Socio-cultural contexts are formative to how teachers understand, conceptualize, and act when contending with child sexual abuse (CSA) cases among their students. The purpose of the present study was to investigate the experiences of Druze Arab teachers in Israel coping with cases of CSA among their students and the meaning they attribute to CSA in the context of socio-cultural change. Semi-structured interviews were conducted with 12 female Druze elementary school teachers. All of the participants taught in schools located in Druze villages, where the children of Druze families comprise the majority of the student body. The analysis used a thematic approach. The analysis revealed that a transition between tradition and modernity in the Druze socio-cultural group was the central conceptual framework through which the teachers’ narratives regarding CSA emerged. As an emblem of modernity, increasing openness around sexual topics was perceived as simultaneously favorable and threatening to both the welfare of children and the well-being of the community. Coping with CSA was viewed as a negotiation between closed (traditional) and open (modern) society, as well as silence and dialogue regarding CSA. This study highlights the importance of preventing teachers’ cultural biases from affecting their contributions to CSA interventions, as well as how religion can be a source of strength when confronting CSA. Implications for policy and developing bottom-up, culturally sensitive training, practice, and interventions are discussed.

中文翻译：

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“一切都在变化，我们需要适应”：传统与现代之间——教育工作者应对儿童性虐待


社会文化背景决定了教师在处理学生中的儿童性虐待 (CSA) 案件时如何理解、概念化和采取行动。本研究的目的是调查以色列德鲁兹阿拉伯教师处理学生 CSA 案例的经验，以及他们在社会文化变革背景下赋予 CSA 的意义。对 12 名德鲁兹小学女教师进行了半结构化访谈。所有参与者都在德鲁兹村庄的学校任教，德鲁兹家庭的孩子占学生群体的大多数。分析采用了主题方法。分析表明，德鲁兹社会文化群体传统与现代之间的转变是教师关于 CSA 的叙述出现的核心概念框架。作为现代性的象征，性话题的日益开放被认为对儿童的福祉和社区的福祉既有利又构成威胁。应对CSA被视为封闭（传统）社会与开放（现代）社会之间的谈判，也是对CSA的沉默与对话。这项研究强调了防止教师的文化偏见影响他们对 CSA 干预的贡献的重要性，以及宗教如何在面对 CSA 时成为力量的源泉。讨论了对政策和发展自下而上、文化敏感的培训、实践和干预措施的影响。