OPPORTUNITIES AND CHALLENGES OF INTEGRATED EDUCATION IN CONFLICT-RIDDEN SOCIETIES: The Case of Palestinian-Jewish Schools in Israel

Childhood Education, 2006 by Bekerman, Zvi, Nir, Adam

The schools' functioning can be conceptualized through a variety of existing theoretical paradigms, including peace and co-existence education (Salomon & Nevo, 2002), collaborative learning (Slavin & Cooper, 1999), multiculturalism (Banks, 1994), bilingual education (Cummins, 2000), contact hypothesis (Allport, 1958), and less-recognized acculturation theories (Berry & Sam, 1997). These paradigms can be relevant to the development of better strategies and pedagogies, which can help to overcome mistrust and fear between the communities involved in this initiative. Central to this endeavor is the effort researchers will need to invest in order to create the necessary conditions in educational surroundings to have their voices heard-not at the relatively easy level of policy, but with teachers. After all, teachers stand at the real forefront of this effort and are not usually supported (or valued) enough so as to be able to pursue systematic analytical thinking while conducting their very complex activities.

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