We
aim to generate sustainable social change by creating an environment where communities are
empowered to shape their own social environment by molding and implementing a unique
vision for education that appreciates difference and incorporates dialogue as a way of life. Our strategy for the actualization of these goals is to generate “knowing” and experience in
each of 5 spheres of work and to disseminate that information to a variety of target audiences. Our spheres of work are: development of a new vision for education, capacity-building,
research and development, systemic change and community outreach. Each of these spheres of
work forms one tactic in our strategy. Together, the 5 spheres of work constitute a framework
for actualizing our mission of social change in the Arab community and society as a whole. The core of our work is triggering the development of new visions in education. We define
“new visions in education” as radical, innovative or empowering approaches to education
which answer the needs of the community it serves. As each community has a unique culture
and history, a new vision for education will suit its particular needs. Masar developed this strategy in order to crystallize a framework for achieving our mission for
ourselves, our partners and all stakeholders. Masar’s Problem Statement :
Most educational systems as we know them aim to diminish differences between people and
assimilate those who are different into the dominant culture. Despite the existence of several
public school systems in Israel catering to different communities, all groups are disadvantaged
by a single educational paradigm that rejects difference and encourages conformity to the
norms of dominant group. Children transfer this paradigm onto their own thinking, acquiring
the belief that one group, idea or culture is superior and entitled to marginalize one another. This approach to dealing with difference reinforces both the dominant group’s self-image as
superior, as well as the covert messages of inferiority transmitted to disempowered groups,
cementing and perpetuating inequalities and conflict between the groups. One consequence of this educational approach is the social, economic, cultural and political
disempowerment of the Arab minority in Israel. Israelis are socialized within an education
system where Arabs, including Ministry of Education workers, school administrators, teachers,
and parents hold subordinate positions with little power to influence their environment. From
the perspective of the dominant culture, the disempowered position of the Arab minority and
all the negative stereotypes that are associated with social exclusion further legitimizes the
educational system that strengthens them at the expense of the Arab minority. As a social change organization that views education as critical to determining society’s nature
and structure, Masar has taken on a mission of creating a new educational vision that enables
people to appreciate difference and resolve conflict constructively. We see the development of
a new paradigm in education that transforms difference from a source of conflict to an
opportunity to learn as crucial for building an egalitarian society.
