ABSTRACT
This chapter presents the results of an ethnographic case study of an Israeli Arab middle school whose staff and students are Arab Israelis from the Muslim, Druze, and Christian population sectors. Against the Israeli backdrop of multiculturalism, political tensions, and terrorism, this school has created a multi-faceted curriculum for teaching students the values of non-violence and peaceful co-existence, as well as creating a school culture that supports this curriculum. In essence, the explicit curriculum and implicit elements of the school culture together form a highly effective program for teaching non-violence. The author reflects on the complexities of insider-outsider status in regard to the school principal and to her own status as a Canadian, Jewish immigrant to Israel, researching an Israeli Arab school.
