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Self-Initiated Musicking in Kindergarten as Instances of Emancipation: The Case of Arabic Speaking Young Children in Israel

  • Claudia Gluschankof
Chapter
Part of the International Perspectives on Early Childhood Education and Development book series (CHILD, volume 27)

Abstract

Three- to six-year-old Palestinian children growing up in Israel belong simultaneously to a variety of groups and communities. They share the same status as young children from other religions and ethno-nationalities, and all attend kindergarten, since it is compulsory. They belong to the Palestinian minority in Israel, the largest one in the country, whose first language is Arabic, and their society is in transition from a traditional to a modern one. They do not belong to the religious majority (Judaism)—the majority are Muslims and the minority are Christians belonging to a variety of denominations. They also differ in the degree of religiosity in their families. In the recent past the clear majority lived in villages, but nowadays a large number live in cities and towns. Those who do live in villages, are exposed only to Arabic in everyday life, while those who live in mixed cities and towns, are also exposed to Hebrew. Thus, Palestinian children living in Israel can be seen as colonized both as children and as a linguistic and cultural minority. This chapter explores, from a postcolonial critical perspective, the ways these young children express themselves in and through music, exercising agency, and ultimately—emancipation.

Keywords

Postcolonial theory Palestinian-Israeli children Musical agency 

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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Claudia Gluschankof
    • 1
  1. 1.Levinsky College of EducationTel-AvivIsrael

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