“It is an act of rebellion” The Intersectional Perspective on Bilingual Schools Experiences in Israel’s Ethnic Conflict

Sammanfattning: In the reality of Israel’s educational system, it is highly unlikely that Arab and Jewish students will ever meet at school. Within this state-segregated context, bilingual multicultural education, while having the potential to act as a catalyst for change and promote intercultural dialogue, remains on the brim of academic interests. The purpose of this thesis is to examine the complex interplay of power dynamics within the Israeli educational system, focusing on bilingual schools as contested spaces of “rebellion” that reflect broader societal tensions. Guided by the central research question: How do power relations in the Israeli educational system shape bilingual education? it applies Yuval Davis's framework of belonging and politics of belonging. Central to the inquiry is the exploration of how social categories such as ethnicity, language, culture, and class contribute to the construction of state-created national narratives of ‘the other’. The findings underscore the intricate connections between language, ethnicity, identity construction, and the educational landscape, shedding light on the broader implications for societal inclusivity and coexistence.