Indigenous Conception of Intelligence, Ideal Child, and Ideal Parenting among Ethiopian Jews in Israel

Abstract

A community’s conception of child development, “native theories” of socialization, the meta-communicative framework, the cultural meaning and value system—including the parent-child dyadic relationship—as part of the wider historical and cultural process significantly influence the construction of a person. It includes reference to literacy events, parents’ conceptions of the ideal child, their educational objectives, and indigenous conception of “intelligence,” all of which can influence the academic progress of Ethiopian children. Although these cultural practices, native theories of development, and conceptions of “schooling” are “functional” and valued within the group—especially in their Ethiopian socio-cultural and economic milieu—the group’s encounter with the Israeli schools and other social systems has created a conflict that works to the disadvantage of Ethiopian children. The data presented here show the rift between school ethos and home environment of Ethiopian children, which inadequately prepares them for formal demands of the Israeli school system. There is a discontinuity between home and school, non-existent among middle class Israeli children.