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.
Cooperative and collaborative principles and practices are particularly applicable to a variety of multicultural settings, such as schools, workplaces, and cultural environs.
Assessment and innovation in Education for Diversity
Irit Levy-Feldman, Tamar Shuali Trachtenberg & Idit Finkelstein
Recent years have witnessed growing recognition of the importance of assessment and its decisive impact on the instruction and learning processes.
Assessment conveying the idea of providing evidence of quality and it applies in multiple and diverse settings and to different objects. It can refer to students, teachers, class, school, project etc.
In this session we will get acquaintance to different approaches and ways of students’ and teachers’ assessment suitable for the multicultural era of the 21st century, on the one hand, and we will share evaluation of Innovative intercultural/ multicultural and Democracy Education programs / projects, on the other hand.
We invite you to share with us your practical experiences and/or research, regarding student assessment, teachers’ assessment, as well as the evaluation of a unique innovative programs/projects.
Empathy & GENDER
Yehudith Weinberger, Gabriella Landler & Tal Dekel
Empathy enables one to see the world from the perspective of the other and to identify and understand their thoughts, behaviors and emotions. Within contemporary discourse which aims to inspire educational leadership for a humane culture, the concept of empathy in education is not only a vehicle for promoting good teaching practices and establishing better schools, but also holds the potential for wide-scale social impact.
Commitment to developing social sensitivity in the classroom promotes situated knowledge from diverse points of view and diverse life experiences that will, in turn, enhance empathy and good learning. An intersectional perspective that considers different identity categories, such as gender, ethnicity, religion, class, sexual orientation, physical abilities, and more, is crucial for empathy in education.
We welcome papers that ask in which ways empathy as an acquired competence, can affect our notions and conduct in relation to diverse educational contexts.
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.
Implementing Universal Design for Learning (Udl) in an Inclusive Learning Environment
Betty Shrieber & Amir Bar
Universal Design for Learning (UDL) can increase significantly social justice for students with unique learning needs by providing them with ways that fit their learning needs best. The suggested topic will offer research on the impact of the UDL approach and use of Assistive Technologies (AT) on the participation of students with special needs in an inclusive learning environment.
By leveraging digital tools that 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 challenge is to bring teachers to awareness of UDL principles of instruction and to enable them to use them within digital instructional design.
With the impact of COVID19, many classes have moved from face-to-face instruction to virtual instruction. This change offers many challenges as well as opportunities when it comes to UDL. The need to create and share best practices for UDL is now greater than ever, and this session proposes to address this need.
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 & Dalit Levy
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 Schmidt, Ainat Guberman & Hadas Shabat Nadir
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 all over the world. This strand focuses on successful policies and innovative practices of incorporating the attitudes, skills and knowledge needed for ICC in teacher education and professional development programmes as well as in classrooms in school settings. We especially welcome papers, posters and workshops with an emphasis on:
Trainers’, teachers’ and teacher trainees’ development in ICC;
Using ICC to move towards inclusive educational settings;
Whole school approaches to the implementation of ICC;
Embedding ICC within the primary, secondary and tertiary curriculum;
Different approaches to the assessment of ICC;
Language education, multilingualism and ICC.
The difficulties and their solutions in both policy documents and practical implementation practices can be addressed as well as any future local or global initiatives and challenges of incorporating ICC in teaching and teacher education.
RELIGIOUS EDUCATION, IMMIGRATION AND INTERRELIGIOUS EDUCATION
Zehavit Gross, Najwan Saada & Miguel Prata Gomes
Religion is still a major actor in the contemporary post-modern world and plays an important role in the educational theory and praxis of many educational systems across the globe . The arrival of religious refugees to secular, Western, liberal democracies – whether from the Middle East and North Africa to Western Europe or from South to North America – has created tensions leading in some cases to extremism, fundamentalism, Islamophobia and increased polarization in those societies.
The aim of this strand is to gain a deeper understanding of these major challenges which are connected to the contemporary flows of refugee migration and religious education and to analyze the latest developments in the field of religious education and interfaith education in responding to these challenges and the increased polarization in the contemporary world.
Our strand encourages submissions for paper presentations , panels, discussions and workshops on the following topics: The challenges of Religious Education in a Post-Modern multicultural era; Immigration, social cohesion and the role of the religious component; Globalization; Citizenship education and Religion; Intercultural competence and religious education; The role of Inter-religious Education in responding to religious fundamentalism and extremism; The role of Religion in a multicultural post-modern world; Major challenges in the acculturation process of religious immigrants; Islamophobia and interreligious education; The intersection of democracy, education and religion in multi-faith and liberal societies; Terrorism, immigration and the threat of fundamentalism; Education against extremism and religious education; Critical religious education.
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.