Facilitators and coordinators

A place of residence is much more than a physical environment, which provides protection from the forces of nature, dangers, and more. The system of connections between a person and the place where he lives consists of physical, emotional, and social needs. This system results in a special emotional connection created between a person and the place where he grew up and lives, a connection that exists naturally for every person regardless of the nature or geo-social status of the place. People's feelings of identification, belonging, and love for the place where they live do not depend on the geo-social status of the place, but a gap can often be found between the social attitude toward people living in a place with a low geo-social status and who feel a connection to the place and the social attitude toward identification of people living in a place with a high geo-social status. The gap in relation to the sense of belonging due to the geo-social status of the place leads to difficulty for those people to explain the reasons for their love of the place and even to internalizing the negative external perception. The natural connection and connection that a person has with his place of residence is a connection that provides a sense of belonging, pride, and the power to act for the benefit of the place and its inhabitants. Identifying the feelings of identification, affection, and strengthening the local forces that form the foundation for these feelings, along with identifying social processes that determine the low geo-social status of the place, will contribute to the development of the place, to people's sense of connection and belonging to it, and to their ability to explain it.

The education system expects parental involvement and sees this involvement as a condition for the success of the educational process. This involvement should be expressed, in the perception of the school, in certain actions such as participation in parent meetings and school activities, representation on the class committee, continuous contact with teachers, etc. An education system may create a situation in which parents from economically and class-disadvantaged social strata are perceived by society and the education system as parents who are not caring and involved enough in their children's education because they are often not active in this way. A deep and sensitive examination of the difficulty of these parents can reveal that it does not stem from a lack of interest or unwillingness to be involved, but from the way in which the education system measures parental care and involvement. The judicial conduct towards them labels, weakens, and excludes these parents in a way that does not allow them to make their voice heard, and creates in them alienation from the system and avoidance of involvement and sometimes even aggression towards it. The school has a significant role in education, but parents have a more crucial role in educating their children. The foundation for education and learning is built at home. Respectful treatment of the educational foundation provided by the home, every home, without labeling of economic or class status will enable cooperation and prevent further weakening of parents. Respectful treatment depends on the ability to listen to these parents, to open up to the culture and language they bring with them, and to the ways in which they express themselves.