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The Promise of Integrated Multicultural and Bilingual Education
Zvi Bekerman
其他書名
Inclusive Palestinian-Arab and Jewish Schools in Israel : what Happens to Children when Adults Find Solutions to Problems They Do Not Have
出版Oxford University Press, 2016
主題Education / GeneralEducation / Aims & ObjectivesEducation / Bilingual EducationEducation / Multicultural EducationLanguage Arts & Disciplines / Communication StudiesPolitical Science / PeacePsychology / Social PsychologySocial Science / Anthropology / GeneralSocial Science / Anthropology / Cultural & SocialSocial Science / Sociology / GeneralSocial Science / Jewish Studies
ISBN01993365129780199336517
URLhttp://books.google.com.hk/books?id=XDYICwAAQBAJ&hl=&source=gbs_api
EBookSAMPLE
註釋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.