose support, care and concern this work would never have seen fruition. They have become part of this research and will always be part of me. Miss Margaret Palladino undertook the thankless business of proof-reading the final text. I am so grateful to her for that! 3 "Societies, like lives, contain their own interpretation. One has only to learn how to gain access to them" (Geertz, The Interpretation of Cultures, 1973). "We shall not cease from exploration And the end of all our exploring Will be to arrive where we started And know the place for the first time". T. S. Eliot, Four Quartets Little Gidding, v. Contents Introduction 1 1 Part One: The Historical Perspective 1 3 Chapter One: The Social Context Of Literacy Among The Jewish People. 1 Introduction. 1 3 1.1 The Origin Of Ancient Israelite Literacy. 1 4 1.2 The Emergence Of The Hebrew Script - 8th Century B.C. 1 6 1.3 Israel Begins To Define Itself Through Literacy. 16 1 .4 Literacy During The 5th To 3rd Centuries B.C. 1 8 1.5 Literacy Of The Talmudic Period: The 3rd Century B.C. To The 5th Century A.D. 2 0 1.5.1 The Sages Of The Talmudic Period - The Advocates Of Popular Literacy. 2 2 1.5.2 The Function Of Writing In The Talmudic Period. 2 3 1.5.3 The Synagogue As An Institute For The Dissemination of Literacy. 2 5 1.5.4 The Emergence Of The House of Study: Bet-Hamidrash. eLtA4-%antce7 y 2 6 1.5.5 The Construction Of Education And Schools. 2 7 1.6 Literacy In The Babylonian Diaspora, 3rd To 11th Century A.D. 2 9 1.6.1 The Last Two Centuries Of The Ga'onic Period: 8th-10th Century A.D. 31 Summary. 3 2 Chapter Two: Hegemonic Literacy: Literacy Traditions Among European Jewry In /T.', L/14 lva t And Early Modern Times. 2. Introduction. 3 3 2.1 The Functions Of Literacy In Traditional Judaism. 3 5 2.2 Authorities, Institutions And Ideals For Literacy. 3 8 2.3 Talmid Chacham - An Ideal For Literacy And Scholarship. 4 2 5 2.4 Education In European Traditional Jewry. 4 4 2.4.1 The Heder. 4 4 2.4.2 The Institute For Advanced Studies - The Yeshiva. 4 5 2.5 Female Literacy. 4 7 2.6 Literacy As A Cultural Performance. 4 9 Summary. 5 1 Chapter Three: The Myth Of The Halutz. The Literacy Patterns In The Hebraic Schools In Palestine During The Period Of The Yishccv 1882-1948. 3. Introduction. 5 3 3.1 Literacy In The Old YishA4v. 5 3 3.1.1 Patterns Of Traditional Literacy. 5 3 3.1.2 The Emergence Of Secular Jewish Education In Palestine. 5 4 3.2 Zionism and the Concept of the New Jew. 5 5 3.2.1 The Ideal of the Halutz. 5 6 3.2.2 The Discourse of Halutziut . 5 8 3.3 First Instances Of Zionist Oriented Education. 6 0 3.4 Revival Of Ivrith. 6 1 3.5 The Myth Of The Halutz As An Ideological Model Of Literacy Teaching. 6 3 3 . 6 The Tension Between Conflicting Literacies. 6 9 3.6.1 The Myth Of The Halutz Versus The Literacy Of The Talmid Chacham. 7 1 3.7 Askenazi Literacy And The Oriental Child 7 3 Summary. 7 5 Part Two: Literacy In The Service Of Nation-Building. Chapter Four: The Nation-Building Discourse. 4. Introduction. 7 6 4.1 Central Problems In The Nation-Building Discourse. 7 6 4.2 The IDF Soldier As An Agent And Symbol Of Nation-Building. 7 8 6 4.2.1 Military Service As A Channel For Mediating The Nation-Building Discourse. 81 4.3 Education In Israel: A Controlled System Serving Nation-Building. 8 2 4.3.1 The School As Agent For Transmitting The Nation-Building Discourse. 8 2 4.3.1.1 Centralisation of Administration and Policy Making. 8 3 4.3.1.2 The Impact Of Centralisation On Classroom Practice And School Management. 8 4 4.3.2 Educating In The Nation-Building Discourse. 8 5 4.4 School To IDF - A Continuous Rite Of Passage Into Adulthood. 8 9 Summary. 9 1 Chapter Five: Literacy And Literacy Teaching Among Oriental Jewish Children: Response To A Crisis In The Process Of Nation-Building. 5. Introduction. 9 2 5.1 Literacy Failure As A Threat To National Unity. 9 2 5.2 The School Without Parents - The Logic Of 'Compensatory Education Policy'. 9 6 5.3 The 'Compensatory Education Policy' And The Teaching Of Reading. 9 8 5.3.1 Practical Results. 10 2 5.4 Scholars And Scribes: The Literacy Gap Sustained. 104 Summary 107 Chapter Six: Learning to Read In The Service of Nation- Building: Current Pedogogy And Texts In The Israeli First-Grades. 6. Introduction. 10 8 6.1 The Concept Of Gibush. 1 08 6.2 The Literacy Teaching Approach In The Israeli Primary School. 1 1 1 7 6.3 Teaching Reading With A Reading Scheme. 113 6.3.1 Masorah (Tradition) - The Vowel Sign In Its Historical Context. 116 6.4 The Social And Ideological Aspects Of Literacy Teaching. 118 6.4.1 The Reading Scheme As A First School Text. 121 6.5 Midrash: Narrative Interpretation Of Narrative. 124 6.5.1 Reading With Midrash. 126 6.6 Learning to Read in the Service of Gibush 143 6.6.1 Learning To Read With Alfi: The Televised School Program 'No Secrets... To Reading' 145 Summary And Conclusion. 150 Part Three: The Main Study Chapter Seven: The Main Study: Methodological Considerations And Framework Of The Field Study. 7. Introduction. 151 7.1 Autobiographical Interlude. 151 7.2 Questions And A Method For The Main Study. 153 7.2.1 Interpretative Ethnography. 157 7.2.2 Critical Ethnography. 158 7.2.3 The Choice of Ethnography as an Alternative Methodology. 159 7.3 The Field Work. 160 7.3.1 The Selection Of Schools. 160 7.3.2 Description Of The Schools. 161 7.3.2.1 The Lewis Roth Primary School, Its Location And Its Structure. 161 7.3.2.2 The Teacher. 162 7.3.2.3 The Student Teacher. 163 7.3.2.4 The Children. 163 7.3.2.5 The Physical Setting And Organisation Of The Classroom. 163 7.3.2.6 Patterns Of Organisation 8 And Daily Routine In The Classroom. 165 7.3.2.7 Reception Of The Sabbath. 166 7.3.2.8 Birthday Celebrations. 166 7.3.3 The Givat Oren Primary School, Its Location And Its Structure. 167 7.3.3.1 The Head Teacher.
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