%0 Journal Article
%T Teacher Diversity and the Right to Adaptable Education in the Religiously Oriented School: What Can We Learn From StudentsĄ¯ Perceptions?
%A Ilana Finefter-Rosenbluh
%A Lotem Perry-Hazan
%J Youth & Society
%@ 1552-8499
%D 2018
%R 10.1177/0044118X15621224
%X This study examines studentsĄ¯ perceptions of disparities between teachersĄ¯ views and the school ethos in a religiously oriented school, and dissects the implications of such disparities on the childrenĄ¯s right to adaptable education. The study draws on 102 essays of students enrolled in an American Jewish high school that employs a diverse teaching staff. Findings demonstrate that teacher diversity in a religiously oriented school may fulfill the childrenĄ¯s right to adaptable education by motivating children to engage in social perspective taking, and to interact with multiple spheres of cultural affiliations. Teacher diversity may also serve children as they formulate their own views, while not undermining parental impact. In addition, the findings portray the childrenĄ¯s perceptions of the teachersĄ¯ duty to respect the communal spheres of adaptability by eschewing indoctrination, remaining open and respectful, and attending to age differences. Subsequently, we offer policy recommendations regarding the need to encourage teacher diversity in religiously oriented schools
%K adaptable education
%K diversity
%K human rights
%K religious schools
%K social perspective taking
%U https://journals.sagepub.com/doi/full/10.1177/0044118X15621224