Nursing Education, Cultural Differences, and Political Conflicts: Israeli First‐Person Action Research

Abstract

Purpose The aim of this article was to focus on interventions that were part of an attempt to engage, in nursing education, with the challenges of working in a society afflicted with violent political tensions. Design This article is an initial reflective report on two interventions (with students and with the nursing faculty) that were part of ongoing action research at a nursing school in Israel. Methodology The methodology used for this article is first‐person action research based on the author's reflective accounts. Findings Three themes in relation to the intervention with students are (a) acknowledging different identities; (b) making conflict discussable; and (c) the dynamics of silencing and self‐censorship. Four vignettes that were at the center of the faculty's workshop are presented, as are the main contributions and shortcomings of the workshop. The main key to success for both interventions was that they were designed to answer specific needs and concerns of the participants. Conclusions There is a need for a wider effort to find ways to better address deep political, ethnic, social, religious, and racial conflicts as an integral part of nursing education. Interventions need to be tailor made for nursing and for the context. Clinical Relevance Preparing future nurses to care in a context of complex political realities is essential for effective caregiving in societies fraught with conflict. Sharing attempts to implement interventions with students and faculty is a prerequisite for a wider global effort of addressing conflict in nursing education.

Engaging complex diversity in academic institution: The case of “triple periphery” in a context of a divided society

“…This paper focused on the domain of diversity praxis, evolving in real‐life settings characterized by social divisions and intergroup tensions (Arieli, 2019; Desivilya Syna, 2015; Friedman et al, 2018; Hargie et al, 2003; Janssens & Zanoni, 2014; Maoz, 2011; Raz‐Rotem et al, 2019; Roos & Zanoni, 2016; Syna‐Desivilya, 1998). We examined how organizational members conceptualize, experience, and actually engage diversity in their educational practice.…”

“…Extant findings clearly point at the salience of power relations construction—asymmetry and inequality—encapsulated in the socially divided context and the “triple periphery.” Unsurprisingly, the national majority‐minority division emerges as the most prominent challenge for the lecturers (Arieli, 2019; Desivilya et al, 2017; Friedman et al, 2018). Despite the seeming autonomy of the academic staff to manage their teaching environment, the protracted Israeli–Palestinian conflict infiltrates into the classrooms and affects their educational practice.…”

“…Yet, the domain of diversity management praxis, evolving in real-life settings characterized by social divisions and intergroup tensions, remains largely understudied (Arieli, 2019;Desivilya Syna, 2015;Desivilya Syna, 2020;Friedman, Arieli, & Aboud-Armali, 2018;Hargie, Dickson, & Nelson, 2003;Janssens & Zanoni, 2014;Raz-Rotem et al, 2019;Roos & Zanoni, 2016). How do organizational members conceptualize, experience, and actually manage diversity in their organizations?…”

Self-in-Field Action Research in Natural Spaces of Encounter: Inclusion, Learning, and Organizational Change

“…Students bring findings from their research into the class, where they become stimuli for joint inquiry and reflection. As researchers, the students know that they have to inquire, listen, try to understand not to judge, and make the voices of others heard (Arieli, 2019). They often encounter perspectives with which they strongly disagree or strongly identify, providing rich stimuli for class discussions.…”

“…These workshops made use of issues and cases originally identified by the Kaleidoscope and were documented by the Kaleidoscope team. After each learning meeting, the specific facilitators engaged in a process of reflection and communication with Mor and the entire team (through e-mail) to (a) identify key insights and begin formulating actionable knowledge and (b) improve the design and facilitation of the learning meetings themselves (Arieli, 2019). At the end of the academic year, "Israeli-Hope" program at the national level decided on redefining its change approach as "learning" versus training.…”