Sheikhocracy and Israel's Arab Bedouin schools: Tribal versus educational accountability

Omar Mizel
Ono Academic College, Israel

This research examines the duality of accountability as perceived by twelve principals of elementary schools in the Bedouin education system in Israel who are implementing a self-management policy requiring a mechanism of accountability in their schools. This study also explores the impact of accountability on the effectiveness of the functioning of the school where that concept is implemented. The twelve principals who participated in an in-depth interview found it difficult to distinguish between responsibility and accountability. My research indicates the existence of a different kind of responsibility, tribal accountability, which is dominant in the culture of the Bedouin school system and hinders the implementation of processes of organisational change.
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Author: Dr Omar Mizel, Academic Director, Faculty of Education, Ono Academic College, Israel, brings 30 years of experience in teaching, research, and leading projects for local authorities. He holds a BA in behavioural sciences and education jointly from Ben-Gurion University in Beer Sheva and the Hebrew University in Jerusalem, an MA in education leadership from the Hebrew University, and a PhD in educational leadership from the University of Leicester, UK. Dr Mizel has served as a researcher and lecturer at several prestigious institutions including Bar-Ilan University, Ben-Gurion University, Kaye College, Oranim College, Achva College, Al-Qasmi College, and Or Yehuda College in Israel. He also held a rank of Associate Professor and served as a researcher and lecturer at Würzburg University, Germany; Chester University, England; Al-Quds University; and Bethlehem University in Palestine. His research interests focus on cultural research, leadership, self-management, and education for multi-culturalism. Email: omar.mi@ono.ac.il Please cite as: Mizel, O. (2024). Sheikhocracy and Israel's Arab Bedouin schools: Tribal versus educational accountability. Issues in Educational Research, 34(3), 1106-1128. http://www.iier.org.au/iier34/mizel.pdf