Call FOR PROPOSALS
We are pleased to invite you to participate in The Intercultural Education in an Age of Information and Disinformation Conference
that will take place from June 27-30, 2021 at The Kibbutzim College of Education (KCE) & The MOFET Institute in Tel Aviv, Israel.
Conference themes (strands)
Shifra Sagy, Michael Sternberg & Fred Carlo Andersen
This strand addresses the contribution of peace education to knowledge, attitudes, and behavior attuned to the promotion of peace within and between societies. We specifically aim to explore peace education theory and praxis attuned to the challenges of ongoing local and global turbulence.
The strand welcomes proposals for presentations, panel discussions and workshops on current and innovative peace education theory and praxis. These might address the role of peace education in the evolving context of social, economic, environmental, and political strive, and relate to questions such as: what can promote a culture of inclusion, participation, and respect for the other; how to promote nonviolent responses and openness towards the other in the context of conflict escalation and violence; what might enhance readiness to reconcile in the context of ingroup and intergroup conflict; what might be the role of collective narratives in peacebuilding.
CooperatIVE and collaboraTIVE LEARNING in MULTIcultural settingS
Yael Sharan, Ferenc Arato & jill Clark
Cooperative learning (CL) is a paradigmatic approach to teaching and learning that has spawned a variety of methods to facilitate learning together in small groups, and to maximize participants’ participation and contributions. CL offers educators in any intercultural setting, at any level and subject matter, a vast array of flexible teaching strategies and tools to create an interactive and nurturing learning environment. At this conference, we would like to take the opportunity to demonstrate CL’s contribution to intercultural education in two ways:
in a separate strand, to present the basic elements of CL (for all levels and frameworks)
in collaboration with other strands (intercultural education, multilingual education, democratic citizenship, technology and inclusion, etc.) to demonstrate CL’s contribution to intercultural settings.
Educational assessment suitable for the multicultural era of the 21st century
Irit Levy-Feldman & Tamar Shuali Trachtenberg
In recent years, the constructivist paradigm has replaced the traditional positivist paradigm as the dominant approach within the education system. The positivist approach assumes that knowledge is constant and independent of the learner and that the role of schools and teachers is to convey this knowledge to the students. The constructivist approach, however, views knowledge as a viable concept constructed by different learners, and as a set of working hypotheses rather than an absolute and universal truth. Despite the widespread influence of the paradigm on teaching and learning, its impact on learners’ assessment is almost unnoticeable.
The purpose of the session is to examine approaches of constructive assessment in education regarding students and teachers suitable for the multicultural era of the 21st century, on the one hand, and to try to explain the gap between the influence of the constructivist paradigm on operative aspects of teaching and learning, and its relatively limited impact on aspects of educational assessment, on the other.
Yehudith Weinberger, Gabriella Landler & Tal Dekel
Good teaching refers to practices that promote the growth and well-being of all involved in the educational process – both the students as well as the teachers. As such, within the contemporary discourse aiming to inspire educational leadership for humane culture, the concept of Empathy in Education is not only a vehicle for promoting good teaching practices and establishing better schools, but also an educational perspective with the potential for wide-scale social impact. An empathetic classroom environment will encourage all parties concerned to think, initiate, create, learn, and develop. Empathic behavior, as a way of being with another person, enables one to see the world from the perspective of the other and to identify and understand the other’s state and emotions.
History Education and Multiculturality
Eyal Naveh & Nimrod Tal
History education has been acknowledged for a long time as a tool to develop and hone amongst students skills that are vital to living in a multicultural society. In particular, the ability, indeed the requirement to examine historical events and processes from different perspectives has been shown for contributing to students’ sensitivity to others’ vantage points, to their tolerance to manifestations of forms of life other than their own, and to their capacity to reach needed compromises for living with different peoples. In recent years, especially against the background of the growing waves of immigration worldwide, additional aspects of history education’s capacity to contribute to students’ multicultural skills have been unearthed, explored, and developed. For example, research has demonstrated that emphasis on teaching topics that centre on historical encounters (e.g. the first arrival of Europeans to the Americas) can enhance students’ awareness to the complex nature of such encounters in the present.
In this strand, we ask to present and explore the ever-growing range of methods by which history education contributes to developing a constantly widening spectrum of skills and capacities for living in a multicultural world.
Using Assistive Technology (AT) to promote Universal Design for Learning (UDL) in AN inclusive learning environment
Betty Shrieber & Amir Bar
Universal Design for Learning (UDL) can improve significantly social justice for students with unique needs. The suggested topic will offer research and practice regarding the contribution and the impact of the UDL approach and Assistive Technologies (AT) to the participation of students with disabilities in inclusive learning environment.
By leveraging digital tools, which today are widely available and inexpensive, teachers can create multiple paths to the same learning objectives, allowing their students to select the paths that work best for them. The challenges are to expose the teachers to UDL perceptions besides using digital instructional design.
Ayala Hendin & Adam Haisraeli
Academic Institutions are a meeting point between diverse groups who seldom come together in other public spheres. As such, academia creates a unique opportunity for fruitful social interaction, while at the same time may replicate the distant and conflictual interactions common in the general society. In this strand, we will delve into higher education and ask: what are opportunities and challenges in higher education which give it its unique characteristics different than other educational spheres where diverse groups come together? We will attempt to understand how such characteristics may be leveraged in order to create positive interaction between groups with a ripple effect on the general society.
Theoretical and practical tools will be used to address these questions. From a theoretical perspective, we will build on common terminology of social mobility, equality and equity, inclusion, belonging, anti-discrimination, and partnership. From a practical perspective, we will focus on top-down processes where the state and the academic institutions design policy impacting inter-group relations. At the same time, we will explore bottom-up processes where students, faculty members and their interactions design unique characteristics and conditions for interaction. By connecting the theoretical and practical perspectives, we hope to add the unique case of higher education to the growing literature on inter-cultural relations within education.
Democracy and Mutual Life
Tammy Hoffman & Yael Neeman
The suggested strand is located at the intersection of education policy, civic education and multiculturalism. Our initial standpoint is that education for democracy is an imperative component for the cultivation of active future citizens in a democratic society (Kremnitzer, 1996). However, there are different and even contradicting answers as to the question of what education for democracy means (Carr, 2008). In Israel, due to its societal climate and political setting, the education system has become an arena for struggles between opposing worldviews regarding the purposes of education in general and constitutive values in particular (Naveh, 2011).
In such a contested political environment, the attempt to ensure sustainable educational policy for Democracy faces many challenges (Halperin & Bar-Tal, 2006). Analyzing the exiting educational policy as manifested in policy documents (legislation and the protocols of official committees) exposes an ongoing and inherent implementation gap of the declared policy. On the one hand, the Ministry of Education states its commitment to Democracy as a political form and as a cultural setting. On the other, this commitment does not translate into strategic K-12 planning backed with adequate resources. Most notably this commitment does not postulate a comprehensive understanding of the challenges of multicultural society such as Israel.
TECHNOLOGY TO PROMOTE GLOBALIZATION & INTERCULTURAL EDUCATION
Tami Seifert, Elaine Hoter & Nektaria Palaiologou
This strand will look at the latest research as well as innovative applications in the field. This will include applying different approaches as well as technologies to connect between cultures.
The use of technology in teaching and learning, when used effectively, can create true paradigm shifts. Collaborative technologies can be harnessed to facilitate participatory, creative, learner-oriented teaching. Experiential learning by incorporating the use of role plays and simulations in virtual worlds can allow the students to experience other cultures. Social media and social networks contribute to the strengthening of teachers’ personal and professional capabilities and take the educational process beyond classroom boundaries. Incorporating these technologies in a global context can serve as a bridge between different cultures, knowledge resources, and perspectives.
Smadar Donitsa Shmidt & Ainat Guberman
Language awareness does not only involve linguistic competence/performance and verbal communication but also has much to do with intercultural awareness and intercultural skills. Intercultural speakers are equipped with cultural background so that they can use the language effectively in linguistically, socially, and culturally appropriate ways.
However, while some languages enjoy high status, other languages do not. In these cases, children who could speak lower-status languages prefer not to use them, thus depriving themselves of precious resources. Educational staff and family members need to collaborate in order to nurture respect for all languages and encourage children to learn and use their heritage language in addition to those taught at school. By introducing all students to diverse languages, multicultural and meta-linguistic awareness can be enhanced.
Teaching methods are needed to support linguistic diversity and multicultural awareness. Such methods should enable students with different levels of language proficiency to fully participate in school and enjoy high quality education.
This strand is therefore interested in the connection between language learning and teaching of either first, second, or foreign language, and intercultural awareness in a variety of settings and contexts.
Intercultural CompetencE: Policies and Innovative Practices
Ildikó Lázár, Manal Yazbak Abu Ahmad & Mari Varsányi
Intercultural Competence (ICC) is a key element in the 21st century educational context. This strand focuses on successful policies and practices of incorporating ICC in teacher education and professional development programmes as well as school settings. We especially welcome papers, posters and workshops with an emphasis on:
Teachers’ and teacher trainees’ development in ICC
Using ICC to move towards inclusive educational settings
School-wide implementation of ICC
Embedding ICC within the curriculum
Assessment approaches to ICC
Language education, multilingualism and ICC
The difficulties and their solutions can be addressed as well as any future local or global challenges.
RELIGIOUS EDUCATION, IMMIGRATION AND INTERRELIGIOUS EDUCATION
Zehavit Gross, Najwan Saada & Martha Montero-Sieburth
The challenges of Religious Education in a Post-Modern multicultural era.
Immigration, Globalization, Citizenship and Religion.
Immigration, Intercultural competence and comparative education.
The Role of Inter-religious Education as a means to abolish fundamentalism and extremism.
The importance of the enhancement of Inter-religious and Intercultural competence.
Immigration, social cohesion and the role of the religious component.
Ecohumanism And The Challenges Of Cultural And Environmental Sustainability
nimrod aloni, dafna gan & adva Margaliot
Eco-humanism is the timeliest topic for educational undertaking in our global reality and the pressing climate crisis, mass migration, and weakening commitment to social justice and liberal democracy. It consists in a normative and holistic concern for sustaining the flourishing of both Humanity and Nature. Part and parcel of this concern is the quest and commitment to sustain traditional cultures and communities in their unique modes of living and secure their vitality against the standardizing and destructive effects of corporate capitalism. Moreover, Eco-Humanism (seldom used overtly in this phrasing) has become a leading theme in educational practices that focus on Shared Life and Shared Society in which the notions of environmental sustainability, multiculturalism, and Coexistence have been integrated into a kind of Common Good Value Education.
In this strand, we would like to explore the philosophical, theoretical and practical approach of Eco-Humanism in the context of multicultural societies. One avenue of exploration may focus on the pressing predicaments of environmental sustainability. Namely, Mother Earth sustains many cultures; surely many cultures should be able to sustain Mother Nature – joining forces, from all cultures and by means of different cultural perspectives and traditions to sustain Nature. Another avenue of exploration, which has both philosophical and practical elements, consists of endorsing and cultivating a world-view that stresses the moral and civic virtue of respect for dignity, diversity, democracy, and harmony (social and natural). Surely other avenues of exploration and discussion would evolve once the notions of Eco-Humanism and Multiculturalism are challenged together to join forces in the service of an urgently needed common good.
The following categories of submissions will be accepted:
1. Lecture: A 20-minute lecture. Each presenter will be given 15 minutes for presentation and 5 minutes for discussion.
2. Poster: Posters describing a research project or a practical initiative will be presented in the poster session. Each presenter will be given 10 minutes for their poster, followed by a discussion.
3. Discussion panel: Each panel should have three to four participants who will present different positions on their subject. Each participant will be given a few minutes to present his/her position, followed by a discussion with audience participation.
4. Workshop: Workshops allow participants to take part in a creative activity or an active learning experience for acquiring a new skill. One-hour workshops will be allocated for a short activity.
5. On-line Lecture: A 20-minute lecture. Each presenter will be given 15 minutes for presentation and 5 minutes for discussion.
6. Round Table: Roundtables aim for audience feedback on ongoing research projects or educational initiatives. Each roundtable will last 30 minutes, beginning with a 10 minute presentation of a research study or project, followed by 20 minutes of audience feedback.
7. Field Trip: Field trip is an educational tour that goes outside of the conference boundries to demonstrate interculturalism. The field trip is to be organized in the central area of Tel-Aviv-Jaffa (1-2 hours).
- Proposals must be submitted in English
- Prior to submitting proposals, participants must first sign up on EasyChair website.
- Signing up for submission purposes is FREE and does NOT constitute registration for the conference itself.
- Please follow the guidelines in the submission site carefully. Please pay attention to the criteria for reviewing the submission.
- We recommend saving the submitted file and the relevant guidelines on your personal computer.
- Presenters whose proposals are accepted will be required to register for the conference by a specific date in order to confirm their participation.
Final Date for submission: October 25, 2020
Notification of acceptance by: March 15, 2021