The Experiences of Israeli Early Childhood Educators Working with Children of Ethiopian Background

Autor/inn/en	Firstater, Esther; Sigad, Laura I.; Frankel, Tanya
Titel	The Experiences of Israeli Early Childhood Educators Working with Children of Ethiopian Background
Quelle	In: SAGE Open, 5 (2015) 3, (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/2158244015607454
Schlagwörter	Preschool Teachers; Preschool Education; Coping; Immigrants; Foreign Countries; Teacher Attitudes; Barriers; Parent Teacher Cooperation; Parent Participation; Parenting Styles; Cultural Differences; African Culture; Educational Practices; Educational Policy; Faculty Development; Cultural Pluralism; Israel; Ethiopia + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Bewältigung; Immigrant; Immigrantin; Immigranten; Ausland; Lehrerverhalten; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Elternmitwirkung; Kultureller Unterschied; Africa; Culture; Afrika; Kultur; Bildungspraxis; Politics of education; Bildungspolitik; Kulturpluralismus; Äthiopien
Abstract	This study offers an in-depth examination of the experiences of early childhood educators, focusing on their work with Ethiopian immigrant children and their families. We aim to describe and analyze the teachers' insider views vis-à-vis the challenges faced by these children and their parents in the Israeli preschool system. Using narrative methodology, the analysis of findings is based upon 20 stories written by 10 early childhood educators. It reveals that for these teachers, the chief struggle is their relationship with the parents of their Ethiopian pupils, one characterized by difficulties, frustrations, and burdens. The engagement with parents of Ethiopian children exhibited a range of possibilities: from the expression of patronizing, hierarchical viewpoints, to a search for ad hoc ways of coping with a persistent cultural gap, to the attainment of genuine, successful partnerships. Lack of sufficient knowledge and understanding of the unique cultural attributes of the Ethiopian community appears to be the basis for the teachers' view of the parents as lacking faith in them and in the educational system as a whole. In addition, suggestions are made about implications for educational practice and for policies that might assist teachers in ameliorating these challenges via the development of, and professional training in, skills which help coping with the problems and dilemmas unique to the multicultural classroom. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01