| Publication |
2005.
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| Summary/Abstract |
This paper discusses the reproduction of hegemony and social hierarchy through education. It brings together two case studies of marginal groups at a university-Russian Jewish immigrants and Palestinian Israeli women-who make sense of their position in social hierarchies and power relations through constant interpretative work on the various dimensions of university knowledge. The article reveals how marginal actors' interpretations of knowledge simultaneously are guided by students' positioning vis-à-vis the dominant collective and also articulate and redesign positioning. The two groups redesign their marginalities vis-à-vis the Israeli-Jewish collective by transforming knowledge to identity. In so doing, these groups reproduce national borders of Israeli social hierarchy, while working to change the meaning of these borders for their group's positioning.
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