This book engages in the ongoing debate concerning the consequences of the industrialization process for social mobility. At the heart of this debate is the 'liberal thesis' which states that the industrialization process brings about not only more opportunity for social mobility, but also more equality of opportunity while social selection processes become more meritocratic. The social context for this study is Israeli society.
This volume of Studies in Contemporary Jewry directs its searchlight on the social scientific study of Jewry. Its symposium consists of 11 essays that discuss sources, approaches, and debates in different complementary fields of demography, sociology, economy, and geography. Taken as a group, the essays cover the major areas of Jewish life today in Israel, the United States, Europe, and Latin America.
This Handbook provides a comprehensive overview of contemporary Israel, accounting for changes, developments and contemporary debates. The different chapters offer both a historical background and an updated analysis of politics, economy, society and culture. Across five sections, a multidisciplinary group of experts, including sociologists, political scientists, historians and social scientists, engage in a wide variety of topics through different perspectives and insights. The book opens with a historical section outlining the formation of Israel and Jewish nationalism. The second section examines contemporary institutions in Israel, their developments and the contemporary challenges they face in light of social, economic, political and cultural changes. The third section explores geopolitics and Israel’s foreign relations, exploring conflicts, alliances and foreign policy with neighbors and powers. The fourth section engages with Israel’s internal divisions and schisms, highlighting questions of identity and inequality while also outlining processes of integration and marginalization between groups. The final section explores matters of culture, through the social and demographic shifts in contemporary music, poetry and cuisine, along with the struggles for inclusion and the impact of globalization on Israeli culture. The Routledge Handbook on Contemporary Israel is designed for academics along with undergraduate and postgraduate students taking courses on Israel, Israeli politics, and culture and society in modern Israel.
The Handbook of Israel: Major Debates serves as an academic compendium for people interested in major discussions and controversies over Israel. It provides innovative, updated and informative knowledge on a range of acute debates. Among other topics, the handbook discusses post-Zionism, militarism, democracy and religion, (in)equality, colonialism, today’s criticism of Israel, Israel-Diaspora relations, and peace programs. Outstanding scholars face each other with unadulterated, divergent analyses. These historical, political and sociological texts from Israel and elsewhere make up a major reference book within academia and outside academia. About seventy contributions grouped in thirteen thematic sections present controversial and provocative approaches refl ecting, from different angles, on the present-day challenges of the State of Israel. Other Major Works by the Editors: Eliezer Ben-Rafael Is Israel One? Religion, Nationalism and Ethnicity Confounded, Brill (2005) Ethnicity, Religion and Class in Israel, Cambridge University Press (paperback) (2007) Julius H. Schoeps Begegnungen. Menschen, die meinen Lebensweg kreuzten. Suhrkamp (2016) Pioneers of Zionism: Hess, Pinsker, Rülf. Messianism, Settlement Policy, and the Israeli-Palestinan Conflict. De Gruyter (2013) Yitshak Sternberg World Religions and Multiculturalism: A Relational Dialectic. Brill (2010). Transnationalism. Brill (2009) Olaf Glöckner Being Jewish in 21st Century Germany. De Gruyter (2015, with Haim Fireberg) Deutschland, die Juden und der Staat Israel. Olms (2016, with Julius H. Schoeps)
Why do racial and ethnic groups discriminate against each other? The most common sociological answer is that they want to monopolize scarce resources—good jobs or top educations—for themselves. This book offers a different answer, showing that racial and ethnic discrimination can also occur to preserve particular group identities. Shifting Ethnic Boundaries and Inequality in Israel focuses on the early period of Israeli statehood to examine how the European Jewish founders treated Middle Eastern Jewish immigrants. The author argues that, shaped by their own unique encounter with European colonialism, the European Jews were intent on producing Israel as part of the West. To this end, they excluded and discriminated against those Middle Eastern Jews who threatened the goal of Westernization. Blending quantitative and qualitative evidence, Aziza Khazzoom provides a compelling rationale for the emergence of ethnic identity and group discrimination, while also suggesting new ways to understand Israeli-Palestinian relations.
Social Mobility in Europe is the most comprehensive study to date of trends in intergenerational social mobility. It uses data from 11 European countries covering the last 30 years of the twentieth century to analyze differences between countries and changes through time. The findings call into question several long-standing views about social mobility. We find a growing similarity between countries in their class structures and rates of absolute mobility: in other words, the countries of Europe are now more alike in their flows between class origins and destinations than they were thirty years ago. However, differences between countries in social fluidity (that is, the relative chances, between people of different class origins, of being found in given class destinations) show no reduction and so there is no evidence supporting theories of modernization which predict such convergence. Our results also contradict the long-standing Featherman Jones Hauser hypothesis of a basic similarity in social fluidity in all industrial societies 'with a market economy and a nuclear family system'. There are considerable differences between countries like Israel and Sweden, where societal openness is very marked, and Italy, France, and Germany, where social fluidity rates are low. Similarly, there is a substantial difference between, for example, the Netherlands in the 1970s (which was quite closed) and in the 1990s, when it ranks among the most open societies. Mobility tables reflect many underlying processes and this makes it difficult to explain mobility and fluidity or to provide policy prescriptions. Nevertheless, those countries in which fluidity increased over the last decades of the twentieth century had not only succeeded in reducing class inequalities in educational attainment but had also restricted the degree to which, among people with the same level of education, class background affected their chances of gaining access to better class destinations.
Over the course of their interaction, economics and migration research have treated each other with mutual indifference. When migration research attempted to overstretch its bounds, economics reduced its analytical scope to those areas that originally seemed to belong to the genuine economic sphere. This volume considers eleven case studies that aim to overcome the artificial barrier between the two disciplines by applying the economic method to migratory phenomena, utilizing economic theories in order to explain migratory patterns, and regarding the structure and development of markets as crucial to the shaping of population stocks and the flow of migrants.
From an international comparative perspective, this third book in the prestigious eduLIFE Lifelong Learning series provides a thorough investigation into how social inequalities arise during individuals’ secondary schooling careers. Paying particular attention to the role of social origin and prior performance, it focuses on tracking and differentiation in secondary schooling examining the short- and long-term effects on inequality of opportunities. It looks at ways in which differentiation in secondary education might produce and reproduce social inequalities in educational opportunities and educational attainment. The international perspective allows illuminating comparison in light of the different models, rules and procedures that regulate admission selection and learning in different countries.
