Twenty-sixth International Conference on Learning

Abstract

Multicultural education generally refers to a mixture of different social and historical values, which involve a complex of issues related to identity, national or political loyalty and pertinence. Stressing the importance of moral and professional borderlines about these aspects points out the necessity to re-observe them regarding the increasing of racism and intolerance attitudes in the 21st century. Despite the popularity of innovation, cross-border communication and multicultural dialogues, standing in front of heterogenic classes in states under threat of ongoing wars, forces teachers to cope with inevitable conflicts about existential rights and resistance. This case study will try to expose some pedagogical approaches at the Kibbutzim College of education in Israel, which implements experimental teachers’ training methods of Jewish-Arabic students. It will emphasize the reciprocal relations between teacher’s responsibility to fulfill academic and pedagogical obligations, and the awareness of political conflicts within the students’ cultural communities and their leeway activities at schools. This educational policy and practical approach among future teachers and educators, may give an answer to the unsolved conflicts and gaps between students who belong to different nationalities and religions, and grew up on contradictory historical narratives, such as Jews and Arabs in the state of Israel.