Professor at Achva Academic College, Isarel
Professional Profile:
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Summary:
Dr. Aref Abu-Gweder is a researcher and educator specializing in culturally responsive leadership and minority education systems, with a focus on the Arab-Bedouin community in Israel. He serves at Kaye Academic College of Education and Achva Academic College, contributing significantly to the discourse on school culture, social dynamics in educational leadership, and equitable pedagogy.
Educational Details
Dr. Abu-Gweder earned his Ph.D. in Education from the University of Strasbourg, France, with a dissertation exploring the academic challenges and cultural adaptation of Arab-Bedouin female students. His academic journey reflects a commitment to bridging cultural gaps in education and empowering marginalized communities through scholarly inquiry.
Professional Experience
He currently holds academic positions at both Kaye Academic College of Education and Achva Academic College in Israel. His professional experience includes teaching, mentoring, and conducting qualitative research focused on the intersection of educational leadership, tribal culture, and systemic challenges within the Arab-Bedouin school system. Dr. Abu-Gweder is known for implementing culturally responsive pedagogies and training educational leaders to address socio-cultural dynamics in schools.
Research Interests
Dr. Abu-Gweder’s research interests include culturally responsive pedagogy (CRP), educational leadership in minority and tribal contexts, teacher-principal relationships, and systemic barriers in indigenous educational systems. He particularly examines the social and professional integration of Arab teachers in Bedouin schools and promotes models of culturally sustaining leadership.
Author Metrics
Dr. Abu-Gweder has authored several peer-reviewed articles in international journals, including Leadership and Policy in Schools, Open Education Studies, and The International Journal of Diversity in Education. His most recent article published in 2025 addresses the social-professional dynamics between Bedouin teachers and school principals. His ORCID ID is 0000-0002-2050-2150.
Awards and Honors
While the resume does not list specific awards, Dr. Abu-Gweder’s academic contributions and leadership roles at major Israeli educational institutions underscore his recognition as an expert in minority education and culturally inclusive leadership practices. His research has practical policy implications and is cited in reform discussions concerning educational equity in Arab-Bedouin communities.
Publication Top Notes
1. The Attitudes of Arab-Bedouin Teachers Toward Their Relationship with School Principals: A Social and Professional Perspective
Journal: Leadership and Policy in Schools
Pages: 1–10
DOI: https://doi.org/10.1080/15700763.2025.2503747
Summary:
This qualitative study explores how Arab-Bedouin teachers perceive their professional and social relationships with school principals. Using semi-structured interviews with 20 teachers, the study identifies a lack of clear leadership, structural ambiguity, favoritism based on tribal affiliations, and cultural tension between local and non-local educators. Findings highlight the need for culturally responsive and sustaining leadership in Bedouin schools.
2. Academic and Institutional Barriers Facing Arab-Bedouin Female Students in Israeli Higher Education: The Role of Campus Environment and Discrimination
Journal: Social Identities
Pages: 1–14
Summary:
This paper investigates the socio-academic challenges faced by Arab-Bedouin female students in Israeli universities. Through qualitative interviews and thematic analysis, it identifies campus discrimination, language barriers, and cultural dissonance as core obstacles. It argues for institutional reforms to create more inclusive academic spaces that support minority women in higher education.
3. From Protection to Learning: How Arab-Bedouin Teachers Relate to Parents in the Shadow of the Gaza-Israel War
Co-author: L. Solomovich
Journal: Issues in Educational Research
Volume: 35(1)
Pages: 1–19
Summary:
This research explores how Arab-Bedouin teachers engage with parents during wartime, particularly the Gaza-Israel conflict. It reveals a shift from roles of protection and emotional support toward educational continuity. Teachers are shown to navigate complex cultural and emotional terrains, reinforcing the necessity for trauma-informed and culturally rooted pedagogy during crises.
4. Asymmetry in Israeli Academia: Attitudes of Bedouin Female Students About Their Relationship with Jewish Female Students
Journal: Journal of International Students
Volume: 15(3)
Pages: 21–40
Summary:
This study analyzes the experiences of Bedouin female students within predominantly Jewish academic environments. It uncovers feelings of exclusion, power imbalances, and social asymmetry, emphasizing the intersectionality of gender, ethnicity, and marginalization. The paper calls for culturally sensitive dialogue and structural inclusion in academic institutions.
5. Understanding and Addressing Disciplinary Challenges: Strategies Employed by Novice Elementary Arab Bedouin Teachers in Israel
Journal: The International Journal of Diversity in Education
Volume: 25(1)
Pages: 211–232
DOI: https://doi.org/10.18848/2327-0020/CGP/v25i01/211-232
Summary:
This article explores how novice Arab-Bedouin teachers handle classroom disciplinary challenges. The study uses interviews and classroom observations to identify culturally specific strategies, highlighting tensions between traditional authority models and modern pedagogical expectations. It recommends context-sensitive teacher training programs to enhance classroom management in tribal societies.
Conclusion
Dr. Aref Abu-Gweder is a strong and deserving candidate for the Best Researcher Award. His work demonstrates academic depth, cultural sensitivity, and practical application. His focus on traditionally marginalized communities, especially in a complex socio-political context like Israel’s Bedouin society, positions him as a thought leader in educational equity and leadership studies.
His prolific output in 2025, grounded in both theory and fieldwork, showcases a researcher at the peak of his scholarly influence. With expanded global collaborations and funded initiatives, his work has the potential to shape international discourse on culturally responsive education.