Promoting a True Pluralistic Dialogue: A Particularistic Multicultural Teacher Accreditation Program for Israeli Bedouins

Authors

  • Roni Reingold

DOI:

https://doi.org/10.18251/ijme.v9i1.6

Keywords:

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Abstract

This paper reports on a preliminary assessment of a unique teacher accreditation program that was established in a college in southern Israel in an attempt to improve the Arab Bedouins’ educational system and to promote a true dialogue between Bedouins and Jewish students on the basis of a particularistic multicultural approach. Data was collected and analyzed by employing a combination of several qualitative methods including content analysis of program-related documents and interviews with students and faculty. The results provided support for the idea that a 3-year particularistic stage in their program allowed Bedouins students to have more productive encounters and dialogue with Jewish students during a subsequent fourth year.

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Published

2007-12-16

How to Cite

Reingold, R. (2007). Promoting a True Pluralistic Dialogue: A Particularistic Multicultural Teacher Accreditation Program for Israeli Bedouins. International Journal of Multicultural Education, 9(1). https://doi.org/10.18251/ijme.v9i1.6

Issue

Vol. 9 No. 1 (2007): Inaugural Issue of IJME

Section

Articles (Peer-reviewed)

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