Multicultural education vs. implicit and explicit ethnocentric education: text analysis of a contemporary Israeli value education program.

Autor/inn/en	Reingold, Roni; Zamir, Sara
Titel	Multicultural education vs. implicit and explicit ethnocentric education: text analysis of a contemporary Israeli value education program. Paralleltitel: Multikulturna edukacija: implicitna in eksplicitna etnocentricna edukacija - vsebinska analiza sodobnega izraelskega programa za vzgojo za vrednote.
Quelle	In: CEPS journal, 7 (2017) 4, S. 63-83Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
URN	urn:nbn:de:0111-pedocs-152113
Schlagwörter	Inhaltsanalyse; Ethnozentrismus; Bildungspolitik; Multikulturelle Erziehung; Bildungsprogramm; Curriculum; Textanalyse; Kulturpluralismus; Integration; Reform; Migrant; Israel
Abstract	In the year 2000, Israel purportedly adopted a multicultural educational policy. It replaced the covert assimilation policy, which was referred to as 'the integration policy'. The aim of the present study was to analyse the contemporary Israeli program of value education. Using the method of content analysis, the present study sought to determine whether the syllabi of the contemporary program reflect the adoption of a multicultural educational policy, or whether they produce only multicultural rhetoric. The findings reveal that the program reflected mainly the pluralistic approach while still maintaining traces of ethnocentric rhetoric of certain syllabi in the program. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2018/2