Rethinking intergroup encounters: rescuing praxis from theory, activity from education, and peace/co‐existence from identity and culture

Bekerman, Zvi

doi:10.1080/17400200601171198

Cited by 74 publications

(40 citation statements)

References 38 publications

(42 reference statements)

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“…Yet, it seems that contact is not what exclusively accounted for the change, because if so how can the fact that children reduced their negative attitudes towards another group that they had not have contact with its members (Ethiopians) be explained? Additionally, findings of studies conducted in Israel testing how effective contact-based programs in producing significant attitudinal changes were inconsistent (Bekerman, 2007;Maoz, 2011). This suggests that the contact alone might not be sufficient.…”

Section: Discussionmentioning

confidence: 94%

“…The frequent cycles of violence escalation may have hindered the efficacy of any PRPIA program, as it is likely to raise individual and collective intergroup anxiety (Stephan & Stephan, 1996). Furthermore, in a political conflict where there is power asymmetry between the rival groups, like that of Jewish and Palestinian, there is a risk that a PRPIA program might be perceived as counterproductive to the effort to bring social change, and therefore, could be rejected by the minority group (Bekerman, 2007). These shortcomings point to the need for developing "real-world," multi-theoretical PRPIA programs that target the different facets of prejudice, have long lasting impact, and are specifically tailored to children in conflict zones.…”

Section: Summary and Limitations Of The Prpia Interventionsmentioning

confidence: 97%

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Reducing prejudice and promoting positive intergroup attitudes among elementary-school children in the context of the Israeli–Palestinian conflict

Berger

Benatov

Abu‐Raiya

et al. 2016

Journal of School Psychology

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Section: Discussionmentioning

confidence: 94%

Section: Summary and Limitations Of The Prpia Interventionsmentioning

confidence: 97%

Reducing prejudice and promoting positive intergroup attitudes among elementary-school children in the context of the Israeli–Palestinian conflict

Berger

Benatov

Abu‐Raiya

et al. 2016

Journal of School Psychology

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“…The suggested changes include redirecting encounter activities so they contain organization of and participation in political demonstrations and/or forums discussing redistribution of resources between Israeli Jews and Palestinians (Bekerman, 2007b). …”

Section: Discussionmentioning

confidence: 98%

“…See alsoBekerman, 2007b, for an in-depth critical discussion of coexistence-aimed encounters.122 journal of PEACE RESEARCH 48(1) at WAYNE STATE UNIVERSITY on March 24, 2015 jpr.sagepub.com Downloaded from…”

mentioning

confidence: 98%

Does contact work in protracted asymmetrical conflict? Appraising 20 years of reconciliation-aimed encounters between Israeli Jews and Palestinians

Maoz

2011

Journal of Peace Research

302

290

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In the past few decades, planned contact interventions between groups in conflict have played an important role in attempts at improving intergroup relations and achieving peace and reconciliation. This article focuses on such reconciliation-aimed intergroup encounters between Israeli Jews and Palestinians that seek to reduce hostility and increase understanding and cooperation between the two nationalities. Like other contact interventions conducted in settings of intergroup conflict, encounters between Israeli Jews and Palestinians represent a paradoxical project: this is a project that aspires to generate equality and cooperation between groups that are embedded in a protracted asymmetrical conflict. Though existing research teaches us valuable lessons on the effectiveness of contact conducted under optimal conditions, little is said about contact between groups involved in asymmetrical protracted dispute. The goal of this analysis is to examine the evolution of reconciliation-aimed contact interventions between Israeli Jews and Palestinians in the past 20 years. The research method is qualitative, relying on ethnographic data assembled during the relevant period of time. The findings identify and trace the evolution of four major models of Jewish-Palestinian planned encounters: the Coexistence Model, the Joint Projects Model, the Confrontational Model, and the Narrative-Story-Telling Model. The strengths and limitations of each model in transforming intergroup attitudes in asymmetric conflict are discussed.

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“…These schools, still considered a curiosity, must pioneer solutions to the multiple curricular problems raised by mixing Palestinian and Jewish populations. These challenges have to do with cultural and identity borders as well as with historical discourse and interpretations, including the ones which sustain the present violent conflict (see Bekerman, 2004Bekerman, , 2005Bekerman, , 2007Bekerman & Maoz, 2005).…”

Section: Bilingual Education In Israelmentioning

confidence: 99%

Teachers' Understanding of Reconciliation and Inclusion in Mixed Schools of Four Troubled Societies

Zembylas

Bekerman

McGlynn

et al. 2009

Research in Comparative and International Education

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In this article, the authors examine how teachers in four troubled societiesIsrael, Cyprus, Northern Ireland and South Africa -understand and implement reconciliation in light of the increasing diversity of these societies. The authors particularly pay attention to a dialogical encounter between reconciliation and inclusion, as they look for ways to contemplate how each might be of mutual benefit in educational theory and practice. In the first part of the article, the authors give an overview of current thinking on reconciliation and its role in education, and suggest that the notion of inclusiveness can enrich it. The context of the research is then provided by looking briefly at the socio-political and educational settings in which the study was conducted, followed by a discussion of the research methodology. The findings from the study are then presented with the main themes identified as arising across the four research locations. These themes concern understandings of reconciliation and inclusion, student diversity, teachers' challenges, helping students deal with conflict, and teachers' development. Finally, whilst acknowledging the exploratory nature of these findings, the authors discuss what policy makers, school leaders and teachers might change about policies and practices for reconciliation education in the four settings studied and, by implication, other comparable settings.In various parts of the world over the past three decades there have been numerous political and educational efforts to help societies function effectively after violence and trauma (Minow, 1998;Rigby, 2001;Zembylas, 2008). This process is known as reconciliation. n a number of countries, such as South Africa, Rwanda, Sierra Leone and Guatemala, there have been efforts to implement reconciliation processes that promote ways of healing the wounds of the past. State-driven efforts include the revision of school curricula and, in many cases, a rewriting of history textbooks, as well as public apologies, mourning and soul searching. In addition, increased immigration in the last few decades provides even more challenges for the societies already burdened with violence and trauma, and raises questions about how reconciliation and increased diversity may be dealt with simultaneously (Hattam & Atkinson, in press).On the one hand, recent studies suggest that reconciliation is a multilayered and contested term closely linked to justice, apology, forgiveness, individual healing, commemoration, tolerance and at U.A.E University on June 20, 2015 rci.sagepub.com Downloaded from

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Rethinking intergroup encounters: rescuing praxis from theory, activity from education, and peace/co‐existence from identity and culture

Cited by 74 publications

References 38 publications

Reducing prejudice and promoting positive intergroup attitudes among elementary-school children in the context of the Israeli–Palestinian conflict

Reducing prejudice and promoting positive intergroup attitudes among elementary-school children in the context of the Israeli–Palestinian conflict

Does contact work in protracted asymmetrical conflict? Appraising 20 years of reconciliation-aimed encounters between Israeli Jews and Palestinians

Teachers' Understanding of Reconciliation and Inclusion in Mixed Schools of Four Troubled Societies

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