https://orcid.org/0000-0002-6556-673X
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ABSTRACT
In recent years, there has been an increased interest in multiculturalism in teacher training around the world. This qualitative study examined Arab Bedouin preservice teachers’ (PSTs) experience teaching in a Jewish school in times of political and social tension in Israel. Data from 30 PSTs were collected through semistructured interviews, reflective diaries, and questionnaires. Analysis of the findings reveals a complex multidimensional picture of professional, personal, and cultural challenges and opportunities that the PSTs faced. The findings show the experience of teaching in a multicultural environment within the framework of the teacher training programme in optimistic light.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Notes
1. Ran and Yosefsberg Ben-Yehoshua, “Training Teachers Bedouin Society.”
2. Yiftachel et al., “Between Rights and Denials.”
3. Ben-Israel, “The Bedouin Formation”; Yiftachel, “Land, Planning, and Inequality”; Meir, Economy and Land Among the Negev Bedouin; Porat, The Negev Bedouins; and Nasasra, “The Southern Palestine Bedouin.”
4. Yogev, “Approaches to Education Value.”
5. Saada and Gross, “The Experiences of Arab Teachers.”
6. Abu Ajah and Abu Saeed, “Feeling and Emotions of Arab-Bedouin”; and Kharanbeh, “Israeli Arab Teachers.”
7. Abu Ajah and Abu Saeed, “Feeling and Emotions of Arab-Bedouin.”
8. May and Sleeter, Critical Multiculturalism; and Gay, “Acting on Beliefs.”
9. Barnes, “Preparing Preservice Teachers”; and Segev and Levin, “Literature Teachers as Cultural Mediators.”
10. for example, Fischl and Sagy, “Beliefs about Teaching”; Kaplan and Madjar, “The Motivational Outcomes”; Saada and Gross, “The Experiences of Arab Teachers”; Gilat et al., “Living Proof of Coexistence”; and Kharanbeh, “Israeli Arab Teachers.”
11. See note 1 above.
12. Ministry of Education, and Merhavim, “Integrate and Become Integrated.”
13. Gilat et al., “Living Proof of Coexistence.”
14. Acosta, “Dynamics of Israel’s Democratic”; and Manor-Binyamini, “Mothers of Children with Developmental Disorders.”
15. Rudnitzky and Ras, The Bedouin Population.
16. Yiftachel, “Land, Planning, and Inequality.”
17. Kass and Miller,”Bedouin Special-Education Teachers.”
18. Gribiea et al., “Silencing and Silence.”
19. See note 1 above.
20. Fischl and Sagy, “Beliefs about Teaching.”
21. Greenfield, “Social Change, Cultural Evolution.”
22. Lev Ari and Laron, “Intercultural Learning”; and Banks & McGee Banks, Education Perspectives.
23. Gay, “Acting on Beliefs.”
24. Reingold, “Promoting a True Pluralistic Dialogue”; and Paul-Binyamin and Reingold, “Multiculturalism in Teacher Education Institutes.”
25. Banks, Cultural Diversity and Education; Bhargava et al., “Investigation of Students’ Perceptions”; and Horton and Scott, “White Students’ Voices”; and Yona and Shenhav, What is Multiculturalism.
26. Reingold, ‘Promoting a True Pluralistic Dialogue’.
27. Banks and McGee Banks, Education Perspectives; Sleeter, Multicultural Education; and Wurzel, “Multiculturalism and Multicultural Education.”
28. Banks and McGee Banks, Education Perspectives.
29. See note 11 above.
30. See note 12 above.
31. Paul-Binyamin and Haj-Yehia, “Multicultural Education.”
32. Moss, “Diversity Study Circles.”
33. Halabi, “Arab Master’s Students”; Kashti, Education as Identity; and Giussi and Zalmanson-Levi, “Jews and Arabs in Academic Institutions.”
34. Giussi and Zalmanson-Levi, “Jews and Arabs”; and Abu Ajah and Abu Saeed, “Feeling”.
35. Giussi and Zalmanson-Levi, “Jews and Arabs in Academic Institutions.”
36. Halabi, “Arab Master’s Students.”
37. Kashti, Education as Identity.
38. Breckenridge and Zimbardo, “The Strategy of Terrorism.”
39. Harel, “The Wave of Terrorism Included Several Deadly Attacks, But This is Not a Popular Uprising.” Haaretz. Accessed April 5, 2022. (Heb.). https://www.haaretz.co.il/news/politics/2022-04-05/ty-article/.highlight/00000180-5b99-db1e-a1d4-dff94ff00000
40. See note 38 above.
41. Hammersley and Atkinson, Ethnography.
42. Denzin and Lincoln, “The Discipline and Practice.”
43. Banks, Cultural Diversity and Education; Bhargava et al., “Investigation of Students’ Perceptions”; and Horton and Scott, “White Students’ Voices.”
44. AACU, “College Learning”; Huber and Hutchings, Integrative Learning.
45. See note 23 above.
Additional information
Notes on contributors
Merav Hayak
Merav Hayak is a doctoral student at the Ben-Gurion University of the Negev and a Lecturer at Achva Academic College.
Edna Nahon Crystal
Edna Nahon Crystal is a researcher and lecturer at the Department of Sciences, Achva Academic College.
Yael Segev
Yael Segev is a Lecturer and Head of the Literature Department, Achva Academic College.
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