European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
Volume 3 │ Issue 4 │ 2017
doi: 10.5281/zenodo.321425
"CROSSING FENCES": UNCOVERING MULTICULTURALISM OF
JEWISH AND ARAB TEACHERS STUDYING TOWARDS
AN M.ED. DEGREE
Shosh Millet1i,
Eti Gilad2
1
Dr., Lecturer at the M.Ed. programmes, Achva Education College,
POB Shikmim 79800, Israel
2
Dr., Lecturer, Department of Education and
Department of Educational Systems Management,
Achva Academic College,
POB Shikmim 79800, Israel
Abstract:
The present research explores the multiculturalism of teachers learning towards their
M.Ed. degree in an academic collage of education. The research questions deal with
teachers' perception of multiculturalism, a change in their attitude towards the issue of
multiculturalism from their point of view throughout their studies as well as their
multiculturalism-oriented recommendations to the leaders of the M.Ed. programme.
The research population comprises 27 Jewish and Arab teachers in their second year of
studies. The research is conducted according to the qualitative paradigm and it
constitutes a case study. The research instruments include a focus group and an openended questionnaire. The research findings illustrate that the teachers' perception of
multiculturalism is focused on the ideological aspect, demographic differentiation and
the setting up of a unique encounter. Most of the teachers emphasise the importance
they attribute to multiculturalism, arguing that it is necessary to engage in it by various
ways during the studies. The research recommends allocating room for the issue of
multiculturalism in M.Ed. programmes. These programmes are part of the professional
development of Jewish and Arab teachers for whom the classroom does not imply only
academic studies but also a complicated and challenging multicultural encounter.
Copyright © The Author(s). All Rights Reserved.
© 2015 – 2017 Open Access Publishing Group
20
Shosh Millet, Eti Gilad
"CROSSING FENCES": UNCOVERING MULTICULTURALISM OF JEWISH AND ARAB TEACHERS
STUDYING TOWARDS AN M.ED. DEGREE
Keywords: multiculturalism, particularistic multicultural education, education for
pluralistic multiculturalism, case study
1. Introduction
Programmes towards a M.Ed. degree do not embody education for multiculturalism or
engagement in concepts associated with it. The learners' encounter is built of a human
mosaics of all sectors of the Israeli society. It sets up a natural arena for learning, as well
as a spontaneous cognitive, emotional and behavioural acquaintance with the issue of
multiculturalism. The natural inquisitiveness and the inter-personal relations enable
learners to experience exposure to others, learning and consolidation of perceptions. In
recent years, professional learner groups have been established in the college. Each
group combines a cultural mixture of the multicultural Israeli society representatives:
Jews and Arabs, females and males, secular and religious. This situation brought about
the idea of investigating the group of teachers learning towards their M.Ed. degree,
attempting to comprehend their perceptions about multiculturalism which they
experience throughout their studies.
2. Theoretical Background
2.1 Multiculturalism
Since the 1960s, the term multiculturalism has become one of the key issues in the
academic, public and political discourse. Dozens of definitions and interpretations have
been accumulated during the discourse and it has been extensively but not uniformly
used (Ezer, Millet & Patkin, 2006; Yonah, 2011). Analysis of the definitions illustrates
their focus in fact on three aspects: demographic aspect, structural aspect and
ideological aspect. The demographic aspect relates to the differentiation manifested by
the heterogeneous composition of a society which encompasses different ethnic and
cultural groups. The structural aspect relates to the just distribution of power between
different cultural groups in society. The ideological aspect which has become the
common and central aspect of the term multiculturalism, relates to the way by which a
society refers to the existence of varied cultures in it and the way it is managed. On the
level of the individual, this concerns the belief in the right of people to assess and
develop those components of their identity which stem from their culture of origin
and/or the culture of their parents. On the national level, this relates to the perception of
cultural differentiation as a national resource which should be nurtured as a source of
inner enrichment of the society through interrelations and current dialog between the
European Journal of Education Studies - Volume 3 │ Issue 4 │ 2017
21
Shosh Millet, Eti Gilad
"CROSSING FENCES": UNCOVERING MULTICULTURALISM OF JEWISH AND ARAB TEACHERS
STUDYING TOWARDS AN M.ED. DEGREE
different cultural groups in it. The ideological aspect highlights a dialogical attitude of
respect between the different groups in society, encouraging the individual in society
and the group as a body to critically examine both themselves and the others vis-à-vis
the critical examination of themselves (Gilad & Millet, 2015b; Mautner, Sagi & Shamir,
1998; Sever, 2001).
2.3 Education for Multiculturalism
Over the years, education for multiculturalism has become an academic discipline and
many programmes, studies and publications have been written about it. Moreover, a
theoretical and practical debate has been developed in western pluralistic societies
concerning
the
implementation
of
two
alternatives
of
the
education
for
multiculturalism: the pluralistic approach and the particularistic approach in education
(Gilad & Millet, 2015a; Yogev, 2001). The pluralistic approach which constitutes
education
for
multiculturalism
underscores
value-oriented
education
for
multiculturalism which is granted to the entire learner population. The advantage of
this educational approach resides in the fact that it provides a response of significant
characteristics to fundamental issues associated with value-oriented education in a
pluralistic society. The debate in the various social groups conducted on an equalitarian
background enhances learners' awareness of social pluralism as well as increases their
level of inter-group tolerance. The pluralistic approach advocates multicultural
education, namely a differential education to each of the social groups, emphasising the
group's specific values and culture (Sagi, 2011).
In recent years, we have witnessed the consolidation of a new approach to
multiculturalism which is affected by the consequences of the globalisation and
technology processes. Globalisation which has been initially perceived as a process
negating particularistic identities and has turned the world into one big village, entails
reaction and increases the search for a more limited and intimate group identity: local,
ethnic, religious and national combined with sanctification of the past (Oron, 2010). The
approach which is represented by Maaluf (2010), considers globalisation as an
opportunity for a new perception of identity whereby the individual can have several
identities and which recommends accepting the multi-identity person at the same time
(Gilad & Millet, 2016).
According to Yonah (2011), the multicultural position is defined as open, flexible
and having a dynamic dimension resulting from changes transpiring in society. He
distinguishes between multiculturalism in common public spaces and multiculturalism
in separate, uncommon public spaces. The Israeli society is being challenged by the
question of how to maintain multiculturalism in a common public space. It is essential
European Journal of Education Studies - Volume 3 │ Issue 4 │ 2017
22
Shosh Millet, Eti Gilad
"CROSSING FENCES": UNCOVERING MULTICULTURALISM OF JEWISH AND ARAB TEACHERS
STUDYING TOWARDS AN M.ED. DEGREE
to discuss the differences between the common spaces in the context of identities and
practices and allocate resources in a differential way without branding and hierarchy.
Analysing a discourse of a conflict group, Steinberg (2010) found seven discourse
types: ethnocentric discourse, attack,
window opening, acknowledgement of
differentiation, intellectual discussion, inclusion of the differentiation and a dialogical
moment defined as participation in the experience of the 'other' without losing the 'self'.
The discourse types manifest the continuum of multiculturalism existence in the Israeli
common public space.
2.4 Education for Multiculturalism in Colleges of Education
The world has been undergoing an entirety of changes and processes of the information
revolution, technological development as well as global, social, political and religious
transformations. Hence, the education system is required to apply a renewed and
creative thinking regarding the place and function of multiculturalism in the education
system and in teachers' education and professional development (Cochran-Smith, 2000;
Dvir & Cohen, 2016a; Smith & Bahr, 2014). The reality in both Jewish and Arab
Academic Colleges of Education in Israel illustrates that there is no common basis of
knowledge for integrating multiculturalism in teachers' education and development
processes. Each college copes with the issue according to its resources and
understanding: from organising single courses and up to encounters of co-existence,
setting up particularistic separate pathways and on the other hand culturally mixed
pathway.
Boiymel, Zeevi and Tutri (2009) conducted a study in a college of education in
which they explored what do Jewish and Arab students mutually learn from each other.
The research findings indicated three general circles in which the participants were
positioned. The first circle presented the tension between the state and its Arab citizens,
the second was a circle of the daily relationships between the Arab citizens of the state
and its Jewish citizens and the third was the circle of relationships between Arabs and
Jews in higher education institutions, characterised as a means of social mobility. The
encounter of the third circle was perceived as an environment whereby the Arab
students considered their status was equal to that of the Jewish students.
The study conducted by Reichel and Mor (2007) examined the narrative of four
'other' students in an academy of education. The study investigated multiculturalism in
teachers education from the viewpoint of the students themselves. Moreover, it
examined features of teachers' education in a Jewish secular college whose learner
population came from various cultures. The students reflected positive echoes from
activities which took into consideration their other culture and recommended activities
European Journal of Education Studies - Volume 3 │ Issue 4 │ 2017
23
Shosh Millet, Eti Gilad
"CROSSING FENCES": UNCOVERING MULTICULTURALISM OF JEWISH AND ARAB TEACHERS
STUDYING TOWARDS AN M.ED. DEGREE
which would contribute to multicultural education programmes. In fact, the changes
proposed by the students brought about the establishment of a multicultural teacher
education college. One of the research recommendation "called for reshaping the studies in
the college and defining its mission in parallel to theories dealing with the topic of
multiculturalism" (Reichel & Mor, 2007, p. 99).
The study conducted by Ezer, Millet and Patkin (2006) explored multiculturalism
in the curricula of two colleges of education. They found that the topic of education for
multiculturalism was on the 'agenda' of both colleges and that the awareness of it was
increasingly growing in the curricula. This involved the following aspects: a. direction
of transformation towards civic education for all and a mutual pluralistic education by
adding unique courses for all the students as well as unique particularistic syllabi; b.
thinking about cross-curricular super-concepts is lacking and there is no focus on terms
such as differentiation and social justice in the studies of the disciplines of education
and pedagogy.
Another research engaged in exposing the perception of multiculturalism of
teacher-educators who studied in a school of teacher-educators' professional
development. The research indicated the learners' conflicts and dilemmas combined
with acknowledgement of the other and a wish to build a liberal multicultural society
(Millet, Golan & Dikman, 2012). In their study of multicultural perceptions of teachereducators, Dvir and Cohen (2016b) maintained that the personal biography was an
essential factor in shaping the perceptions and that it was necessary to refer to
multiculturalism in colleges as part of the learners' personal and professional
development.
To sum up, review of the literature indicates studies which deal with
multicultural education in colleges of education and with the need to conduct a
thorough discussion on the topic in order to generate a change in the existing situation.
3. Research Questions
1. What is the teachers' perception of multiculturalism and has their point of view
changed during their studies in a college of education?
2. What do teachers recommend to leaders of M.Ed. programmes in colleges of
education with regard to the issue of multiculturalism?
European Journal of Education Studies - Volume 3 │ Issue 4 │ 2017
24
Shosh Millet, Eti Gilad
"CROSSING FENCES": UNCOVERING MULTICULTURALISM OF JEWISH AND ARAB TEACHERS
STUDYING TOWARDS AN M.ED. DEGREE
4. Methodology
The present research was conducted according to the qualitative-interpretive approach
of the case study type used in the research of teaching and learning (Smolicz &
Secombe, 1990; Yin, 1993; Donmoyer, 1997). One of the important advantages of a case
study resides in its ability to offer insights about occurrences in the actual contexts and
sites in which they transpire (Miles, 1987). A case study is inductive, presenting the data
from the situation regardless of the assumptions. It manifests great sensitivity,
diagnoses and expresses situations from different points of view of the participants
(Stenhouse, 1985). The content of a case study is mostly descriptive and concrete and
tends to develop by the reader's interpretations. It is unique, cannot be recreated and is
not representative and hence does not enable generalisation in the usual sense. The case
study allows readers to get an impression and attain new insights of unknown relations
and variables in the investigated occurrence (Strauss, 1987).
4.1 Research population
The research population consisted of Jewish and Arab teachers learning in the second
year of the M.Ed. studies. This was based on the assumption that 2 nd-year teachers had
already studied together for two years and, based on their personal experience were
able to relate to the perception of multiculturalism of themselves as it was being
shaped. The participants were 27 teachers: 19 females and 8 males, 21 Jews and 6 Arabs .
4.2 Research instruments
The present research made use of two research instruments: a focus group and an openended questionnaire. The participants in the focus group were four teachers, two Jews
and two Arabs who related to the perception of multiculturalism. The open-ended
questionnaire was based on an open-ended questionnaire (Millet, Golan & Dikman,
2012) which was validated by a group of peer-researcher experts and was administered
to the participants at the end of the academic year. The questionnaire included
background items, items about perceptions, thoughts and emotions, dilemmas as well
as examples and recommendations for the programme leaders.
4.3 Data analysis
The answers to the open-ended research questions were content analysed on two levels:
a normative content analysis designed to identify prominent trends and a qualitativeinterpretive content analysis in order to display essence, nature and perceptions and
European Journal of Education Studies - Volume 3 │ Issue 4 │ 2017
25
Shosh Millet, Eti Gilad
"CROSSING FENCES": UNCOVERING MULTICULTURALISM OF JEWISH AND ARAB TEACHERS
STUDYING TOWARDS AN M.ED. DEGREE
comprehend various insights. The researchers triangulated the analysis in two stages in
order to enhance the categories (Sabar Ben-Yehoshua, 2016).
5. Findings
The research findings illustrate that most of the teachers clearly perceived
multiculturalism from the ideological aspect integrated with the demographic aspect.
The first research question engaged in the characteristics of the multiculturalism
perception and the way it was manifested in the M.Ed. studies in the college of
education. According to the analysis of the findings, 23 teachers responded that the
issue of multiculturalism was manifested in the studies. The teachers emphasised the
cultural mosaics and the human, diversified and heterogeneous fabric. Most of the
answers (85%) focused on the demographic differentiation and the establishment of a
unique encounter. For example: "The differences and the cultural differentiation were given a
stage". Or as one of the female-teachers defined: "A new common group culture has been
created, being multicultural by nature". Another male-teacher underscored the
demographic aspect and the ideological aspect: "The multiculturalism was manifested by
the multiculturalism of the learners who came from different sectors. The relationships of
everyone with everyone are good and all the teachers are willing to learn and develop regardless
of the cultural affiliation but according to the personal competences".
As for the changed perception of multiculturalism, the findings indicated two
main groups: a. teachers who came to the college with a perception of multiculturalism
and therefore it had not changed as a result of the studies; b. teachers who changed
their perception of multiculturalism. The first group comprised eleven teachers who
attested to an open and accepting perception. In the teachers' words: "My perception did
not change, it stayed positive as before". Another female-teacher pointed out: "My perception
did not change, only expanded. I became more inquisitive and unafraid to ask in order to increase
the understanding of the culture of others". One female-head teacher specified: "My
perception did not change since I came with a relatively consolidated perception. Yet it is clear to
me that the encounter in the college offered me room for deepening my perceptions. It affected my
behaviour as a learner and as a teacher and a school position holder".
The second group consisted of 16 teachers who answered that their perception
had changed. Seven of them responded that their perception had changed only partly.
The teachers spoke about special encounters which constituted learning and renewal
and generated changes of perceptions about multiculturalism. For example, a Jewish
female voice which explained the change in her perception of multiculturalism: "My
perception has in fact changed due to the academic multicultural encounter in the group. I have
European Journal of Education Studies - Volume 3 │ Issue 4 │ 2017
26
Shosh Millet, Eti Gilad
"CROSSING FENCES": UNCOVERING MULTICULTURALISM OF JEWISH AND ARAB TEACHERS
STUDYING TOWARDS AN M.ED. DEGREE
learnt to appreciate, like, include. The encounter which to some extent 'broke' my prejudices and
conventions about the Arab society". A Muslim female voice: "As a Muslim Arab I studied in
Jewish schools. The innovation in the college was the connection to the religious Jewish culture,
particularly the male religious Jews surprised me. My myth was shattered, I see myself getting
connected to the Jewish culture, finding common things and a common language. I felt I was
capable of crossing fences".
The content analysis of the second research question which dealt with
recommendations to the M.Ed. programme leaders yielded two salient groups. Twentyfour out of the 27 respondents (88%) underscored the importance of multiculturalism
and recommended integrating it formally and informally while the remaining three
teachers objected to the integration.
The recommendations encompassed a wide range of options for engaging in the
issue from the informal to the formal level. On the informal level, the teachers
proposed allocating time within the framework of the studies, mainly at the initial
stage, for informal encounters (e.g. longer breaks). These will serve as an arena for
personal meetings and mutual acquaintance between the teachers as well as for
elimination of barriers. "I would suggest expanding the space allocated to this topic. Dedicate
one of the opening encounters for a more personal acquaintance among the learners"; "giving
room for informal encounters as part of longer breaks will facilitate establishment of
relationships, conversation and acquaintance of others and thus will remove the barriers".
Moreover, the teachers suggested forming mixed debate groups in which "everyone will
present their experience and so we will be able to see the similar and the different and in
particular the link between the cultures". At this level, one of the female-teacher wrote:
"Allow things to surface, conduct a dialogue, not to be afraid of confrontation, trust".
On the formal level, the teachers indicated introduction of multiculturalism as
part of the curriculum, i.e. dedicating part of the learning hours to engagement in the
issue combined with structured activities and determination of an ethical code for the
behaviour of the group. "Conducting full class discourse which will serve as grounds for
initiatives by and collaboration between teachers from the different sectors and exposure to the
various cultures"; "inviting guest lecturers from the different sectors"; organizing a seminar on
the issue of multiculturalism and presenting studies which describe what is being done in the
different sectors and within the framework of studies during the two years".
One of the female-teachers presented the relation between the formal
engagement in multiculturalism and the engagement in this topic with the pupils:
"Displaying the concept of multiculturalism with its range of problems and dilemmas is very
fundamental. The more aware of it we are and the more we engage in it, the greater the chance
we will deal with it also in the course of our teaching". It is worthwhile mentioning the
European Journal of Education Studies - Volume 3 │ Issue 4 │ 2017
27
Shosh Millet, Eti Gilad
"CROSSING FENCES": UNCOVERING MULTICULTURALISM OF JEWISH AND ARAB TEACHERS
STUDYING TOWARDS AN M.ED. DEGREE
teachers' argument: "It is essential not to evade nor to 'sweep under the rug' the emerging
questions". Teachers from the Arab sector emphasised allocation of a bigger space for
narratives of the Arab teachers, to their thoughts and experiences, giving an
opportunity to submit works in Arabic. For example: "I believe that the main thing is
allowing learners to submit assignments in Arabic as well as reading literature in Arabic";
"Translation of materials into Arabic and English so that everyone can understand them".
The prominent assertions illustrated the advantages of the multicultural
encounters which consisted of: personal acquaintance among the learners, mutual
feedback, accepting the different other, conducting a respecting dialogue, establishing
initiatives and collaboration, forging relationships and joining of hearts, developing
awareness of multiculturalism and inculcating a foundation for coping with it.
Nevertheless, some teachers cautioned that "… there is no need for putting this issue at the
centre, creating some artificial and coerced commitment and introducing multiculturalism into
each and every matter".
The opposing teachers maintained that we should not formally deal with
multiculturalism, presenting varied reasons: "… relate naturally, like human beings"; "it is
impossible to deal thoroughly with topics which are 'charged' from various social perspectives as
part of the M.Ed. programme"; '… it does not clear the air…"; "there are conflicts whose
solution is difficult and hence it is better not to engage in them". One of the female-teachers
claimed: "We should manage the degree studies according to the contents and professional
programmes and every person should be integrated according to his or her understanding of the
topic. It is not necessary to awaken the issue of multiculturalism. It transpires and is organised
by itself without leading to a problem". Moreover, one of the female teachers stipulated that
"there is no mandate for that. If I had known that this was the reason for our gathering, I would
have re-considered joining from the beginning".
6. Discussion and Summary
The present research engaged in uncovering the perceptions of multiculturalism of
Arab and Jewish teachers learning towards a M.Ed. degree in a college of education.
The findings manifested the perception of multiculturalism, the nature of change in the
perception following the joint learning from the viewpoint of the teachers themselves.
Moreover, the teachers related to the issue of multiculturalism and its place in a formal
and informal way during the studies.
The teachers' perceptions referred to education for multiculturalism in the
pluralistic sense (Ezer, Millet & Patkin, 2006; Sever, 2001). The ideological was
demonstrated as a value-oriented approach in a diversified society. The teachers
European Journal of Education Studies - Volume 3 │ Issue 4 │ 2017
28
Shosh Millet, Eti Gilad
"CROSSING FENCES": UNCOVERING MULTICULTURALISM OF JEWISH AND ARAB TEACHERS
STUDYING TOWARDS AN M.ED. DEGREE
perceived their study group as having the potential for a model of groups whose
atmosphere facilitates openness, mutual respect and acceptance of the social and
cultural differentiation. Moreover, an atmosphere "for forming a group whose culture is
multicultural in the spirit of the college".
The demographic aspect was manifested by the fact that the ethnic and cultural
differentiation between the teachers constituted a source of expanding the knowledge
about the other, an encounter with various worldviews, creating a foundation for
valuable discourse and discussion. The dilemma of segregation versus integration was
prominent, the orientation being towards integration, inclusion rather than segregation.
The teachers maintained that in the inclusive group, individuals can be acknowledged
and express their voice in the discourse about professional development as part of a
multicultural, equalitarian and pragmatic group. They increased their sensitivity to the
Arab minority by lectures, workshops, invitation of Arab lecturers and consideration
for the dates of holidays and festivities. The dilemma of differentiation (Boyd, 1996) is
demonstrated here. It expresses the tension between the wish to be different and
maintain self-determination, either social or national, and the need to live together and
draw closer to each other. An appropriate management of this tension can ensure
autonomy of the individual on the one hand. On the other, it can develop a sense of
solidarity with the wider society for the greater good (Yonah & Shenhav, 2005).
According to Maaluf (2010), this is an opportunity for a new perception of identity as a
total of identities belonging to the human community. Yet, we must avoid developing
deadly identities of belonging which will undermine the trend of the global village.
Regarding the changes in the perception of multiculturalism, about 60% of the
teachers attested that their perception had changed whereas 40% indicated that their
perception had not changed during the studies. The group whose perception of
multiculturalism did not change argued that they came to the studies with such a
perception. Their perception embodied a humanistic approach to any person, mutual
respect, acceptance, behaviour based on social justice and values of equality as shown
in the study of Gilad and Millet (2015a). Conversely, the other group members pointed
out that their perception had changed throughout the studies from both the cognitive
and emotional aspects. Similarly, the study of Millet, Golan and Dikman (2012) and that
of Dvir and Cohen (2016b) explored the perception of multiculturalism among teachereducators. Their findings showed that perceptions of multiculturalism change following
academic studies of Jews and Arabs together. In the State of Israel, there are conditions
for the formation of a multicultural awareness. This stems from the fact that the society
is characterised by different cultural groups with cultural systems which feed on
European Journal of Education Studies - Volume 3 │ Issue 4 │ 2017
29
Shosh Millet, Eti Gilad
"CROSSING FENCES": UNCOVERING MULTICULTURALISM OF JEWISH AND ARAB TEACHERS
STUDYING TOWARDS AN M.ED. DEGREE
numerous years of historical heritage and are shaped by a treasure of myths, ethoi and
practices (Steinberg, 2010; Yonah, 2011).
As for recommendations, the teachers suggested relating to the issue of
multiculturalism within the framework of studies towards the M.Ed. degree. On the
informal level, there should be a deeper acquaintances among the learners from the
perspective of their culture and on the formal level the proposals consisted of
organising learning sessions on the subject, seminars and expanded multicultural
discourse. Due to the Israeli complex reality, designers and leaders of the M.Ed.
programmes obviously must cope with several essential questions of engagement in
multiculturalism. One of the fundamental questions is whether a college should adopt a
multiculturalism-oriented policy.
Existing models can lead to contents and behaviours, creating a new model. This
new model encompasses new approaches and theories which demonstrate the place of
multiculturalism as part of teachers' professional development processes. For example,
the approach conceived by Maaluf (2010) which negates the identity of belonging,
wishing to see individuals with several identities and recommends accepting such
people at the same time. Hoffman (1996) also presented a theory which supports the
theory of Banks (1995), additing the reflexive dimension that highlights the observation
of the 'self' in the context of teachers' culture and other cultures. These theories can
constitute a layer of the new spirit of multiculturalism existing in spaces which are not
separate (Yonah, 2011).
Additional researchers (Kummel, 2013; Smith & Bahr, 2014; Wurzle, 1987)
underscore that education for multiculturalism is a continuous and long-term process.
It integrates reflection, learning of a cultural self-awareness, accepting the conflict as
existing and as a basis for education, the wish to learn about the culture of others. Based
on interaction processes and improvement of communication channels with people
from other cultures, the teachers address lecturers in academic institutions with a
request to open the topic, reduce students' fear and create educational models. In these
new models, the process of acquaintance, acceptance and sharing resources with others
facilitates formation of several identities of different groups some of which can be
common (Kummel, 2013; Yonah, 2011).
To sum up, based on the findings and insights, the research recommendations
are: conduct in every class a discussion about the way for creating a situation whereby
the multicultural human composition and "the multicultural culture created in the spirit of
the college" (to use the teachers' words) will be optimally used, both formally and
informally, in order to design education for multiculturalism. The teachers are a leading
European Journal of Education Studies - Volume 3 │ Issue 4 │ 2017
30
Shosh Millet, Eti Gilad
"CROSSING FENCES": UNCOVERING MULTICULTURALISM OF JEWISH AND ARAB TEACHERS
STUDYING TOWARDS AN M.ED. DEGREE
population with an extensive potential for waving the banner of a constant
multicultural dialogue which could affect educational processes (Dvir & Cohen, 2016a).
At the same time, we should build a setup of support, consultancy and mentoring for
lecturers and programme leaders. This setup will demonstrate how to behave in the
context of multiculturalism (Kummel, 2013). That is, how to turn the various charges
into an open discussion, accepting a dialogue which includes the 'other' even without a
consent or having differences of opinion among the involved parties (Smith & Bahr,
2014).
The importance of the present research resides in the fact that it makes us aware
of scenarios of education for multiculturalism which foster acknowledgement and
acceptance of others, caring and discourse which enrich teachers' personality, reinforce
democratic values and develop professional ways of conduct. Moreover, the present
research illustrates the way of "crossing fences" in worldviews as expressed by one of
the teachers. By discussing the research findings, the M.Ed. programme leaders might
relate to the issue of multiculturalism in the existing frameworks and to its place in the
complex process of professional development of teachers who are a mirror of the Israeli
society and at the same time a leading power in education.
References
1. Banks, J.A. (1995). Multicultural education: Historical development, dimensions,
and practice. In J.A. Banks & A. McGee Banks (Eds.), Handbook of research on
multicultural education (pp. 3-24). NY: McMillan Publishing.
2. Boiymel, Y., Zeevi, O., &Tutri, M. (2009). What do Jewish and Arab students learn
from each other during their studies at college – Research Report. Oranim College, Tel
Aviv: MOFET Institute, 51 pages. [Hebrew[
3. Boyd, D. (1996 Fall). Dominance concealed through diversity: Implications of
inadequate perspectives on cultural pluralism. Harvard Educational Review, 66(3),
609-630.
4. Cochran-Smith, M. (2000). Color blindness and basket making are not the
answers: Confronting the dilemmas of race, culture, and language diversity in
teacher education. American Educational Research Journal, 32(3), 393-522.
5. Donmoyer, R. (1997). The qualitative/quantitative distinction: Is it is still a matter
of different epistemologies? Paper presented at the Annual Meeting of the American
Education Research Association, Chicago, Illinois.
European Journal of Education Studies - Volume 3 │ Issue 4 │ 2017
31
Shosh Millet, Eti Gilad
"CROSSING FENCES": UNCOVERING MULTICULTURALISM OF JEWISH AND ARAB TEACHERS
STUDYING TOWARDS AN M.ED. DEGREE
6. Dvir, N., & Cohen, A. (2016a). The dialogue in a multicultural society. In: R.
Reichenberg, R. Sagi & M. Mevorach (Eds.), To be a colleagues tutor-mentor:
Mission Impossible? Tel-Aviv: MOFET Institute, 199-205. [Hebrew]
7. Dvir, N., & Cohen, A. (2016b). The tutor's role in a multicultural society. In: R.
Reichenberg, R. Sagi & M. Mevorach (Eds.), To be a colleagues tutor-mentor:
Mission Impossible? Tel-Aviv: MOFET Institute, 206-228. [Hebrew]
8. Ezer, H., Millet, S., & Patkin, D. (2006) Multicultural perspectives in the curricula
of two colleges of education in Israel: "The curriculum is a cruel mirror of our
society". Teachers and Teaching: theory and practice, 12, 391-406.
9. Gilad, E., & Millet, E. (2015a).The Humanistic Education in a Unique Pre-Service
Teacher Education Programme for Ethiopian Immigrants: A Foundation for
Bridging Gaps. International Journal for Innovation Education and Research, 3(8),
115-125.
10. Gilad, E., & Millet, S. (2015b). Manifestation of the Freirean pedagogy in a unique
pre-service teacher education programme for Ethiopian immigrants in Israel.
Journal of Studies in Social Sciences, 10(2), 58-76.
11. Gilad, E. & Millet, S. (2016). The Identity of Ethiopian Immigrants in Israel: JewEthiopian/Israeli-Ethiopian. International Journal of Educational Studies, 3(01), 2936.
12. Hoffman, D.M. (1996 Fall). Culture and self in multicultural education:
Reflections on discourse, text, and practice. American Educational Research Journal,
33(3), 545-570.
13. Kummel, A. (2013). Multicultural teaching models to educate pre-service
teachers: Reflection, service-learning, and mentoring. Current Issued in Education,
16(1). Retrieved from
http://cie.asu.edu/ojs/index.php/cieatasu/article/view/1059/450
14. Mautner, M., Sagi, A., & Shamir, R. (1998). Reflections about multiculturalism in
Israel. In: M. Mautner, A. Sagi & R. Shamir (Eds.), Multiculturalism in a democratic
and Jewish state. The Ariel Rosen-Zvi Memorial Book (pp. 67-77). Tel Aviv: Ramot
Publications, Tel Aviv University. [Hebrew]
15. Maaluf, A. (2010). Deadly identities. Binyamina: Nahar Publications. [Hebrew]
16. Miles, M. B. (1987). Innovative methods for collecting and analyzing qualitative
data: Vignettes and pre-structured cases. Paper presented at the Annual Meeting
of AERA, Washington D.C.
17. Millet, S., Golan, H. & Dikman, N. (2012) Exposing the Multiculturalism
Approach of Teacher Educators at the MOFET Institute. ATEE Conference,
Portugal
European Journal of Education Studies - Volume 3 │ Issue 4 │ 2017
32
Shosh Millet, Eti Gilad
"CROSSING FENCES": UNCOVERING MULTICULTURALISM OF JEWISH AND ARAB TEACHERS
STUDYING TOWARDS AN M.ED. DEGREE
18. Oron, Y. (2010). Israeli identities, Jews and Arabs vis-à-vis the mirror and the other. Tel
Aviv: Resling Publications. [Hebrew]
19. Reichel, N., & Mor, O. (2007). "Another" pre-service teacher – experiencing and
learning in the eyes of pre-service teachers from different cultures. Dapim, 43, 58104. [Hebrew]
20. Sabar Ben-Yehoshua, N. (Ed.) (2016). Traditions and currents in qualitative research.
Tel Aviv: MOFET Institute. [Hebrew]
21. Sagi, A. (2011). The multicultural challenge: Between segregation and openness.
A National Conference: Education in a multi-culture society. Kay College. [Hebrew]
22. Sever, R. (2001). Mix or intertwine? A conceptual framework for the examination
of multicultural issues. In: P. Kirmayer & I. Basok (Eds.), Gadish (pp. 45-54).
Jerusalem: Ministry of Education, Department of Publications. [Hebrew]
23. Smolicz, J. J., & Secombe, M. J. (1990). Language as a core value of culture among
Chinese students in Australia: A minor approach. Journal of Asian Pacific
Communication, 1, 229-245.
24. Steinberg, S. (2010). Analysis of a discourse in conflict groups. In K. Kassan & M.
Krumer-Nevo (Eds.), Data analysis in a qualitative research. (pp. 211-299). BeerSheva: Ben-Gurion University of the Negev Publications. [Hebrew]
25. Stenhouse, L. (1985). Case study methods. In T. Husen, &A. Postle, (Eds.) The
International Encyclopedia of Education, research and Studies, 2, 645-650.
26. Strauss, A. L. (1987). Qualitative Analitative Analysis for Social Science. Cambridge,
MA: Cambridge University Press.
27. Smith, N.L., & Bahr, M. W. (2014). Increasing cultural competence through needs
assessment and professional development. Professional Development in Education,
40(1), 164-181.
28. Wurzle, J. (1987). Introduction: Multiculturalism and multicultural education. In
Wurzle, J. (Ed.), Toward multiculturalism. Maine: Intercultural Press.
29. Yin, R. K. (1993). Applications of Case Study Research. London: Sage Publication.
30. Yogev, A. (2001). Approaches to value-oriented education in a pluralistic society.
In: Y. Eiram, S. Shkolnikov, Y. Cohen & A. Shechter (Eds.), Zomet: values and
education in the Israel society (pp. 355-379). Jerusalem: Ministry of Education,
Bureau of Head Scientist Publications. [Hebrew]
31. Yonah, Y. (2011). Renewed thinking: Multiculturalism in separate spaces and in
common spaces. Conference of the Society for the Study of Jewish Education in
Israel and abroad. Israel: Achva College of Education. [Hebrew]
32. Yonah, Y., & Shenhav, Y. (2005). What is multiculturalism? On politics of
differentiation in Israel. Tel Aviv: Bavel Publishing House. [Hebrew]
European Journal of Education Studies - Volume 3 │ Issue 4 │ 2017
33
Shosh Millet, Eti Gilad
"CROSSING FENCES": UNCOVERING MULTICULTURALISM OF JEWISH AND ARAB TEACHERS
STUDYING TOWARDS AN M.ED. DEGREE
Creative Commons licensing terms
Author(s) will retain the copyright of their published articles agreeing that a Creative Commons Attribution 4.0 International License (CC BY 4.0) terms
will be applied to their work. Under the terms of this license, no permission is required from the author(s) or publisher for members of the community
to copy, distribute, transmit or adapt the article content, providing a proper, prominent and unambiguous attribution to the authors in a manner that
makes clear that the materials are being reused under permission of a Creative Commons License. Views, opinions and conclusions expressed in this
research article are views, opinions and conclusions of the author(s). Open Access Publishing Group and European Journal of Education Studies shall
not be responsible or answerable for any loss, damage or liability caused in relation to/arising out of conflicts of interest, copyright violatio ns and
inappropriate or inaccurate use of any kind content related or integrated into the research work. All the published works are meeting the Open Access
Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes
under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
European Journal of Education Studies - Volume 3 │ Issue 4 │ 2017
34