Promoting a True Pluralistic Dialogue: A Particularistic Multicultural Teacher Accreditation Program for Israeli Bedouins

Reingold, Roni

doi:10.18251/ijme.v9i1.6

Cited by 19 publications

(9 citation statements)

References 9 publications

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“…From the research results above, it can be concluded that the background of MEM is based on six foundations, namely philosophical, juridical, historical, sociological, geographic, and futuristic foundations [34]. For the schools that are the subject of research, all of them have challenges.…”

Section: Discussionmentioning

confidence: 99%

Multicultural Education Management

Sunu¹

2021

Advances in Social Science, Education and Humanities Research

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This research aimed at 1) revealing the background of the multicultural education management (MEM) program and the process of developing multicultural education, 2) determining the MEM program's success at SMP/MTs in Bali Province, and 3) identifying the challenges of MEM program implementation. The researcher did the study at SMP/MTs in Bali Province by using a mixed-method approach. The researcher used a qualitative approach to identify the background and the process of MEM program development. Simultaneously, a quantitative approach with the Content Input Process Product (CIPP) evaluation model was done to determine the MEM program's success. The results of the study reveal that the MEM program's background consists of historical, philosophical, juridical, sociological, geographical, and futuristic backgrounds, and the development process of the MEM program was created through three different forms: the idea, concept, value, and norm; multicultural activity; and students' real act. The evaluation using the CIPP evaluation model determines that the MEM is highly successful. While the challenges faced on the implementation of MEM program, namely: lack of contribution from the society, socio-economic problems, lack of stakeholders understanding on the mission of MEM program, lack of infrastructure, lack of collaboration and participation, and low non-academic achievement.

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Section: Discussionmentioning

confidence: 99%

Multicultural Education Management

Sunu¹

2021

Advances in Social Science, Education and Humanities Research

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“…Such behavioral implications have direct consequences to multicultural education as one of its goals is the advancement of positive intergroup meetings. Whether the particularistic or pluralistic educational approach is embraced (Reingold, 2007), the intergroup contact could largely depend on the type of CE participants have. For example, having two groups of mainly Monocultural individuals may prove hazardous to the success of such an encounter since the epistemic gap will be too far to bridge.…”

Section: Discussionmentioning

confidence: 99%

The Varieties of Conceptualizing Culture: A Case of Jewish Israelis

Bukobza

2009

IJME

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IsraelCultural Episteme (CE) is a concept meant to represent a mental framework that systematically organizes cultural knowledge and choice. In the present study 80 Jewish Israeli participants from four adult age groups were interviewed regarding two cultural dilemmas which probed their CEs. Interpretation of the interviews supported the existence of four distinct, self-consistent CEs. These were named Monoculturalism, Pluralistic Relativism, Dialectic Multiculturalism, and Integral Uniculturalism. Distribution of the various CEs varied by age. The significance of the CE is discussed in terms of cultural orientations, identities, and development, and in the context of multicultural environments. Culture as System of Knowledge and ChoiceCultural Epistemes Method Results Discussion Recommendations for Further Study References AppendixIn order to perceive, understand, and react well to cultural knowledge, individuals construe mental frameworks which organize that knowledge and the meaning it entails (Bruner, 2008). A well-structured framework can accommodate for the rich and dynamic nature of cultural phenomena and provide individuals a manner by which knowledge is systematically ordered, experience meaningfully made, and decisions sensibly taken. The importance of the framework is further evident in multicultural environments and in circumstances of colonization, migration, and international contact characterized by a high degree of cultural epistemological diversity (Siegel, 2006). Though diversity allows for enriching and exciting experiences, it may additionally generate feelings of confusion, anxiety, fear, and stress. A complex mental framework could encompass the plurality found in such cultural settings and once again assist the individual in adapting well to the rich and dynamic cultural environment. The purpose of the 2 present research was to explore different mental frameworks that are being used by individuals in cultural contexts.The mental framework will presently be referred to as the Cultural Episteme (CE) of a person. The term "episteme" was coined by Foucault (1970Foucault ( /1966 who suggested that it may be conceived of as a set of regulations that unite the discursive practices that generate scientific and cultural knowledge. In the present investigation the CE is proposed to consist of a set of principles of order, which govern the cultural knowledge contents that a person possesses or encounters (Banks, 1993;Kelley, 1955;Medin, 1989). It is hypothesized that different types of CEs would be found in individuals belonging to the same cultural group.The CE is related to concepts such as interpretive frames, cultural schemes, and cultural identities that process social information following an activation by cultural cues (Benet-Martinez, Lee, & Leu, 2006;Hong, Morris, Chiu, & Benet-Martinez, 2000). The added value of the epistemological approach is that it denotes the basic underlying rules that all types of frameworks follow when they process cultural knowledge and could therefore suggest a par...

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“…In contrast, “vestigial multiculturalism”, permanently preserves some of the minority group’s marginal cultural dimensions (Sever, 2001). The pluralist multicultural ideology does not ask temporarily communities to relinquish their unique cultures; rather, it seeks to conduct a dialog on the cultural boundaries between the various groups that preserve their particularistic cultures, without any implicit hierarchies or attempts at cultural colonialism (Reingold, 2007).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

The identities of the Ethiopian community in Israel

Baratz

Kalnisky

2017

JME

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Purpose This study aims to investigate the linkage of identity of new and veteran immigrant students of the Ethiopian community in Israel, by examining their attitudes to children’s literature books written simultaneously in Hebrew and Amharic. The data were collected using focus groups of Ethiopian students attending a teacher training college. The main findings revealed that they referred to two major types of identity: one type is an unreconciled identity, characterized by defiance, which seeks to minimize the visibility of one’s ethnic group within the main culture and tries to adopt the hegemonic identity, whereas the other type of identity contains the original ethnic identity and – in contrast to the first type – tries to reconcile it with the hegemonic culture. Design/methodology/approach This is a qualitative study, which emphasis was on participants’ attitudes, beliefs and perceptions (Kalka, 2003). The goals of the research were to examine identity perceptions of students of the Beta Israel community, as they are exposed to bilingual literary works in Hebrew and Amharic. Findings The main findings revealed that they referred to two major types of identity: one type is an unreconciled identity, characterized by defiance, which seeks to minimize the visibility of one’s ethnic group within the main culture and tries to adopt the hegemonic identity, whereas the other type of identity contains the original ethnic identity and – in contrast to the first type – tries to reconcile it with the hegemonic culture. Research limitations/implications This paper has shed light on an important subject and it would be worthwhile to continue the study using other methodologies. Practical implications This paper contributes to the structuring of a cultural code that serves to organize social meaning and establish individuals’ identity. Social implications This awareness enriches the basis of their own values and allows them to enrich their attitude to their future pupils, for example, to recognize the value of local culture versus that of the immigrants’ place of origin, and to develop an understanding and acceptance of the diversity in the classroom. As they take part in building a multicultural Israeli education framework, dealing with identity patterns is also the key to their own integration in society. Originality/value The originality of the study lies in the usage of two new concepts – unreconciled and reconciled – as referring to the immigrants’ identities.

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Promoting a True Pluralistic Dialogue: A Particularistic Multicultural Teacher Accreditation Program for Israeli Bedouins

Cited by 19 publications

References 9 publications

Multicultural Education Management

Multicultural Education Management

The Varieties of Conceptualizing Culture: A Case of Jewish Israelis

The identities of the Ethiopian community in Israel

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