The Impact of Socio-environmental Projects of Jewish and Bedouin Youth in Israel on Students’ Local Knowledge and Views of Each Other

Alkaher, Iris; Tal, Tali

doi:10.1080/09500693.2013.775610

Cited by 12 publications

(8 citation statements)

References 32 publications

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“…It is reinforced by Brody () who viewed activity as central to learning in the outdoors, and by Ballantyne and Packer () who found that most engaging, effective and enduring learning experiences in natural environments occur through experience based rather than teacher‐directed strategies. It is supported as well by our own study of extended outdoor education programs in multicultural contexts (Alkaher & Tal, ; Morag, Tal, & Keren‐Rotem, ). Some of these studies were informed by the sociocultural theory and others by a few theoretical strands.…”

Section: Discussionsupporting

confidence: 55%

Exemplary practices in field trips to natural environments

2014

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In light of the literature that deals with challenges of outdoor education, this paper presents exemplary practices in field trips to natural environments. We offer an analysis of 62 field trips of students in grades 4-8 (age 10-14), guided by professional guides or by teachers. In aiming at elucidating the qualities of exemplary fieldtrips, we analyze five examples of high quality field trips. Each of the five was exemplary in several aspects, but not necessarily in all. Data were collected though observations and interviews with teachers, guides and students. Interpretative analysis was used in addition to an analytic framework that we developed previously. In general, we stress that good collaboration between the guide and the teacher, who enact active learning and psychomotor activity, and make much use of the environment for student exploration and interaction, are the key to high quality outdoor learning experiences. We provide several examples to support this claim. Other aspects we highlight are a sense of freedom, time and opportunity to enjoy nature and the opportunities to have meaningful social interactions. In light of the prevalent critique toward current outdoor education practice, we suggest the research community learn from good practices. What is good practice in outdoor teaching? How might we recognize it? What are its specific characteristics? We keep asking these questions, realizing how complex the learning experience we study is and acknowledging that the answer is not simple. Since we ask the questions with reference to guided school visits that our research group studied in the last decade, we focus on the broad question of how to understand, frame and design outdoor learning that corresponds with school-based learning. We use a systemic approach to outdoor learning that considers as many variables as possible that affect the quality of the activity and its outcomes. These variables include (1) the context-the school curriculum, the physical environment, the group's background and so forth; (2) the pedagogy and the agents who implement this pedagogy-teachers, field guides, the students and their interest, and (3) the content of the field trip. Although there is much literature that describes challenges and misuse of outdoor education experiences, we believe that the contribution of this body of literature to identifying high quality practices is limited. We already know much of what's wrong, but we know little of what works. In this paper we used a different approach than we used in previous studies by attempting to identify, present and discuss high quality practices of outdoor education, by looking at how the interplay between different aspects

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Section: Discussionsupporting

confidence: 55%

Exemplary practices in field trips to natural environments

2014

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“…As I have already acknowledged, I strongly believe in the power of informal experiences with science and in a variety of forms of engagement with science. About a decade ago, we carried out two extended collaborative environmental projects involving Jewish and Arab high school students (Alkaher & Tal, 2014;Tal & Alkaher, 2010). In these projects, student groups together investigated local conflicts over land use between Arab villages and nature parks, and they initiated activist efforts to protect nature while addressing local needs.…”

Section: Prior Researchmentioning

confidence: 99%

Inequity and Cultural Differences in Out-of-School Science Education: The Case of the Arab Minority in Israel

Tal

2020

Asia-Pac. Sci. Educ.

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This paper examines the gap between Jewish and Arab students in Israel in the context of learning in informal environments. I attempted to understand whether the difference is a matter of inequity in terms of resource allocation and opportunities provided to the schools. I present the socio-historical-political context and the current situation, based on formal documents. To gain an insiders’ views, I interviewed five Arab science educators and an Arab superintendent. These conversations highlighted the cultural aspect of the gap and a cultural change toward integrating more learning opportunities in out-of-school environments. Using Gutiérrez and Rogoff (2003), rather than taking a deficit view, repertoires of practice is suggested to understand differences. Several implications relevant to other places where different cultural groups live and where educational and social practices affect the ways people use out-of-school time and resources are offered.

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“…Despite the educational program's benefits, it also highlighted several challenges for multicultural encounters, such as differences in teaching approaches and learning styles between the two cultural groups, as well as difficulties in communication due to language and cultural barriers. Despite such obstacles, the study revealed that beyond increasing the participants' awareness and willingness to protect the environment, all the participants acknowledged that the program enhanced intercultural understanding and acceptance, which decreased mutual prejudice [41,42].…”

Section: Multiculturalism and Multicultural Environmental Educationmentioning

confidence: 94%

“…It is reasonable to assume that such challenges are not unique to the Canadian context. Another example explored a MEE program implemented in Israel, that brought together Israeli Jewish and Arab (Bedouin) youth to learn collaboratively around environment projects aimed at protecting natural landscapes [41], focusing on the educators' and well as the learners' perspectives. Despite the educational program's benefits, it also highlighted several challenges for multicultural encounters, such as differences in teaching approaches and learning styles between the two cultural groups, as well as difficulties in communication due to language and cultural barriers.…”

Section: Multiculturalism and Multicultural Environmental Educationmentioning

confidence: 99%

Culturally Based Education for Sustainability—Insights from a Pioneering Ultraorthodox City in Israel

Alkaher

Goldman

Sagy³

2018

Sustainability

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Because culture affects the way people perceive human–nature relationships, it is acknowledged as a crucial component of sustainability. Israel has made efforts to involve cultural groups in education-for-sustainability (EfS). However, EfS within minorities still lags behind the dominant social majority. This study addressed incorporating EfS in the ultraorthodox sector (“ultraorthodoxing” EfS), focusing on a pioneering ultraorthodox municipality. In this interpretive study, interviews were conducted with nine stakeholders that hold key-positions regarding EfS policy-making. It explored how sustainability is introduced into ultraorthodox discourse and promoted in this community. Challenges to incorporating EfS include low environmentalism among the ultraorthodox and cultural–religious barriers. The findings indicate several directions of activity implemented by the Municipality to adapt EfS to ultraorthodox values and worldviews. The study suggests several principles for incorporating EfS in diverse cultural groups within multicultural societies (for example, allocating leaders from within the cultural group and developing their professional expertise, and establishing productive external–internal partnerships). Based on the findings, we suggest that implementing the particularistic approach within specific communities provides the means for empowering them, and is a necessary stage towards the participation of such cultural groups in pluralistic dialogue in wider society.

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The Impact of Socio-environmental Projects of Jewish and Bedouin Youth in Israel on Students’ Local Knowledge and Views of Each Other

Cited by 12 publications

References 32 publications

Exemplary practices in field trips to natural environments

Exemplary practices in field trips to natural environments

Inequity and Cultural Differences in Out-of-School Science Education: The Case of the Arab Minority in Israel

Culturally Based Education for Sustainability—Insights from a Pioneering Ultraorthodox City in Israel

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