@article{ref1,
title="Trapped in a maze: Arab teachers in Israel facing child sexual abuse among their  pupils",
journal="Journal of interpersonal violence",
year="2020",
author="Sigad, Laura I. and Tener, Dafna",
volume="ePub",
number="ePub",
pages="ePub-ePub",
abstract="Cultural contexts are formative of and fundamental to how individuals understand,  conceptualize, and act within a context of violence. Conceptually and  methodologically, however, research from a culturally informed perspective on the  experiences of teachers contending with the violence of child sexual abuse (CSA) in  particular is broadly limited. As educators frequently confront cases of CSA in  their everyday work, their ability to promote detection, disclosure intervention,  and especially prevention gives them the potential to be agents of social change;  however, while their responsibilities are critical, they are simultaneously members  of their communities and cultures, and their interactions are bound by these  dynamics. The purpose of the study is to analyze the experiences of Arab teachers in  Israel who confront CSA in their everyday work. The findings are based on  qualitative thematic analysis of semi-structured interviews conducted with 30 female  Arab teachers working within the Arab school system in Israel. <br><br>RESULTS indicate that  when facing CSA, the teachers experience an ongoing conflict between their cultural  and professional codes, trapping them in a maze of intertwining and oppositional  demands. On the one hand, they are constrained by the norm of protecting the honor  and maintaining the status and reputation of those involved, including themselves;  on the other hand, as empathetic professionals, they desire to aid their pupils. While the participants do not accept the status quo, they are effectively at a loss  as to how to change it. In order find a way out of their entrapment in coping with  CSA among their pupils, the only currently available path is to act as a lone hero;  there is, however, the potential to foster the development of a secondary culture  within the school to inaugurate cultural change in coping with CSA. Implications for  future research, policy, and practice are discussed.<p /> <p>Language: en</p>",
language="en",
issn="0886-2605",
doi="10.1177/0886260520983278",
url="http://dx.doi.org/10.1177/0886260520983278"
}