117 / 129
ĔĞ
12
the challenges of inclusion in the community and in society. It
is interesting to see how alongside the perceptual and practical
discourse of the treatment systems, an alternative discourse takes
place among the young people themselves. Alongside the culture
of the system and the types of treatment discourse that take place
in it, the writer notes that in an environment of difficulty, shortage,
loss and social distress, graduates of the out of home placements
are developing a discourse that is based on pain, loss and lack of
belonging. Does it have the power to influence the development
and implementation of intervention practices in the field?
The fifth article discusses the impact of online culture on youth
in Bedouin society. Araf Abu-Goydar, a teacher and facilitator
of continuing education courses for professional development of
teaching staff, expands on the picture about the uses that Bedouin
youth make of Internet applications. Beyond the picture that is drawn
about the interesting changes that Bedouin society is undergoing as
a whole, it is important to understand the influence that exposure to
online technology is having on the leisure culture of Bedouin youth.
The issue’s second part, Field Journal, presents the notes of
professionals. There are two articles. The first discusses preparation
for a career as a means for meaningful learning. The writer, Noya
Baram, who heads programs in this sphere at Ashalim, argues that
the central foundation of career education is the process of inquiry,
within which youth can learn about themselves, their attitudes and
their abilities. In her article, she illustrates how in the process of
inquiry the youth learn to become familiar with the environment
and the possibilities that exist and by doing so they increase the
awareness of inclinations and of personal preferences. According
to her, meaningful learning conveys to the individual the range of
possibilities that he may expect from a professional standpoint in
the future. To bolster her arguments, Noya briefly presents a number
of programs from Israel and around the world that show how the
connection between perceptions of career, education and learning
constitute an infrastructure for developing programs that promote
optimal employment and inclusion of adolescents and young adults.