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Kapel-Green, A., & Mirsky, Y. (2013). “This Place Is to Me a Nature Reserve That Really Needs to Be Preserved”: A Portrait of a Turning School in the Eyes of His Team Members. In B. Alpert, & S. Shalsky (Eds.), The School and the School at a Closer Look—Ethnographic Studies on Education (pp. 108-140). Tel Aviv: The Mofet Institute (In Hebrew).

has been cited by the following article:

• TITLE: “Pioneers”—The Druze Women School Principals as Role Models & Generators of Social Change

  AUTHORS: Janan Faraj-Falah, Yossi Maman

  KEYWORDS: Druze, Women Status, School Managers, Israel, Social Changes

  JOURNAL NAME: Creative Education, Vol.10 No.7, July 24, 2019

  ABSTRACT: The purpose of this preliminary study is to examine the attitudes of Druze women-school principals in relation to their role and its social significance. The research is qualitative, a “case study” of the phenomenon (Behrendt, 2017). Thus, in the “Holistic” research approach (Abuhav, 2013), the researcher is interested in revealing, learning and understanding the internal world of “subjects” from their point of By this approach, the origin of behavior is affected by definitions, beliefs, values and ideologies of the “subjects” (Pelto & Pelto, 1978). The main field work is based on in-depth ethnographic structured interviews as a primary source for information, enabling the interviewee to tell her story freely and still being focused on the research questions. The interviews include 5 Druze women school principals to describe their own personal experiences (Spradley, 1979).