Multicultural perspectives in the curricula of two colleges of education in Israel: ‘The curriculum is a cruel mirror of our society’

Ezer, Hanna; Millet, Shoshy; Patkin, Dorit

doi:10.1080/13450600600644244

Cited by 10 publications

(2 citation statements)

References 8 publications

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“…Likewise, Smith (2009) stated that even if some teachers advocate multicultural education, they could be insufficient in their knowledge, skills and attitudes about it. On the other hand, according to Ezer, Millet & Patkins (2006), only having positive opinions and attitudes are inadequate; what is important is to transform multicultural awareness, knowledge and skills into behavior.…”

Section: Discussion Conclusion and Implementationmentioning

confidence: 99%

Examination of teachers' perceptions of multicultural education

BAŞARIR>

Sarı

Çetin

2014

Pegegog

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The aim of this study is to determine the multicultural education perceptions of teachers working in secondary and high schools. Participants of this research designed with phenomenological approach, which is one of the qualitative research methods are 12 teachers working in secondary and high schools. Data was collected through the interview method in which a semi-structured interview form was used. Content analyzes were performed on the collected data and congruity ratios were calculated (0.83) between coders for the encodings performed separately by the researchers. Results indicate that the teachers most frequently define multicultural education as "training which is appropriate to different cultural values". When the definitions of multicultural education were examined, it was deduced that teachers focused on race, ethnicity, language, religion or social class dimensions of multiculturalism whereas, they did not think age, gender, disability, sexual orientation dimensions as the scope of the of multiculturalism. The teachers also expressed that they implemented multicultural education by "creating a culturally sensitive classroom environment" and "culturally sensitive teaching". The teachers stated that the primary advantage of multicultural education practices was the students' development of cultural sensitivity while the most important obstacle they faced in multicultural education practices was "undesirable student behaviors". At the end, it was concluded that teachers need to get a comprehensive education on multicultural education.

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Section: Discussion Conclusion and Implementationmentioning

confidence: 99%

Examination of teachers' perceptions of multicultural education

BAŞARIR>

Sarı

Çetin

2014

Pegegog

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“…Also, the study from Leshem and Trafford (2006) identifies a connection between cultural settings, learning processes and teacher development that deserves professional attention for the benefit of both teachers and their pupils. Furthermore, Ezer, Millet, and Patkin (2006) teacher educators in Israel know the meaning of multiculturalism and believe that it should play a more significant role in colleges of education. However, they seem to be uncertain as to how to go about it.…”

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confidence: 98%

One country, two cultures – a multi-perspective view on Israeli chemistry teachers’ beliefs about teaching and learning

Markic

Eilks

Mamlok‐Naaman

et al. 2015

Teachers and Teaching

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This paper presents a study focusing on differences in Israeli Jewish and Arab chemistry teachers' beliefs regarding teaching and learning of chemistry in the upper secondary schools. Israel is a country experiencing the problems of diverse cultural orientation of its inhabitants but applying the same educational system to its diverse cultural sectors. Education includes the same curriculum in chemistry for both the Israeli Jewish and Arab cultural sectors as well as final examinations (matriculation) set centrally by the Ministry of Education. Thus, this study can serve as a striking case for other countries facing similar cultural diversity. The study is based on two different instruments that are both qualitative and quantitative in nature. The qualitative data stem from chemistry teachers' drawings of themselves as teachers in a typical classroom situation accompanied by four open questions. The data analysis follows three qualitative scales: beliefs about classroom organization, beliefs about teaching objectives and epistemological beliefs. A quantitative study gives insights into teachers' beliefs about what characterizes good education. The main goal of the present paper is to determine whether both groups of chemistry teachers with different sociocultural background in Israel hold different views about education in general and chemistry education in particular. The findings provide evidence that in Israeli chemistry classrooms, the beliefs of Arabic teachers differ from those of the Jewish teachers, although both groups live in the same country and operate the same educational system.

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The Effect of a Multicultural Curriculum on the Knowledge and Attitudes of Pre-service Teachers: A Curriculum Proposal

Başaran

Özden

2015

The Anthropologist

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Multicultural perspectives in the curricula of two colleges of education in Israel: ‘The curriculum is a cruel mirror of our society’

Cited by 10 publications

References 8 publications

Examination of teachers' perceptions of multicultural education

Examination of teachers' perceptions of multicultural education

One country, two cultures – a multi-perspective view on Israeli chemistry teachers’ beliefs about teaching and learning

The Effect of a Multicultural Curriculum on the Knowledge and Attitudes of Pre-service Teachers: A Curriculum Proposal

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