Pub Date : 2022-07-04DOI: 10.1080/14675986.2022.2090688
Gabriella Landler-Pardo, Rinat Arviv Elyashiv, Michal Levi-Keren, Y. Weinberger
ABSTRACT Empathy, being multidimensional in nature, addresses cognitive, social-emotional, and behavioural components of interpersonal interaction. It is considered a core element of global competence. As schools become more diverse, empathy, which expresses the ability to observe social situations from other people’s points of view plays a critical interpersonal and societal role in the educational arena. Using the Delphi technique, this study developed and validated a practical tool for identifying empathic behaviours through a deep discourse analysis of complex emotionally charged interactions, practiced in simulated encounters. The Empathic Patterns in Interpersonal Communication (EPIC) practical tool, presented in this paper, was developed and validated through a structured instrument validation process that enabled the multifaceted and complex phenomenon of empathy to be addressed in a concrete way. The EPIC practical tool offers a new approach to developing awareness to cultural differences and diversity among teachers while refining the communication and the emotional skills which are significant components in teachers’ socio-emotional learning.
{"title":"Being empathic in complex situations in intercultural education: a practical tool","authors":"Gabriella Landler-Pardo, Rinat Arviv Elyashiv, Michal Levi-Keren, Y. Weinberger","doi":"10.1080/14675986.2022.2090688","DOIUrl":"https://doi.org/10.1080/14675986.2022.2090688","url":null,"abstract":"ABSTRACT Empathy, being multidimensional in nature, addresses cognitive, social-emotional, and behavioural components of interpersonal interaction. It is considered a core element of global competence. As schools become more diverse, empathy, which expresses the ability to observe social situations from other people’s points of view plays a critical interpersonal and societal role in the educational arena. Using the Delphi technique, this study developed and validated a practical tool for identifying empathic behaviours through a deep discourse analysis of complex emotionally charged interactions, practiced in simulated encounters. The Empathic Patterns in Interpersonal Communication (EPIC) practical tool, presented in this paper, was developed and validated through a structured instrument validation process that enabled the multifaceted and complex phenomenon of empathy to be addressed in a concrete way. The EPIC practical tool offers a new approach to developing awareness to cultural differences and diversity among teachers while refining the communication and the emotional skills which are significant components in teachers’ socio-emotional learning.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":"33 1","pages":"391 - 405"},"PeriodicalIF":1.2,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45049124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-04DOI: 10.1080/14675986.2022.2090686
Lance Levenson
ABSTRACT Located in Israel’s contested city of Jaffa, The Church of Scotland’s Tabeetha School is a faith-based, colonial-international school featuring an unlikely combination of Arab-Palestinian pupils, Christian ethos, Scottish spirit, and globally oriented curriculum. Drawing on an ethnographic case study of the Scottish School, this article unpacks the value of a Christian and international education as an alternative to the segregated Israeli public education system, which has institutionalised discriminatory practices against the Arab-Palestinian minority. Considering the hostile sociopolitical context, findings reveal how complex intersections of religious tradition, colonial legacy, local ethnonational agendas, and multicultural discourses shape student subjectivities rooted in transnational, cosmopolitan, and advocacy global citizenship models. For Jaffa’s Arab-Palestinians, international education within a Christian school offers alternative avenues to attain educational equity, employment opportunities, and belonging by accumulating international capital and developing pragmatic global citizenships. Despite the exclusion of Arab-Palestinian identities within the bounds of the Jewish state, Tabeetha School creates space enabling their preservation while encouraging students to forge new transnational attachments and allegiances, which provide advantage in our increasingly globalised world.
{"title":"Disciples of Christ and cosmopolitanism in a city of conflict: minority subjectivities in a faith-based school in Jaffa, Israel","authors":"Lance Levenson","doi":"10.1080/14675986.2022.2090686","DOIUrl":"https://doi.org/10.1080/14675986.2022.2090686","url":null,"abstract":"ABSTRACT Located in Israel’s contested city of Jaffa, The Church of Scotland’s Tabeetha School is a faith-based, colonial-international school featuring an unlikely combination of Arab-Palestinian pupils, Christian ethos, Scottish spirit, and globally oriented curriculum. Drawing on an ethnographic case study of the Scottish School, this article unpacks the value of a Christian and international education as an alternative to the segregated Israeli public education system, which has institutionalised discriminatory practices against the Arab-Palestinian minority. Considering the hostile sociopolitical context, findings reveal how complex intersections of religious tradition, colonial legacy, local ethnonational agendas, and multicultural discourses shape student subjectivities rooted in transnational, cosmopolitan, and advocacy global citizenship models. For Jaffa’s Arab-Palestinians, international education within a Christian school offers alternative avenues to attain educational equity, employment opportunities, and belonging by accumulating international capital and developing pragmatic global citizenships. Despite the exclusion of Arab-Palestinian identities within the bounds of the Jewish state, Tabeetha School creates space enabling their preservation while encouraging students to forge new transnational attachments and allegiances, which provide advantage in our increasingly globalised world.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":"33 1","pages":"406 - 419"},"PeriodicalIF":1.2,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44291960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-04DOI: 10.1080/14675986.2022.2124498
Miri Shonfeld, L. Bash
The articles in this special issue are based upon a selection of presentations at the online IAIE conference, organised by the Kibbutzim College in Israel, in 2021. The wide range of 300 presentations reflected themes related to various aspects of the conference title: “Intercultural Education in an Age of Information and Disinformation”. They represented an extensive variety of research and case studies in disciplines relevant to intercultural education, such as: history, technology, education, art, language, and more. Together they demonstrated significant contributions to the field. Unfortunately, COVID-19 limited the conference to a virtual space, which, nevertheless, was designed as a most inviting venue. It enabled the more than 500 participants from all over the globe to find their way easily among the various “rooms”, and offered spaces where people could “meet” old and new colleagues to discuss common concerns. The following are brief summaries of the eight articles in this issue, representative of the major themes addressed at the conference. They reflect both local and global concerns and suggest possible applications for effective intercultural education. In light of the pandemic, the first article, based on the study: Adjustment to Emergency Remote Teaching during the COVID-19 Global Crisis among Diverse Students in Higher Education, attempts to identify factors that explain low rates of undergraduate students’ adjustments to emergency remote teaching (ERT) during the pandemic. The findings highlight various barriers that affected undergraduate students’ adjustments to ERT, related to gender, age, academic year, environmental and personal distractions, and metacognitive strategies. The second article: One Size Doesn’t Fit All – Educational Assessment in a Multicultural and Intercultural World, deals with attempts to challenge multicultural educational assessment. The authors discuss the need to change the educational assessment paradigm, adapt it to a multicultural world, the challenges involved, and potential ways of coping with these challenges. Educational assessment is also discussed in the article: Being Empathic in Complex Situations – A Practical Tool for Practice through Simulation-based Learning, which describes the use of the Delphi technique to develop and
{"title":"Introduction","authors":"Miri Shonfeld, L. Bash","doi":"10.1080/14675986.2022.2124498","DOIUrl":"https://doi.org/10.1080/14675986.2022.2124498","url":null,"abstract":"The articles in this special issue are based upon a selection of presentations at the online IAIE conference, organised by the Kibbutzim College in Israel, in 2021. The wide range of 300 presentations reflected themes related to various aspects of the conference title: “Intercultural Education in an Age of Information and Disinformation”. They represented an extensive variety of research and case studies in disciplines relevant to intercultural education, such as: history, technology, education, art, language, and more. Together they demonstrated significant contributions to the field. Unfortunately, COVID-19 limited the conference to a virtual space, which, nevertheless, was designed as a most inviting venue. It enabled the more than 500 participants from all over the globe to find their way easily among the various “rooms”, and offered spaces where people could “meet” old and new colleagues to discuss common concerns. The following are brief summaries of the eight articles in this issue, representative of the major themes addressed at the conference. They reflect both local and global concerns and suggest possible applications for effective intercultural education. In light of the pandemic, the first article, based on the study: Adjustment to Emergency Remote Teaching during the COVID-19 Global Crisis among Diverse Students in Higher Education, attempts to identify factors that explain low rates of undergraduate students’ adjustments to emergency remote teaching (ERT) during the pandemic. The findings highlight various barriers that affected undergraduate students’ adjustments to ERT, related to gender, age, academic year, environmental and personal distractions, and metacognitive strategies. The second article: One Size Doesn’t Fit All – Educational Assessment in a Multicultural and Intercultural World, deals with attempts to challenge multicultural educational assessment. The authors discuss the need to change the educational assessment paradigm, adapt it to a multicultural world, the challenges involved, and potential ways of coping with these challenges. Educational assessment is also discussed in the article: Being Empathic in Complex Situations – A Practical Tool for Practice through Simulation-based Learning, which describes the use of the Delphi technique to develop and","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":"33 1","pages":"365 - 366"},"PeriodicalIF":1.2,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46325178","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-04DOI: 10.1080/14675986.2022.2090689
Christine Schmalenbach, Harold Monterrosa, Ana Regina Cabrera Larín, Susanne Jurkowski
ABSTRACT The programme LIFE (Líderes Inspirando Futuro y Éxito/Leaders Inspiring Future and Success) was developed to foster socio-emotional development of university students and pupils from urban marginalised schools in El Salvador. Youth in this region grow up facing many challenges, including a high rate of violence and a lack of access to opportunities. In LIFE, university students implement a workshop on teamwork and entrepreneurism for pupils from the 8th and 9th grades. They work in teams and become mentors for the pupils. The 8th and 9th graders also work in teams to develop a project plan. This article focuses on the perspectives and experiences of the university students, as documented through focus group interviews and learning diaries. The analyses revealed that students perceived learning outcomes in the areas of leadership, teamwork, strategic thinking/problem solving and personal growth.
LIFE项目(Líderes Inspirando Futuro y Éxito/Leaders Inspiring Future and Success /Leaders Inspiring Future and Success)旨在促进萨尔瓦多城市边缘学校的大学生和学生的社会情感发展。该地区的青年在成长过程中面临许多挑战，包括高暴力率和缺乏机会。在LIFE中，大学生们为八年级和九年级的学生举办了一个关于团队合作和创业精神的研讨会。他们在团队中工作，并成为学生的导师。八年级和九年级的学生也以小组形式制定项目计划。本文主要关注大学生的观点和经历，通过焦点小组访谈和学习日记进行记录。分析显示，学生在领导力、团队合作、战略思维/解决问题和个人成长等方面的学习成果。
{"title":"The LIFE programme – University students learning leadership and teamwork through service learning in El Salvador","authors":"Christine Schmalenbach, Harold Monterrosa, Ana Regina Cabrera Larín, Susanne Jurkowski","doi":"10.1080/14675986.2022.2090689","DOIUrl":"https://doi.org/10.1080/14675986.2022.2090689","url":null,"abstract":"ABSTRACT The programme LIFE (Líderes Inspirando Futuro y Éxito/Leaders Inspiring Future and Success) was developed to foster socio-emotional development of university students and pupils from urban marginalised schools in El Salvador. Youth in this region grow up facing many challenges, including a high rate of violence and a lack of access to opportunities. In LIFE, university students implement a workshop on teamwork and entrepreneurism for pupils from the 8th and 9th grades. They work in teams and become mentors for the pupils. The 8th and 9th graders also work in teams to develop a project plan. This article focuses on the perspectives and experiences of the university students, as documented through focus group interviews and learning diaries. The analyses revealed that students perceived learning outcomes in the areas of leadership, teamwork, strategic thinking/problem solving and personal growth.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":"33 1","pages":"470 - 483"},"PeriodicalIF":1.2,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45415085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-28DOI: 10.1080/14675986.2022.2080969
Elaine Hoter, Noa Shapira
ABSTRACT This paper examines an intervention using experiential learning and simulations in a virtual world that can promote social proximity, tolerance, and cooperation in diverse societies. The participants in the study were 125 Jewish and Arab students living in Israel. A mixed linear model for repeated measures analysis that included time of measurement (pre and post), ethnicity, and students’ age as independent variables revealed a main effect for time for most social groups included in this study; that is, the participants reported more social proximity to other groups after the course, including groups not studied in the course (the LGBTQ community and people of colour). The results of the study suggest that experiential learning has considerable potential in the field of education to help students question their prejudices, experience being someone else, and ultimately feel social proximity for the other, thus reducing stigmas and racism.
{"title":"Simulations in virtual worlds: improving intergroup relations and social proximity","authors":"Elaine Hoter, Noa Shapira","doi":"10.1080/14675986.2022.2080969","DOIUrl":"https://doi.org/10.1080/14675986.2022.2080969","url":null,"abstract":"ABSTRACT This paper examines an intervention using experiential learning and simulations in a virtual world that can promote social proximity, tolerance, and cooperation in diverse societies. The participants in the study were 125 Jewish and Arab students living in Israel. A mixed linear model for repeated measures analysis that included time of measurement (pre and post), ethnicity, and students’ age as independent variables revealed a main effect for time for most social groups included in this study; that is, the participants reported more social proximity to other groups after the course, including groups not studied in the course (the LGBTQ community and people of colour). The results of the study suggest that experiential learning has considerable potential in the field of education to help students question their prejudices, experience being someone else, and ultimately feel social proximity for the other, thus reducing stigmas and racism.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":"33 1","pages":"435 - 454"},"PeriodicalIF":1.2,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46129131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-13DOI: 10.1080/14675986.2022.2070129
Renee Desmarchelier
ABSTRACT Curriculum initiatives with intercultural educative aims are not uncommon in many schools around the world. This paper argues that these initiatives and their classroom implementation by teachers is strongly impacted and influenced by the prevailing neoliberal context of schooling. The findings of a project working with teachers on implementing the Intercultural Understanding General Capability and the Aboriginal and Torres Strait Islander Histories and Cultures Cross Curriculum Priority of the Australian Curriculum are used to demonstrate the specific ways in which neoliberalism has shaped and defined teachers’ work. The neoliberal elements of consumption, individual responsibility, individuals being set adrift from values, surveillance and the illusion of autonomy are used to highlight teachers’ approaches to understanding and implementing the curriculum elements in their science classrooms. Teachers in the study saw the potential for enacting social justice in terms of intercultural education in their classrooms but were often hampered in their efforts by prevailing neoliberal discourses influencing their own assumptions and actions, as well as those of the schools they worked in. It is only through interrogation of how neoliberalism impacts on intercultural educative aims that openings for counter-hegemonic activities can be identified.
{"title":"Neoliberal influences on the implementation of intercultural curriculum initiatives: teacher interactions with the Australian Curriculum","authors":"Renee Desmarchelier","doi":"10.1080/14675986.2022.2070129","DOIUrl":"https://doi.org/10.1080/14675986.2022.2070129","url":null,"abstract":"ABSTRACT Curriculum initiatives with intercultural educative aims are not uncommon in many schools around the world. This paper argues that these initiatives and their classroom implementation by teachers is strongly impacted and influenced by the prevailing neoliberal context of schooling. The findings of a project working with teachers on implementing the Intercultural Understanding General Capability and the Aboriginal and Torres Strait Islander Histories and Cultures Cross Curriculum Priority of the Australian Curriculum are used to demonstrate the specific ways in which neoliberalism has shaped and defined teachers’ work. The neoliberal elements of consumption, individual responsibility, individuals being set adrift from values, surveillance and the illusion of autonomy are used to highlight teachers’ approaches to understanding and implementing the curriculum elements in their science classrooms. Teachers in the study saw the potential for enacting social justice in terms of intercultural education in their classrooms but were often hampered in their efforts by prevailing neoliberal discourses influencing their own assumptions and actions, as well as those of the schools they worked in. It is only through interrogation of how neoliberalism impacts on intercultural educative aims that openings for counter-hegemonic activities can be identified.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":"33 1","pages":"485 - 508"},"PeriodicalIF":1.2,"publicationDate":"2022-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46664837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-04DOI: 10.1080/14675986.2022.2071035
E. King
The article presents the discussion on pandemic and Covid 19 virus pushing millions of people around the world into extreme poverty. Topics include attributed to an increase in interracial marriages as well as international adoptions;and myths and pervasive attitudes promulgating the idea about mixed-race people being the products of miscegenation.
{"title":"Reflections: effects of systemic racism on multiethnic youth","authors":"E. King","doi":"10.1080/14675986.2022.2071035","DOIUrl":"https://doi.org/10.1080/14675986.2022.2071035","url":null,"abstract":"The article presents the discussion on pandemic and Covid 19 virus pushing millions of people around the world into extreme poverty. Topics include attributed to an increase in interracial marriages as well as international adoptions;and myths and pervasive attitudes promulgating the idea about mixed-race people being the products of miscegenation.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":"33 1","pages":"360 - 363"},"PeriodicalIF":1.2,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45852354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-04DOI: 10.1080/14675986.2022.2070697
Paolo Albiero, Alessandra Gaspari, Giada Matricardi
ABSTRACT Europe has recently seen a massive multi-ethnic influx of migrants, marred by high social costs of inter-ethnic confrontation. This has prompted scholars to develop training schemes to improve the social skills needed to cope with this situation. Decades of studies have acknowledged empathy as a crucial variable in the development of positive interpersonal and intergroup relations. In this study, we tested a training program for enhancing empathy towards ethnically diverse people in 170 six- to nine-year-old children. The materials were drawn from other best-known training schemes and active techniques were used. Multicultural empathy was assessed with a self-report measure. Test, retest and follow-up (at 6 months) comparisons demonstrated the training’s efficacy, with improvement in multicultural empathy persisting six months later. The results suggest that it can be a useful tool to encourage the development of ethnocultural empathy starting from the first years of elementary school. The practical implications for school education are discussed.
{"title":"A training to develop six- to nine-year-olds’ empathy towards ethnically different people","authors":"Paolo Albiero, Alessandra Gaspari, Giada Matricardi","doi":"10.1080/14675986.2022.2070697","DOIUrl":"https://doi.org/10.1080/14675986.2022.2070697","url":null,"abstract":"ABSTRACT Europe has recently seen a massive multi-ethnic influx of migrants, marred by high social costs of inter-ethnic confrontation. This has prompted scholars to develop training schemes to improve the social skills needed to cope with this situation. Decades of studies have acknowledged empathy as a crucial variable in the development of positive interpersonal and intergroup relations. In this study, we tested a training program for enhancing empathy towards ethnically diverse people in 170 six- to nine-year-old children. The materials were drawn from other best-known training schemes and active techniques were used. Multicultural empathy was assessed with a self-report measure. Test, retest and follow-up (at 6 months) comparisons demonstrated the training’s efficacy, with improvement in multicultural empathy persisting six months later. The results suggest that it can be a useful tool to encourage the development of ethnocultural empathy starting from the first years of elementary school. The practical implications for school education are discussed.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":"33 1","pages":"335 - 353"},"PeriodicalIF":1.2,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45869682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-04DOI: 10.1080/14675986.2022.2070417
Ludmila Krivosh
ABSTRACT This qualitative study examines the experiences of 22 newly qualified teachers of Ethiopian origin who tried to integrate into the formal educational system in Israel after completing their graduation. Despite the revolutionary change in Ethiopian educators’ inclusion since the 2000s, their number remains low and the difficulty of integrating graduates belonging to this community are routinely reported. The study pointed out that the graduates still encountered manifestations of racism, expressed in a paternalistic and even arrogant attitude towards them, by representatives of the local authorities, school staff members, and students’ parents. Yet, the study identified the universal challenges that every education graduate is facing as well as the ones that are unique to the graduates’ ethnic origin. Parallel to the essential changes required in the field of multicultural education and in eradicating prejudice and racism, the study proposes several ways for immediate improvement.
{"title":"Ways of integrating education-college graduates from the Ethiopian community in the education system in Israel","authors":"Ludmila Krivosh","doi":"10.1080/14675986.2022.2070417","DOIUrl":"https://doi.org/10.1080/14675986.2022.2070417","url":null,"abstract":"ABSTRACT This qualitative study examines the experiences of 22 newly qualified teachers of Ethiopian origin who tried to integrate into the formal educational system in Israel after completing their graduation. Despite the revolutionary change in Ethiopian educators’ inclusion since the 2000s, their number remains low and the difficulty of integrating graduates belonging to this community are routinely reported. The study pointed out that the graduates still encountered manifestations of racism, expressed in a paternalistic and even arrogant attitude towards them, by representatives of the local authorities, school staff members, and students’ parents. Yet, the study identified the universal challenges that every education graduate is facing as well as the ones that are unique to the graduates’ ethnic origin. Parallel to the essential changes required in the field of multicultural education and in eradicating prejudice and racism, the study proposes several ways for immediate improvement.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":"33 1","pages":"318 - 334"},"PeriodicalIF":1.2,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46296959","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-04DOI: 10.1080/14675986.2022.2069393
Z. Huang
ABSTRACT In this article, I discuss a critical understanding of students’ intercultural experience at a UK university. I critique the potential issues of: a) using essentialist categorisations to understand students’ intercultural experience, and b) imposing epistemic injustice to students by undervaluing their epistemic agency in intercultural experience. Based upon the paintings of five students, I problematise the essentialist categorisations reproduced in the students’ meaning-making about their intercultural experience, which could reinforce prejudice, neo-racism, otherisation, and segregation. The students were, however, able to negotiate with such an issue of essentialism through a non-static and back-and-forth process in their painting. They also demonstrated an active epistemic agency in navigating the complexities of their intercultural experience. Therefore, I suggest intercultural research to adopt a non-essentialist and epistemically-just lens to understand students’ intercultural experience in the increasingly fluid world.
{"title":"A critical understanding of students’ intercultural experience: non-essentialism and epistemic justice","authors":"Z. Huang","doi":"10.1080/14675986.2022.2069393","DOIUrl":"https://doi.org/10.1080/14675986.2022.2069393","url":null,"abstract":"ABSTRACT In this article, I discuss a critical understanding of students’ intercultural experience at a UK university. I critique the potential issues of: a) using essentialist categorisations to understand students’ intercultural experience, and b) imposing epistemic injustice to students by undervaluing their epistemic agency in intercultural experience. Based upon the paintings of five students, I problematise the essentialist categorisations reproduced in the students’ meaning-making about their intercultural experience, which could reinforce prejudice, neo-racism, otherisation, and segregation. The students were, however, able to negotiate with such an issue of essentialism through a non-static and back-and-forth process in their painting. They also demonstrated an active epistemic agency in navigating the complexities of their intercultural experience. Therefore, I suggest intercultural research to adopt a non-essentialist and epistemically-just lens to understand students’ intercultural experience in the increasingly fluid world.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":"33 1","pages":"247 - 263"},"PeriodicalIF":1.2,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44139296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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