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The Promise of Integrated Multicultural and Bilingual Education: Inclusive Palestinian-Arab and Jewish Schools in Israel : What Happens to Children When Adults Find Solutions to Problems They Do Not Have

Zvi Bekerman
Format
Book
Published
New York, NY : Oxford University Press, [2016]
Language
English
ISBN
9780199336517, 0199336512
Summary
"The Promise of Integrated and Multicultural Bilingual Education presents the results of a long-term ethnographic study of the integrated bilingual Palestinian-Jewish schools in Israel that offer a new educational option to two groups of Israelis--Palestinians and Jews--who have been in conflict for the last one hundred years. Their goal is to create egalitarian bilingual multicultural environments to facilitate the growth of youth who can acknowledge and respect "others" while maintaining loyalty to their respective cultural traditions. In this book, Bekerman reveals the complex school practices implemented while negotiating identity and culture in contexts of enduring conflict. Data gathered from interviews with teachers, students, parents, and state officials are presented and analyzed to explore the potential and limitations of peace education given the cultural resources, ethnic-religious affiliations, political beliefs, and historical narratives of the various interactants. The book concludes with critique of Western positivist paradigmatic perspectives that currently guide peace education, maintaining that one of the primary weaknesses of current bilingual and multicultural approaches to peace education is their failure to account for the primacy of the political framework of the nation state and the psychologized educational perspectives that guide their educational work. Change, it is argued, will only occur after these perspectives are abandoned, which entails critically reviewing present understandings of the individual, of identity and culture, and of the learning process"--
Contents
  • Introduction
  • pt. 1. 1. Positioning the author ; 2. Theoretical perspectives ; 3. Methodology: from theory to implementation ; 4. Schools in their contexts
  • pt. 2. 5. The parents ; 6. Teachers at work ; 7. The children
  • pt. 3. 8. School routines: language, culture, religion, and politics in the classroom ; 9. Ceremonial events ; 10. Conflicting national narratives
  • pt. 4. 11. The graduates ; 12. Conclusions.
Description
xii, 355 pages ; 25 cm
Notes
Includes bibliographical references and indexes.
Technical Details
  • Access in Virgo Classic
  • Staff View

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    a| The promise of integrated multicultural and bilingual education : b| inclusive Palestinian-Arab and Jewish schools in Israel : what happens to children when adults find solutions to problems they do not have / c| Zvi Bekerman.
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    a| Includes bibliographical references and indexes.
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    a| Introduction -- pt. 1. 1. Positioning the author ; 2. Theoretical perspectives ; 3. Methodology: from theory to implementation ; 4. Schools in their contexts -- pt. 2. 5. The parents ; 6. Teachers at work ; 7. The children -- pt. 3. 8. School routines: language, culture, religion, and politics in the classroom ; 9. Ceremonial events ; 10. Conflicting national narratives -- pt. 4. 11. The graduates ; 12. Conclusions.
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    a| "The Promise of Integrated and Multicultural Bilingual Education presents the results of a long-term ethnographic study of the integrated bilingual Palestinian-Jewish schools in Israel that offer a new educational option to two groups of Israelis--Palestinians and Jews--who have been in conflict for the last one hundred years. Their goal is to create egalitarian bilingual multicultural environments to facilitate the growth of youth who can acknowledge and respect "others" while maintaining loyalty to their respective cultural traditions. In this book, Bekerman reveals the complex school practices implemented while negotiating identity and culture in contexts of enduring conflict. Data gathered from interviews with teachers, students, parents, and state officials are presented and analyzed to explore the potential and limitations of peace education given the cultural resources, ethnic-religious affiliations, political beliefs, and historical narratives of the various interactants. The book concludes with critique of Western positivist paradigmatic perspectives that currently guide peace education, maintaining that one of the primary weaknesses of current bilingual and multicultural approaches to peace education is their failure to account for the primacy of the political framework of the nation state and the psychologized educational perspectives that guide their educational work. Change, it is argued, will only occur after these perspectives are abandoned, which entails critically reviewing present understandings of the individual, of identity and culture, and of the learning process"-- c| Provided by publisher.
    650
      
    0
    a| Multicultural education z| Israel.
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    a| Education, Bilingual z| Israel.
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    a| Cultural pluralism x| Study and teaching z| Israel.
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    a| Intercultural communication z| Israel.
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    a| Intergroup relations z| Israel.
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    a| Palestinian Arabs x| Education z| Israel.
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    a| Jews x| Education z| Israel.
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    a| LC1099.5 .I75 B45 2016 w| LC i| X031794555 l| STACKS m| ALDERMAN t| BOOK
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