Search results for: Multiculturalism
Page 2/2 13 items
This article investigates how one Summer Teachers’ Seminar sought to support teachers’ capacity to understand and teach about religion and culture. Using a qualitative, feminist, action-research methodology, the article questions whether the study of one religion and culture creates a bridge toward understanding larger questions of diversity. Findings suggest that such bridge building is possible, when supported by the exploration of the diversity of one culture itself, participating in relational pedagogical practices that focus on cultural artifacts, and a learning environment with diverse participants.
Updated: Jul. 22, 2015
This article sets up a dialogue between auto-referential (looking to self) and allo-referential (looking to the other) approaches to religious difference and applies these to education for inter religious understanding in Jewish schools. It begins by arguing that the multiculturalism of the 1980s and 1990s set up a duality of self and other, with the responsibility for looking to ‘the other’ (allo-reference) resting largely on the majority community and the licence to look to self (auto-reference) being given to minority communities. Within the Jewish community, multiculturalism supported and legitimated the development of an inward-looking Jewish identity-based education.
Updated: Jan. 04, 2015
This study explores motives and role perception of primary school male - teachers who are Israeli - born , Ethiopians, immigrants from the former Soviet Union and Bedouins and are teaching mathematics at the south of Israel. The research method is based on qualitative - interpretive approach of case study type. The results illustrate common features of all teachers and at the same time differences between the cultural groups. The contribution of this study to mathematics teacher education resides in understanding motives and role perception of primary school male - teachers. It is recommended building teacher education programs that highlight the valued - social aspect, mathematics content knowledge and pedagogical knowledge.
Updated: Sep. 29, 2014