Does Teaching on the “Other” Side Create a Change

This study focuses on the experiences of Arab teachers working in secular, Jewish Hebrew-speaking schools in Israel. It examines the induction experiences of minority teachers in general, and the processes and mechanisms that come into play when they work at majority schools. The study describes and analyzes the role of Arab teachers’ experiences in Jewish-Israeli schools in shaping their acculturation process in majority culture, their ethno-cultural belonging and their sense of self-efficacy.