Arab‐Jewish Bilingual Coeducation in Israel: A Long‐Term Approach to Intergroup Conflict Resolution

Abstract

This article offers insights into a new educational adventure in Israel that attempts to overcome interethnic conflict through bilingual coeducation. These insights were gathered during a two‐year research project in which the authors followed the activities of two recently established Arab‐Jewish bilingual schools. Their analysis is based primarily on qualitative data of educational and sociocultural processes involved in the functioning and development of the schools as they relate to four major areas: language, cultural and religious identity, national identity, and social interactions. The study showed the potential benefits of one type of intergroup contact, namely, bilingual long‐term coeducation, but also shed light on the complexity and the difficulties facing all of the parties involved in such an adventurous enterprise.