Allport, G. (1954). The nature of prejudice. Addison Wesley.
Amara, M. (2018). Arabic in Israel: Language, Identity and Conflict. London & New York, Routledge.
Amara, M., and Schnell, I. (2004). Identity repertoires among Arabs in Israel. Journal of Ethnic and Migration Studies, 30, pp. 175–193.
Cohen-Avron, N. (2020). Teaching the Arts: Joint Training for Jewish and Arab Students 2021. In A. Paul-Benyamin and R. Rheingold (eds.), Shared Spaces in the Education System and the Academy (pp. 200–219). Inspectorate Institute.
Donnelly, C. (2020). Teaching about the past in Northern Ireland: avoidance, neutrality, and criticality. Irish Educational Studies, 40(1), pp. 3–18.
Duffy, G., and Gallagher, T. (2017). Shared Education in contested spaces: How collaborative networks improve communities and schools. Journal of Educational change, 18(1), pp. 107–134.
Friend, M. (2008). Co-teaching: A simple solution that isn’t simple after all. Journal of Curriculum and Instruction, 2(2), pp. 1–9.
Gallagher, T. (2016). Shared education in Northern Ireland: school collaboration in divided societies. Oxford Review of Education, 42(3), pp.362–375.
Gavton, D. (2001). Content analysis and theory building: the leadership of the principal of the autonomous school. In: Zabar-ben Yehoshua, n. (Editor) Traditions and Currents in Qualitative Research (pp. 501–550). Lod: Dvir.
Giroux, H., and McLaren, P. (1987). Teacher education as counter public sphere: Notes toward redefinition. In T. Popkewitz (Ed.), Critical studies in teacher education (pp. 266–297). Falmer.
Halavi, R. (2000). Another Jewish-Arab meeting. In: R. Halavi. Dialogue between identities, meetings of Hebrews and Jews in Neve Shalom. Published by the United Kibbutz.
Heruti, V. and Yahya, A. H. (2024). “The things I see from here, you don’t see from there”: Multicultural Awareness in Intercultural Encounters in Two Museum Spaces in Israel. International Journal of Intercultural Relations. https://doi.org/10.1016/j.ijintrel.2024.101979
Hughes, J., and Loader, R. (2021). Shared education: a case study in social cohesion. Research Papers in Education, 38(3), 305–327. https://doi.org/10.1080/02671522.2021.1961303
Joint Study Circles website, Matach. https://lo.cet.ac.il/player/?document=de7ddd9d-b5df-4433-bc82-26e0daf6c349&language=he
Little, D., Leung, C., and Van Avermaet, P. (Eds.) (2014). Managing diversity in education: Languages, policies, pedagogies. Multilingual Matters.
Knesset website (2018). http://m.knesset.gov.il/News/PressReleases/pages/press01.05.18.aspx
Loader, R., and Hughes, J. (2017). Balancing Cultural Diversity and Social Cohesion in Education: The Potential of Shared Education in Divided Contexts. British Journal of Educational Studies, 65(1), pp. 3–25. https://doi.org/10.1080/00071005.2016.1254156
Majadly, H. and Yahya, A. H. (2024). Beyond the Language: Arabic Language Textbooks in Arab-Palestinian Society as Tools for Developing Social-Emotional Skills. Education Sciences, 14 (10), 1088. https://doi.org/10.3390/educsci14101088
Maoz, I. (2011). Does contact work in protracted asymmetrical conflict? Appraising 20 years of reconciliation-aimed encounters between Israeli Jews and Palestinians. Journal of Peace Research, 48(1), pp. 115–125.
McDuffie, K. (2009). Differential effects of peer tutoring in co-taught and non-co-taught classes: Results for content learning and student-teacher interaction. Exceptional Children, 75(4), pp. 493–510.
Mendel, Y., and Karamsky, G. (2022). Arabic studies in the Hebrew school: reflections on the political and the need to engage in it. In A. Yuval, and D. Yizhaki (eds.), Ink Inscribed on Worn Parchment: Education in Israel and the Jewish-Arab Conflict (pp. 391–420). Resling Publishing.
Or, Y. (2018). Multilingual awareness. In A. Shohami and M. Tanenbaum (eds.), Final summary report: An innovative multilingual educational policy for Israel (pp. 92–105). Tel Aviv University.
Or, Y. (2022). Old dogmatism and new dogmatism in teaching Arabic in Israel. In A. Yuval, and D. Yizhaki (eds.), Ink Inscribed on Worn Parchment: Education in Israel and the Jewish-Arab Conflict (pp. 316–390). Resling Publishing.
Or, Y., and Shohami, E. (2016). Asymmetries and inequalities in the teaching of Arabic and Hebrew in the Israeli educational system. Journal of Language and Politics 15(1), pp. 25–44.
Paul-Benyamin, A., and Haj Yahya, K. (2019). Education for multiculturalism in academia: from dialogic discussion to egalitarian practice. Dapim, 71, pp. 83–108.
Paul-Binyamin, I., and Haj-Yehia, K. (2019). Multicultural education in teacher education: A shared experience and awareness of power relations as a prerequisite for conflictual identity dialog. Teaching and Teacher Education, 85, pp. 249–259.
Payes, S. (2018). Education across the divide: Shared learning of separate Jewish and Arab schools in a mixed city in Israel. Education, citizenship and social justice, 13(1), pp.19–35.
Payes, S. (2022). Joint learning from both sides of the wall: Jewish and Arab schools meet for learning in a mixed city. In A. Yuval, and D. Yizhaki (eds.), Ink Inscribed on Worn Parchment: Education in Israel and the Jewish-Arab Conflict (pp. 287–316). Resling Publishing.
Peled, Y., and Rouhana, N. (2004). Transitional justice and the right of return of the Palestinian refugees. Theoretical Inquiries in Law, 5(2), pp.317–332. https://doi.org/10.2202/1565–3404.1096
Samuha, S. (2010). Israeli society: like all societies or an exceptional case? Israeli Sociology, 11(2), pp. 297–302.
Shakdi, A. (2003). Words that try to touch: Qualitative research-theory and application. Ramot.
Shipman, A. (2016). Changes in the divisions used in the education system: between multiculturalism and ad hoc arrangements. In B. Bashir, C. Ben-Forat, and V. Yona (eds.), Public and Multicultural Policy (pp. 131–154). The Van Leer Institute and the United Kibbutz.
The website of the 20th Knesset (2018). http://m.knesset.gov.il/News/PressReleases/pages/press01.05.18.aspx
Villa, R. (2008). A guide to co-teaching: Practical tips for facilitating student learning. Corwin.
Woelfer, A., Jaspers, E., Blayblock, D., Wigoder, C., Hughes, J., and Hewstone, M. (2017). Studying positive and negative direct and extended contact: complementing self-reports with social network analysis. Personality and Social Psychology Bulletin, 43(11), pp. 1566– 1581. https://doi.org/10.1177/0146167217719732
Yahya, A. H., and Abu-Baker, K. (2023). Children’s Literature as a Chanel for Social-Emotional Learning: Reading Israeli Children’s Literature Written in Arabic and Hebrew. Early Childhood Education Journal, 51 (6), pp. 1–14.
Yitzhaki, D., and Karamsky, G. (2018). Arabic and Hebrew; Learning the language of the “other”. In: A. Shohami, and M. Tanenbaum, (editors). An innovative multilingual educational policy for Israel: Milestone I (pp. 46–76). Tel Aviv University.
Yitzhaki, D., Tannenbaum, M., and Shohamy, E. (2020). “Shared Education” and translanguaging; students at Jewish and Arab schools learning English together. International Journal of Bilingual Education and Bilingualism, 25(3), 1033–1048. https://doi.org/10.1080/13670050.2020.1740164