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"Reingold, Roni"
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Multicultural education vs. implicit and explicit ethnocentric education: text analysis of a contemporary Israeli value education program
In the year 2000, Israel purportedly adopted a multicultural educational policy. It replaced the covert assimilation policy, which was referred to as 'the integration policy'. The aim of the present study was to analyse the contemporary Israeli program of value education. Using the method of content analysis, the present study sought to determine whether the syllabi of the contemporary program reflect the adoption of a multicultural educational policy, or whether they produce only multicultural rhetoric. The findings reveal that the program reflected mainly the pluralistic approach while still maintaining traces of ethnocentric rhetoric of certain syllabi in the program. (DIPF/Orig.).
Journal Article
Changes in Teachers' Moral Role
This book emphasizes the pedagogical task of education in this regard, and strives to pay greater attention to the obligations of education as a moral socializing agent. This book offers four perspectives on which the education system needs to focus its attention in order to enhance democratic and moral values: Teachers' and students' concepts of moral and democratic education; curriculum design; democratic teaching instructional methods; and teacher education.
eBook
Promoting a True Pluralistic Dialogue: A Particularistic Multicultural Teacher Accreditation Program for Israeli Bedouins
This paper reports on a preliminary assessment of a unique teacher accreditation program that was established in a college in southern Israel in an attempt to improve the Arab Bedouins’ educational system and to promote a true dialogue between Bedouins and Jewish students on the basis of a particularistic multicultural approach. Data was collected and analyzed by employing a combination of several qualitative methods including content analysis of program-related documents and interviews with students and faculty. The results provided support for the idea that a 3-year particularistic stage in their program allowed Bedouins students to have more productive encounters and dialogue with Jewish students during a subsequent fourth year.
Journal Article
Feminism and Multiculturalism: Two Common Foundations for a Vision and a Practice of Transformative Social Activities and Education in Israel
The last few years have witnessed the development of a new direction in theoretical feminist thinking which focuses on the quality of the link between feminism and multiculturalism. The discussion of the subject includes several main approaches. The premise of one of these approaches is that the two ideologies share many aspects, especially in their analysis of both social oppression in our world and the transformational goals motivating the two ideologies. In the current paper we follow a radical-socialist definition of multiculturalism which the main aim of that ideology is endeavoring to empower discriminated minorities (whether ethnic, cultural, and racial minorities) and to eliminate gender discrimination. In addition we follow the radical and cultural definitions of feminism. In the base of those definitions we claim that there is a very strong bond between feminism and multiculturalism. This conclusion is very significant when discussing transformative education designed to advance weakened populations. The current paper focuses on a demonstration of several cases of feminist and multicultural practices in the Israeli fields of social activities and education. [PUBLICATION ABSTRACT]
Journal Article
Current Changes in Teacher’s Role Definition. From Passive Observer to Moral and Democratic Leader
The growing interest in the role of teachers as active nurturers of common moral democratic values and norms may be linked to the increasing dissatisfaction with the fruits of the postmodern peidocentric approach beginning in the second half of the 20th century. This approach offered a child-centred pedagogy that focused on the needs of the child and sought to provide a natural flow of activity to enable the child to develop his/her optimal personality and competencies in line with his/her individual needs. The child was considered the centre of the educational process.
Book Chapter
Voicing Oppressed Palestinian Women
In this paper, we try to examine literature originally written in Arabic and translated into Hebrew. The corpus consists of poems located in periodicals and in poets’ websites and they meet the definition of ‘Minor Literature’ of Deleuze and Guattari (2005). The paper focuses on exposing Jewish literature teachers to this corpus and on exposing the possible educational implications of teaching some of these poets in their classes.
Book Chapter