Acquiring conflict resolution skills as cultural learning: an Israeli example

Abstract

Israeli society is characterized by multilevel conflict in various domains of life. In an introductory course in Educational Anthropology offered in the School of Education at the University of Haifa, students were exposed to basic theoretical tenets of the field. The importance of openness and tolerance in inter-ethnic relations -stemming from cultural pluralism, cultural relativism and mediated via cross-cultural sensitization -was emphasized. The educational implications of these approaches were examined in terms of curriculum, classroom organization, teacher training, etc. Due to the fact that the course offered models of culture fair inter-group relations, one of the skills it was meant to develop was an ability to better deal with conflict. To assess the extent of skill development accomplished, students were assigned to draw up scenarios of conflict situations in an educational context based on cultural differences among the participants, analyze them and bring suggestions for their solution or prevention. The content analysis of the scenarios revealed differences in conflict resolution styles between Jewish and Arab students. The paper discusses the meaning, significance and implications of the two student groups' respective attitudes to this sensitive issue.

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