Multicultural education in teacher education: Shared experience and awareness of power relations as a prerequisite for conflictual identities dialogue in Israel

Paul‐Binyamin, Ilana; Haj-Yehia, Kussai

doi:10.1016/j.tate.2019.06.021

Cited by 38 publications

(36 citation statements)

References 19 publications

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“…Additionally, the research findings were in line with previous study findings indicating that a multicultural academic atmosphere (Lev Ari & Mula, 2016;Paul-Binyamin & Haj-Yehia, 2019;Wilson, 2018) and a significant experience in an environment that teaches democratic values (Funk & Willits, 1987) influences students' social and political attitudes (Anderson, 2016). A multicultural academic atmosphere also helps students to enact socio-moral change (Banks, 1995), such that they can serve as socialization agents who provide education that advocates for social justice, and is based on egalitarian considerations and a humanist-democratic viewpoint that teaches respect of all people (McGee Banks, 2008).…”

Section: Discussionsupporting

confidence: 91%

Education for multiculturalism in a master's degree program in Policy and Administration in Education: Comparing Jewish and Arab students in Israel

Masry-Herzallah¹

2021

EUROPEAN J ED RES

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The research investigated whether there is a correlation between participation in a course entitled "Diversity and multiculturalism in the global era" as perceived by Jewish and Arab students in Israel and a change in the students' attitudes and behaviors and their performance of activities in a multicultural context in the education field. The course was part of a master's degree program in Policy and Administration in Education in an academic college in central Israel. Pre-course and post-course questionnaires were administered to the course participants. Participants were 528 students; 177 responded to the pre-course questionnaire and 351 responded to the post-course questionnaire. The research findings indicated a direct association between participation in the course and activities conducted in the education field. In addition, students' acquisition of knowledge on multiculturalism mediated the association between participation in the course and performance of multicultural activities in the education field. Differences were found between Jewish and Arab students' reports: Jews reported a multicultural academic atmosphere significantly more than Arabs. Contrastingly, Arab students gave significantly higher grades than Jewish students to reciprocal relations between the groups in the college and reported a more positive change in their attitudes towards the other group and towards multiculturalism and were more convinced that the course contributed to their multicultural thinking. These findings have theoretical and practical implications that can inform policymakers planning education for multiculturalism as a permanent component in academic programs, while responding to different sectors' cultural uniqueness to promote equality between them.

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Section: Discussionsupporting

confidence: 91%

Education for multiculturalism in a master's degree program in Policy and Administration in Education: Comparing Jewish and Arab students in Israel

Masry-Herzallah¹

2021

EUROPEAN J ED RES

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“…2). The Dance performance was Dero also held at the ceremony to welcome honored guests, for example, regional leaders who visited Poso as a symbol of respect, respect for others who were considered to be beneficial to the people of Poso (Misnah, 2017;Paul-Binyamin & Haj-Yehia, 2019). The guest greeting ceremony which is respected by the people of Poso is a form of ancestral heritage in respecting others (Yan, 2018).…”

Section: Resultsmentioning

confidence: 99%

Implementation of Multicultural Values in Islamic Religious Education Based Media Animation Pictures as Prevention of Religious Radicalism in Poso, Central Sulawesi, IndonesiaImplementation of Multicultural Values in Islamic Religious Education Based Media Animation Pictures as Prevention of Religious Radicalism in Poso, Central Sulawesi, Indonesia

Malla

Misnah

Markarma

2021

Int. J. Criminol. Sociol.

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This study aims to promote multicultural values in the culture of Sintuwu Maroso the Poso community through the transformation of education which is integrated with Islamic religious subjects based on animated image media as prevention of radicalism in the school and community environment. Research methods is a qualitative descriptive study in the form of writing and oral words from people who are the object of research, in conducting research, researchers as the main instrument whose role is to observe observations of documents and conduct interviews with informants, analyze data, interpret data and interpret data compiled a report on tracking the value of local wisdom on the multicultural value of Sintuwu Maroso in the Poso community. Islamic religious education learning that is integrated between Islamic religious material and cultural material of the Poso Sintuwu Maroso community can produce students who are always obedient to their God, behave well with others and are far from understanding religion and radical religious behavior in multicultural / change communities. student characters. Islamic religious education learning that is integrated between Islamic religious material and cultural material of the Poso Sintuwu Maroso community can produce students who are always obedient to their God, behave well with others and are far from understanding religion and radical religious behavior in multicultural / change communities. student characters

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“…Since there are some problems were still found in the implementation of multicultural education, further research on the readiness of the student teachers to implement multicultural education in the Indonesian context is needed. All teachers include future teachers, need to be aware of students' socio-cultural differences, have a positive multicultural attitude, and be ready for multicultural education [29][30][31][32][33].…”

Section: The Challenges In Mem Implementation and Their Solutionsmentioning

confidence: 99%

Multicultural Education Management

Sunu¹

2021

Advances in Social Science, Education and Humanities Research

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This research aimed at 1) revealing the background of the multicultural education management (MEM) program and the process of developing multicultural education, 2) determining the MEM program's success at SMP/MTs in Bali Province, and 3) identifying the challenges of MEM program implementation. The researcher did the study at SMP/MTs in Bali Province by using a mixed-method approach. The researcher used a qualitative approach to identify the background and the process of MEM program development. Simultaneously, a quantitative approach with the Content Input Process Product (CIPP) evaluation model was done to determine the MEM program's success. The results of the study reveal that the MEM program's background consists of historical, philosophical, juridical, sociological, geographical, and futuristic backgrounds, and the development process of the MEM program was created through three different forms: the idea, concept, value, and norm; multicultural activity; and students' real act. The evaluation using the CIPP evaluation model determines that the MEM is highly successful. While the challenges faced on the implementation of MEM program, namely: lack of contribution from the society, socio-economic problems, lack of stakeholders understanding on the mission of MEM program, lack of infrastructure, lack of collaboration and participation, and low non-academic achievement.

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Multicultural education in teacher education: Shared experience and awareness of power relations as a prerequisite for conflictual identities dialogue in Israel

Cited by 38 publications

References 19 publications

Education for multiculturalism in a master's degree program in Policy and Administration in Education: Comparing Jewish and Arab students in Israel

Education for multiculturalism in a master's degree program in Policy and Administration in Education: Comparing Jewish and Arab students in Israel

Multicultural Education Management

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