D I R A S A T The Arab Center for Law and Policy

1. D I R A S A TThe Arab Center for Law and Policy By: Dr. Yousef T. Jabareen, General Director August, 2009

2. About Dirasat Vision: DIRASAT seeks the attainment of substantive citizenship for Arab-Palestinian citizens in Israel at both the individual and collective levels. DIRASAT’s endeavors in this direction are grounded in the universal concepts of human rights, justice, equality and inclusion for all on the one hand, while celebrating the history and continued development of the unique identity of each group within society on the other.

3. Role of Dirasat The existence of an organization that focuses on building the strength, resources, and training of movement practitioners – as a complement to organizations that focus on activities such as litigation and lobbying – is of vital importance to the success of a civil rights movement. This is the role that Dirasat is beginning to play.

4. How Dirasat Works Uses applied research by credible sources to collect solid, reliable information; Identifies proactive strategies; Aims to drive collective-thinking forward by consultation/partnerships with local council leaders, educators, students, academics, colleague NGOs, national policymakers and Knesset members;

5. How Dirasat Works Disseminates its proactive strategies to the public, policymakers, and those who influence public opinion; at both internal (within the Arab minority) and the external decision-making processes (at the state level) Builds capacity of strategic thinking and planning in our community; Serves as a center for strategic goal-setting in the Arab community, with an understanding of root issues and a clear goal of substantive equality.

6. Education as a Case Study • Education is one of the key issues facing Palestinian Arab citizens in Israel -- Framing the Problem -- Working Towards Solutions

7. The Palestinian Arab Education System in Israel Palestinian Arabs in Israel are discriminated against both in resource allocation (equality) and in participation in determining curriculum content and education policy (recognition).

8. A National Minority Rights Issue • Education plays a pivotal role in enabling citizens to access their rights and in improving employment opportunities, income, and meaningful participation in the public sphere. • Education is an internationally recognized human right unto itself.

9. Examples/Outcomes of Structural Inequality In Arab junior high schools the annual government expenditure per student is only 20 percent of the average in Jewish junior high schools. (Recently published study by in the journal Megamot by Prof. Sorel Cahan of Hebrew University's School of Education, 2009.)

10. Examples/Outcomes of Structural Inequality 8% of the Arab population finishes 16 or more years of school 19.6% of the Jewish population finishes 16 or more years of school (Central Bureau of Statistics, 2006)

11. Examples/Outcomesof Structural Inequality Of all university students working toward a B.A. equivalent: 86% are Jewish // 10.6% are Arab (Arabs comprise approximately 20% of the population) (Central Bureau of Statistics, 2006)

12. Examples/Outcomesof Structural Inequality There are 4,012 tenured professors in Israeli universities 38 of them are Arab (4 of whom are women) (Blechman, Israel, Master’s Thesis, Tel Aviv Univ., p. 40, 2008)

13. Curriculum Issues Arab schools have their own curricula, but they are designed and supervised by the Ministry of Education, in which almost no Arab educators or administrators have decision-making power. By contrast, public religious schools established for religious Jewish students maintain autonomous control over their curricula.

14. Curriculum Issues Students in Arab-run public schools receive little, if any, culturally appropriate instruction – i.e. in Palestinian or Arab history, geography, literature, arts or culture.

15. Budget Issues Dirasat, Arab Center for Law and Policy Despite the low socio-economic status of most Arab communities, only 4 out of the 500 communities given special economic status by the Ministry of Education as “national priorities in education” are Palestinian Arab communities.

16. Budget Issues In 2006 the Israeli Supreme Court ruled that the education situation regarding Arab versus Jewish schools is discriminatory and illegal. But, as of September 2009, the ruling hasn’t been implemented.

17. Working Towards Solutions Dirasat chose education as an issue because of its intrinsic potential in improving Arab-Palestinian citizens’ access to rights in both the short- and medium-terms. Dirasat held initial study days in April and July 2007 that included professionals, academics, activists and policymakers who together identified education as a priority issue.

18. Initial Research Phase As a first step, Dirasat called for applied research and papers on the Arab education system and educational policies. As a result, the following papers were commissioned, with a focus on strategic criteria to address multiple barriers that have significant impact on student achievement.

19. Research Paper Topics • Shortcomings ofthe educational leadership of Arab schools • Shortcomings of Arab teacher training programs • Level of parental involvement in education • Shortcomings of the criteria currently followed by the Ministry of Education in resource allocation • Structural barriers perpetuating the under-representation of Arab students in higher education

20. Focus of Research • identifying barriers; • viable alternative strategies to challenge these barriers both at the state policy level and community level.

21. Dissemination of Results and Program Development • Round-table discussions were held in 2007 and 2008 based on results of the research topics, with significant community involvement and positive press coverage. • The first major project on teacher training was launched based on the results of first paper. • Subsequent round tables in 2009 & 2010.

22. Next Steps The next steps will include: • additional empirical and applied research; • continuing seminars and study days to reach a collective consensus on desired strategies and outcomes; • wide dissemination of those results, with a focus on policy and opinion leaders;

23. By 2010 We plan to establish our work in three areas: 1) working with Arab teachers and with colleges to plan new curricula and courses based on the results of the research and discussion process; 2) researching and developing curricula and programs for Arab primary and secondary schools in Israel that meet the unique needs of Arab students, alongside supporting efforts to create an independent Arab pedagogical council; 3) lobbying for state-level policy changes.

24. Challenges • The Ministry of Education is difficult to move toward policy change, in large part because it is politically-driven; • There are different needs in different parts of the country; • Even when there are positive outcomes in court rulings, there is little to no implementation (another reason to spread our work beyond litigation).

25. Dirasat in Comparative Perspective Dirasat has noticed a high degree of consensus around best practices, most importantly: 1) quality research; 2) well-planned, strategic dissemination of publications, including investment in communications staff; and 3) securing relatively long-term core funding support.

26. Dirasat in Comparative Perspective As part of Dirasat’s planning process, the organization commissioned research comparing similar institutions around the world in other deeply divided societies, in order to glean insight from their experiences. The resulting paper examined policy institutions in South Africa, Ireland, Hungary (Roma), and the USA.

27. Dirasat in Comparative Perspective Conclusions of Comparative Paper: Developing a policy infrastructure that nurtures the movement itself – through publications, resources, networking and training – is critical to the success of any movement for civil rights.