ד"ר שחר גינדי

Rakefet Erlich Ron, Shahar Gindi (2023) ‘The limits of my language’: Sense of belonging/otherness of minority teachers in Israel. Citizenship Teaching & Learning, Volume 18, Issue 1, Mar 2023, p. 81 - 99

Gindi, S., Ron, R.E. (2023). Belonging and Otherness: Teachers of Ethiopian and Russian Origins in Israeli Schools. In: Gutman, M., Jayusi, W., Beck, M., Bekerman, Z. (eds) To Be a Minority Teacher in a Foreign Culture . Springer, Cham.

Erlich Ron, R., & Gindi, S. (2023). Teaching Controversial Political Issues in the Age of Social Media: Research from Israel (1st ed.). Routledge.

Shahar Gindi, Itzhak Gilat, Rachel Sagee, Short communication – Students’ attitudes toward boundary-crossing teachers before and after the May 2021 violence between Israelis and Palestinians: A ripple effect?, International Journal of Intercultural Relations,
Volume 91, 2022, Pages 38-43, ISSN 0147-1767,

Shahar Gindi & Rakefet Erlich Ron (2022) Interest over knowledge: A Jewish-Arab comparison of teachers’ willingness to conduct CPI discussions, Teachers and Teaching

Rakefet Erlich Ron, Shahar Gindi, Alone in the forefront: Teachers' precarious position when facing students’ racist comments in class, Teaching and Teacher Education, Volume 113

Michal Hisherik, Shahar Gindi. 2023. ‘We were not even trained to have an opinion’: Political socialization of Arabs in Israel. Citizenship Teaching & Learning, Volume 17, Issue 2, Jun 2022, p. 249 - 271

Gindi, S., Gilat, Y. and Sagee, R. (2021), Who wants a political classroom? Attitudes toward teaching controversial political issues in school. Journal of Social Science Education, 20(2)

Shahar Gindi & Rakefet Erlich-Ron (2021) Minority-Group Teachers‘ Different Attitudes toward Controversial Political Issues in Israel (Diferencias actitudinales de los docentes de grupos minoritarios en relación con las controversias políticas en Israel), Culture and Education, 33:3, 529-555

Shahar Gindi & Ilana Paul-Binyamin (2021) Dialogue over discipline: what predicts students' identification with their high school’s values?, Research Papers in Education, 36:2, 216-232

Rakefet Erlich Ron, Shahar Gindi, Between survival and vision: Boundary-crossing Arab teachers in Jewish schools and Arab teachers in their community, International Journal of Intercultural Relations, Volume 81, 2021, Pages 154-166

Hagit Nagar Shimoni, Yael Leitner, Roni Yoran-Hegesh, Ya’arit Bokek-Cohen, Shahar Gindi & Abraham Weizman (2021) The Potential Usefulness Of The Social Attribution Task (SAT) in Diagnosing Girls with ASD, International Journal of Disability, Development and Education

Gindi, S. and Erlich Ron, R. (2021), "Has religiosity become a key factor in Jewish Israelis' attitudes toward minorities? A call for research", Equality, Diversity and Inclusion, Vol. 40 No. 3, pp. 259-272.

Shahar Gindi (2020) Educational placement of students with autism spectrum disorder and its relation to socioeconomic status, intelligence, and diagnosis, International Journal of Developmental Disabilities, 66:3, 235-244

Itzhak Gilat, Shahar Gindi & Rajaa Sedawi-Massri (2020) ‘I am living proof of coexistence’: the experience of Israeli-Arab teachers in Jewish schools, International Studies in Sociology of Education

Gindi, S., Gilat, Y. and Sagee, R. (2020), "Parent, teacher and student attitudes toward boundary-crossing teachers", Journal for Multicultural Education, Vol. 14 No. 3/4, pp. 281-294.

Erlich, R. R., Gindi, S., & Hisherik, M. (2020). “I’ll Do Business with Anyone”, Israel Studies Review, 35(3), 72-91. Retrieved Aug 12, 2021

Shahar Gindi, Rakefet Erlich-Ron, Bargaining with the system: A mixed-methods study of Arab teachers in Israel, International Journal of Intercultural Relations, Volume 69, 2019, Pages 44-53

Shahar Gindi, Judith Kohan-Mass & Avital Pilpel (2019) Gender Differences in Competition Among Gifted Students: The Role of Single-Sex Versus Co-Ed Classrooms, Roeper Review, 41:3, 199-211

Avital Pilpel & Shahar Gindi (2019) African and Islamic philosophy: Expanding the horizons of philosophical counselling, European Journal of Psychotherapy & Counselling, 21:1, 68-82

Erlich, R. R., & Gindi, S. (2019). Are civics teachers different from teachers of other disciplines in their handling of controversial issues? Education, Citizenship and Social Justice, 14(2), 118–130.

Gindi, S., & Erlich-Ron, R. (2018). High school teachers' attitudes and reported behaviors towards controversial issues. Teaching & Teacher Education, 70, 58-66.

Gindi, S. (2018). Parent and staff uncertainties regarding the philosophy of early intervention in a preschool autism program. Japanese Psychological Research, 61(4)

Gindi, S., Galili, G., Volovic-Shushan, S., & Adir-Pavis, S. (2016). Integrating occupational therapy in treating combat stress reaction within a military unit: An intervention model. WORK: A Journal of Prevention, Assessment, and Rehabilitation, 55(4), 737-745.

​Gindi, S., & Pilpel, A. (2015). Bridging the Gap between Philosophy and Psychology: A New Approach to Philosophical Counselling. Journal of Humanities Therapy, 7, 1-23.

Paul Binyamin, I. & Gindi, S. (2015). Autonomy and religious education: Lessons from a six-year evaluation of an educational reform in an Israeli school network. British Journal of Religious Education, 39(2), 149-171.