Multiculturalism and Inter-Faith Understanding at Teaching Colleges in Israel: Minority vs. Majority Perspectives

Nahhas, Eman

doi:10.1080/00344087.2020.1770012

Cited by 8 publications

(5 citation statements)

References 38 publications

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“…In regard to the present study, which included Jewish and Arab students in Israel, it is important to emphasize that there is a historical, national and religious dispute between the two populations. The current study's findings expand extant knowledge on education for multiculturalism in higher education institutions in Israel and fill a noted gap in the literature relating to the implementation of such education (Nahhas, 2020).…”

Section: Discussionsupporting

confidence: 63%

“…Even when education for multiculturalism does exist, it is implemented on a voluntary basis in academic institutions, rather than as a result of an intentional national policy. According to several recent studies conducted in Israel, students studying in higher education institutions that train teachers are not provided with courses that prepare them for teaching in multicultural classes, nor for fostering a multicultural approach in their students that would equip them with tools to navigate adult life in a multicultural society (Nahhas, 2020).…”

Section: Introductionmentioning

confidence: 99%

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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: 63%

Section: Introductionmentioning

confidence: 99%

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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“…In addition, sufficient mutual adaptation was one of the indicators to measure the experience of social interaction across Muslim and non-Muslim teachers. Disseminating mutual adaptation sufficiently among their relationship in possessing skills through gaining recognition of others' different background refers to enhancing the quality performance in enlarging social understanding [29]. Moreover, the extensive point in expressing the extrinsic value on the situational experience could be viewed inseparably in the way to underlie sufficient management of the situation control [30].…”

Section: Analysis and Discussionmentioning

confidence: 99%

Understanding of Multicultural Sustainability through Mutual Acceptance: Voices from Intercultural Teachers’ Previous Early Education

2021

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The objective of this article was to examine multicultural sustainability with reference to appropriate manners suitable for creating an atmosphere of mutual acceptability. The focus was on previous early education among the intercultural teachers. The participants included ten teachers, five Muslims and five non-Muslim, with intercultural backgrounds, who were selected to be involved in this study. A structured interview was employed, and a thematic analysis was performed on the basis of the research findings. The findings revealed that there were several themes resulting from conducted interviews that were centered around understandings of multicultural sustainability based on learning experiences in previous early education. When evaluating the intercultural awareness of mutual acceptability within the context of a multicultural background, among the themes operating as key strategic elements for achieving multicultural sustainability through mutual acceptance were situational experience, mutual understanding, mutual trust, and awareness of mutual responsibility with a view to maintaining intercultural relations. This study contributes to the expansion of strategies employed by intercultural teachers in a modern context, with respect to a meaningful concern for acceptance in ensuring the achievement of multicultural adaptability.

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“…If growth is divided into 2 parts, then “first growth” is the process of continuous growth under the influence of local culture, then “second growth” occurs during the process of gradually adjusting, adapting, accepting, and integrating into a new culture [ 52 ].…”

Section: Discussionmentioning

confidence: 99%

Transcultural Adaptation of Tibetan Nursing Trainees: A Case Study of “9+3” Vocational Technical Students in Sichuan Province, China

Liang

Gong

et al. 2021

Med Sci Monit

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Background Nursing education is an important part of the “9+3” vocational education program led by Sichuan Province. In the internship stage, nursing students of Tibetan ethnicity may have problems of intercultural adaptation in the process of getting along with patients, which may affect the effective nursing outcome. The purpose of this study was to clarify the current situation of transcultural adaptation of Tibetan trainee nurses and to provide more theoretical support and guidance. Material/Methods We collected 237 valid survey questionnaires, based on Ward’s acculturation process model, from a total of 363 Tibetan trainee nurses in the “9+3” free vocational education program in Chengdu, Luzhou, and Nanchong of Sichuan Province. The SPSSAU project (2020), an online application software retrieved from https://www.spssau.com , was used for data coding and archiving. Results The results of questionnaire and data analysis showed that the overall level of transcultural adaptation of Tibetan trainee nurses was that the number of people with poor adaptation was slightly higher than those with good adaptation, and most Tibetan trainee nurses were in the middle level. Meanwhile, sociocultural adaptation was better than psychological adaptation. There were no statistically significant differences among the 4 grouping variables: gender, student home region, the city where the internship hospital was located, and whether they were from a single-child family or not. Conclusions The results revealed that there was still transcultural maladjustment among Tibetan nurses in the internship stage, and the psychological maladjustment was more obvious than the sociocultural maladjustment. We provide countermeasures and suggestions to solve the problems of transcultural adaptation reflected in the research.

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Multiculturalism and Inter-Faith Understanding at Teaching Colleges in Israel: Minority vs. Majority Perspectives

Cited by 8 publications

References 38 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

Understanding of Multicultural Sustainability through Mutual Acceptance: Voices from Intercultural Teachers’ Previous Early Education

Transcultural Adaptation of Tibetan Nursing Trainees: A Case Study of “9+3” Vocational Technical Students in Sichuan Province, China

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