Multicultural Education vs. Implicit and Explicit Ethnocentric Education: Text Analysis of a Contemporary Israeli Value Education Program
Keywords:
assimilation, educational policy, Israel, multiculturalism, value education
Abstract
In the year 2000, Israel purportedly adopted a multicultural educational policy. It replaced the covert assimilation policy, which was referred to as ‘the integration policy’. The aim of the present study was to analyse the contemporary Israeli program of value education. Using the method of content analysis, the present study sought to determine whether the syllabi
of the contemporary program reflect the adoption of a multicultural educational policy, or whether they produce only multicultural rhetoric. The findings reveal that the program reflected mainly the pluralistic approach while still maintaining traces of ethnocentric rhetoric of certain syllabi in the program.
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References
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plurality. Studies in Philosophy and Education, 30(2), 101–111.
Van Dijk, T.A. (1991). Racism and the press. London, UK: Rutledge.
Weber, R. P. (1990). Basic content analysis. Beverly Hills, CA: Sage
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Al-Haj, M. (2002). The history curriculum in Jewish schools and in Arab schools in Israel:
Ethnocentrism versus controlled multiculturalism. In A. Ben-Amos (Ed.), דימויי היסטוריה, זיכרון וזהות:הישר×לי עבר ×‘×—×™× ×•×š [History, identity and memory: Images of the past in Israeli education] (pp. 137–154). Tel Aviv: Ramot.
וק ×—×™× ×•×š ממלכתי ×— [Amendment to the Israel national education act of 1953] (2000).
Baratz, L., & Reingold, R. (2010). The ideological dilemma in teaching literature process - moral
conflicts in a democratic and nationally diverse society: An Israeli teacher case study. Current Issues in Education 13(3), 1–27. Retrieved from 883/weiv/elcitra/usataeic/php.xedni/sjo/ude.usa.eic//:ptth
Baratz, L. Reingold. R., & Abuatzira, H. (2011). Bi-lingual newspaper as an expression of a Fake
multicultural educational policy in Israel. International Education Studies, 4(4), 160–167. Retrieved
from http://www.ccsenet.org/journal/index.php/ies/article/view/12889/9043
Banks, J. A. (1995). Multicultural education: Historical development, dimensions, and practice. In J.
A. Banks & C. A. M. Banks (Eds.), Handbook of research on multicultural education (pp. 3–24). New York, NY: Macmillan.
Dervin, F. (2015). Towards post-intercultural teacher education: Analysing ‘extreme’’ intercultural
dialogue to reconstruct interculturality. European Journal of Teacher Education, 38(1), 71–86.
Feinberg, W. (1996). The goals of multicultural education: A critical re-evaluation. In F. Margonis
(Ed.), Philosophy of education (pp. 182–189). Urbana, IL: Philosophy of Education Society.
Gaynor, A. R. (2011). Beyond the melting pot finding a voice for Jewish identity in multicultural
American schools. Journal of Jewish Communal Service, 86(1-2), 174–183.
Gee, J. P. (1992). The social mind: Language, ideology, and social practice. New York, NY: Bergin and Garvey.
Gee, J. P. (2004). Situated language and learning: A critique of traditional schooling. London, UK:
Routledge.
Gorski, P. C. (2009). What we’re teaching teachers: An analysis of multicultural teacher education
coursework syllabi. Teaching and Teacher Education, 25(2), 309–318.
Gur-Ze’ev, I. (1999). בישר×ל פילוסופיה, פוליטיקה ×•×—×™× ×•×š [Philosophy, politics and education in Israel]. Haifa: University of Haifa press.
וק ×—×™× ×•×š ממלכתי ×— [Israel national education act] (1953).
Jabareen A., & Agbarieh A. (2010). הערבי ×—×™× ×•×š ×‘×”×ž×ª× ×”: ×ž×“×™× ×™×•×ª הממשלה ויוזמות ×זרחיות ×œ×§×™×“×•× ×”×—×™× ×•×š×‘×™×©×¨×ל [Education stalled: Governmental policy and civic initiatives for advancing Arab education in Israel — A status report]. Nazareth, Dirasat, and Haifa: Haifa University, The Clinic for the Rights of the Arab Minority.
Kizel, A. (2005). Europe-centrism in Israel’s general history textbooks (1948-2004). Essays in Education, 15. Retrieved from http://www.usca.edu/essays/vol152005/kizelrev.pdf
Klein, A. (2010). Analysis of critical discourse of newspapers. In L. Kasan & M. Krumer-Nevo (Ed.),
Qualitative investigation data analysis (pp. 230–254). Be’er Sheva: Ben-Gurion University.
Krippendorff, K. (2004). Content analysis: An introduction to its methodology (2nd ed.). Thousand
Oaks, CA: Sage
Lamme, Z. (1996). הישר×לי רעיון ×”×¤×œ×•×¨×œ×™×–× ×•×™×™×©×•×ž×• ×‘×—×™× ×•×š [The idea of pluralism and its implementation in Israeli education]. In I. Gur-Zeev (Ed.), ×”×¤×•×¡×˜×ž×•×“×¨× ×™×¡×˜×™ ×—×™× ×•×š בעידן השיח [Education in the era of postmodernist discourse] (pp. 207–220). Jerusalem: Magnes Publishers.
Lamm, T. (2001). ×•×—×™× ×•×š ×¢×¨×›×™× [Values and education]. In Y. Iram, S. Shkolnikove, & E. Shekter (Eds.), הישר×לית צמתי×: ×¢×¨×›×™× ×•×—×™× ×•×š בחברה [Crossroads: Values and education in Israeli society] (pp. 651–664). Jerusalem: Ministry of Education Press.
McLaren, P. L. (1995). White terror and oppositional agency: Towards a critical multiculturalism. In C. E. Sleeter & P. L. McLaren (Eds.), Multicultural education, critical pedagogy, and the politic of difference (pp. 30–70). New-York, NY: State University of New York Press.
Ministry of education and culture (1975). 08 -×” דוח צוות ×”×—×™× ×•×š הערבי, פרויקט ×ª×›× ×•×Ÿ ×”×—×™× ×•×š ×œ×©× ×•×ª [A report of the Arab education staff. Jerusalem: Project for education planning for the 1980s]. Jerusalem: Ministry of education and culture.
Ministry of education, Israel curriculum center (2010). בהיסטוריה ×ª×›× ×™×ª ×”×œ×™×ž×•×“×™× ×”×—×“×©×” [The new curriculum in history for Jewish state religious education]. Jerusalem: Ministry of education.
Ministry of education, Israel curriculum center (2013).×œ×¢×¨×›×™× â€×”×חר ×”×•× ×× ×™â€-×ª×›× ×™×ª ×”×œ×™×ž×•×“×™× ×”×—×“×©×” ×‘×—×™× ×•×š [‘The other is myself’- A new curriculum in education for values]. Jerusalem: Ministry of education.
Ministry of education (2015). ×™â€×‘ תפיסה ×—×™× ×•×›×™×ª ערכית מגן עד [Values-based education approach from kindergarten to grade 12]. Retrieved from http://meyda.education.gov.il/files/noar/acherani2015.pdf
×ž×©×•×ª×¤×™× ×—×™×™× [Mutual life], Jerusalem: The ministry of education (2014). Retrieved from http://cms.education.gov.il/EducationCMS/Units/ui/gizanut/chatab/HaimMesutfeim.htm
Paul-Binyamin I., & Reingold, R. (4102). Multiculturalism in teacher education institutes – The
relationship between formulated official policies and grassroots initiatives. Teaching and Teacher Education, 42, 47–57.
Peled, A. (1976). Education in Israel in the 1980s. Jerusalem: Ministry of education and culture.
Pinson, H. (2005). Between a Jewish state and democracy: Tensions and contradictions in the
curriculum for civic studies. Politics, 14, 9–24.
Raţă, G. (2013). Cross-cultural, cross culturally, cross-cultural. In H. Arslan & G. Rata (Eds.),
Multicultural education: from theory to practice (pp. 3–14). Newcastle upon Tyne, UK: Cambridge
Scholars Publishing.
Reichel, N. (2008). The story of the Israeli education system — centralized or decentralized? Overt or covert? Imitation or original? Jerusalem: Mofet Institute and Magnes.
Reingold, R. (2007). Promoting a true pluralistic dialogue - a particularistic multicultural teacher
accreditation program for Israeli Bedouins. International Journal of Multicultural Education, 9(1), 1–14.
Retrieved from http://journals.sfu.ca/ijme/index.php/ijme/article/view/6
Reingold, R. (2009). ×—×™× ×•×›×™×•×ª ×ידי×ולוגיה רב-תרבותית: ×ž×•× ×—×™×, ×¤×•×œ×ž×•×¡×™× ×•×”×©×ª×ž×¢×•×™×•×ª [Multicultural ideology: terms, polemics, and educational meanings]. Massad, 7, 6–13.
Reingold, R., Baratz, L., & Abuatzira, C. (2013). Conformity and compliance as moral acts: The case of teachers in Jewish religious state schools in Israel. The International Journal of Education for Diversities, 2, 461–1.
Resnick, G. (2010). בישר×ל × ×¨×ות וזהות בבתי ספר רב-×ª×¨×‘×•×ª×™×™× [Visibility and identity in multicultural
schools in Israel]. In A. Lomsky-Feder & T. Rappaport (Eds.), ייצוג × ×¨×ות בהגירה: גוף, מבט, [Visibility at immigration – body, view, representation] (pp. 274–302). Jerusalem: Van Leer Jerusalem Institute and Ha-Kibbutz Ha-Meuchad.
Scholes, R. E. (1985). Textual power: Literary theory and the teaching of English. New Haven, CT: Yale University Press.
Sever, R. (2001). תרבותיות ×‘×•×œ×œ×™× ×ו שוזרי×? מסגרת מושגית ×œ×‘×—×™× ×ª סוגיות של רב [Mix or interlace? The conceptual framework for analysis of issues of multiculturalism]. Gadish, 7, 45–54.
Shemesh, H. (2009). 8002 8491 ישר×ל עיצוב הזיכרון בספרי לימוד בהיסטוריה לבתי הספר ×”×¢×¨×‘×™×™× ×‘×ž×“×™× ×ª [Fashioning memory through history textbooks in Arabic in Israel (1948-2000)] Unpublished doctoral dissertation. The Hebrew University, Jerusalem.
×× ×™ ×”×חר ×”×•× [The other is myself], Jerusalem: The ministry of education (2014). Retrieved from http://cms.education.gov.il/EducationCMS/Units/ui/atochnit/ogdan/Ratzyonal.htm
×× ×™ ×”×חר ×”×•× [The other is myself], Jerusalem: The ministry of education (2015). Retrieved from http://cms.education.gov.il/EducationCMS/Units/ui/
Todd, S. (2011). Educating beyond cultural diversity: Redrawing the boundaries of a democratic
plurality. Studies in Philosophy and Education, 30(2), 101–111.
Van Dijk, T.A. (1991). Racism and the press. London, UK: Rutledge.
Weber, R. P. (1990). Basic content analysis. Beverly Hills, CA: Sage
Yonah, Y. (2005). בישר×ל בזכות ההבדל – הפרוייקט הרב תרבותי [In virtue of difference: the multicultural project in Israel]. Jerusalem: The Van Leer Jerusalem Institute.
Zameret, Z. (2002). The melting pot in Israel: The commission of inquiry concerning the education of immigrant children during the early years of the state. New York, NY: SUNY Press.
Published
2017-12-22
How to Cite
Reingold, R., & Zamir, S. (2017). Multicultural Education vs. Implicit and Explicit Ethnocentric Education: Text Analysis of a Contemporary Israeli Value Education Program. Center for Educational Policy Studies Journal, 7(4), 63–83. https://doi.org/10.26529/cepsj.364
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