Humanist Schools in the Face of Conflicting Narratives and Social Upheaval: The Case of Israel

Aloni, Nimrod

doi:10.1057/978-1-137-41291-1_24

Cited by 2 publications

(3 citation statements)

References 11 publications

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“…In addition to this interreligious motivation to develop a shared space, scholars in critical democratic citizenship education argue that attention for bonding and related practices (e.g. dialogue, social commitment and empowerment) should be paramount in the curriculum and in the school culture, for example by recognizing the danger of reproducing unjust structures and by cultivating a space where marginalized opinions and ideas can also be heard (Aloni, 2016;De Groot 2017a, 2017bLeijgraaf, 2016;Veugelers, De Groot, & Stolk, 2017;Veugelers, 2011).…”

Section: Bonding In Worldview and Citizenship Educationmentioning

confidence: 99%

“…If teachers explicitly organize conversations in order to stimulate shared meaning-making, we refer to them as 'dialogues' (e.g. Wegerif, 2013;Aloni, 2016). If these efforts take a more casual form, we speak of organizing opportunities for exchange.…”

Section: Three Ways To Foster Bonding In Schoolsmentioning

confidence: 99%

“…Another method that teachers at the Bloomberg use to foster a sense of belonging is to assign buddies to new students. By connecting students to a peer who speaks the same language or comes from the same area, students are able to find their way into school life more easily (see also : Aloni, 2016). In order to facilitate bonding with and between students, the teachers also make use of drama, dance, music exercises and sport activities.…”

Section: Bonding Through Fostering Students' Feeling Of Being Listened Tomentioning

confidence: 99%

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Bonding in Newcomer Education: An Empirical Exploration

Groot¹,

Berg²,

Leijgraaf³

et al. 2019

IJLTER

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Armed conflicts in the Middle East since 2015 have led to an increase of refugee children in Dutch society and Dutch schools. This article describes an exploratory qualitative study into how primary school teachers promote bonding in classrooms and schools with newcomer students. Following research in worldview and citizenship education, we identify three interrelated ways in which bonding can be promoted in (newcomer) education: by fostering a) exchange, b) a feeling of being listened to, and c) the co-creation of a shared cultural world. We then present the results of a multiple-case study which examined teacher practices and challenges in two schools in this regard. Thematic analysis of the data revealed how the teachers experience their work as highly meaningful, despite the challenges that stem from the super-diverse character of newcomer classes and a lack of suitable materials. The teachers offer various playful learning activities to advance exchange and a feeling of being listened to. Moreover, they employ creative, playful and imaginative learning strategies to stimulate the co-creation of a shared cultural world. Overall, our study introduces a conceptual vocabulary and provides insights into how to foster a shared space in newcomer classrooms and schools.

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Section: Bonding In Worldview and Citizenship Educationmentioning

confidence: 99%

Section: Three Ways To Foster Bonding In Schoolsmentioning

confidence: 99%

Section: Bonding Through Fostering Students' Feeling Of Being Listened Tomentioning

confidence: 99%

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