Theoretical Framework and Objectives

Copious studies have related to discourse concerning gender and equity in schools (Blackmore, 1999; Francis, 2010; Fuller, 2011; Grogan & Shakeshaft, 2011; Lindsey et al., 2011; Renold and Allan, 2006; Younger & Cobbett, 2012), this is complemented by increasing research on gender and social justice in education in developing countries (Abu-Rabia-Queder & Arar, 2011; Shah, 2010; Shapira et al., 2010). However there is still little theoretical conceptualization of empirical data concerning equity promotion in school in Muslim High schools in general and in particular in a multicultural reality such as Israel.

The Arab-Muslim high school in Israel, is situated in an indigenous minority society, that seems to be undergoing gradual transition from traditional Arab Muslim culture to modern values and norms (Arar, 2010). One indication of this transition is the increased inclusion of girls in Muslim schools. Improved academic successes in the Arab education system at the end of the 20^th century were largely the result of increased regular attendance of girls in high school, whose matriculation exam achievements exceeded those of boys.

This ethnographic case study aimed to clarify gender discourse in a Muslim senior high school in Israel, investigating teachers’ and students’ opinions concerning (1) the way that the school constructs equity and social justice discourse dealing with Muslim traditions and norms, (2) the students’ learning program and (3) the construction of Muslim male and female teachers’ behaviors in their natural environmental reality.

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