Monopolizing Knowledge? The Ethnic Composition and Curriculum of Israeli High Schools

Research output: Contribution to journalArticlepeer-review

Abstract

Presents a study on the availability of 12 school subjects in Israeli high schools that are differentiated by their ethnic composition. Asserts that curricular decisions based on matching subjects with assumed student academic abilities results in the monopolization of highly valued knowledge by privileged social groups. (CFR)
Original languageEnglish
Pages (from-to)264-278
Number of pages15
JournalSociology of Education
Volume67
Issue number4
StatePublished - 1994

Keywords

  • Israel
  • ERIC, Current Index to Journals in Education (CIJE)
  • Researchers
  • Course Content
  • Curriculum Design
  • Socioeconomic Status
  • Advanced Courses
  • Foreign Countries
  • Access to Education
  • Ethnic Bias
  • Socioeconomic Influences
  • Ethnic Groups
  • Secondary Education
  • Cross Cultural Studies
  • Social Stratification

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