The Dialectics of Assimilation and Multiculturalism: The Case of Children of Refugees and Migrant Workers in the Bialik-Rogozin School, Tel Aviv

Autor/inn/en	Dvir, Nurit; Aloni, Nimrod; Harari, Dor
Titel	The Dialectics of Assimilation and Multiculturalism: The Case of Children of Refugees and Migrant Workers in the Bialik-Rogozin School, Tel Aviv
Quelle	In: Compare: A Journal of Comparative and International Education, 45 (2015) 4, S.568-588 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2014.884335
Schlagwörter	Acculturation; Cultural Pluralism; Student Empowerment; Refugees; Global Approach; Migrant Workers; Humanism; Foreign Countries; School Culture; Case Studies; Qualitative Research; Social Integration; Academic Achievement; Teaching Methods; Academic Standards; High Achievement; Participant Observation; Semi Structured Interviews; Israel (Tel Aviv) + Suchen Sie Ihr Suchwort? Akkulturation; Kulturpluralismus; Studienberechtigung; Flüchtling; Globales Denken; Wanderarbeiter; Humanismus; Ausland; Schulkultur; Schulleben; Case study; Fallstudie; Case Study; Qualitative Forschung; Soziale Integration; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Teilnehmende Beobachtung
Abstract	This paper focuses on children of refugees and migrant workers from 48 countries who study together in one multicultural school in the city of Tel Aviv, Israel. The context of our study is the current ethos of globalisation and within it the phenomenon of vast migrations and creation of intercultural social realities. The aims of the study were to illustrate the principles, practices and dilemmas that form the very basis of the school culture, to let the special or "foreign" voices of the children and the teaching staff be heard, and to identify the educational qualities that are responsible for the school's success. In our research we employed both the method of qualitative case study and the philosophical interpretive discourse. On the basis of our observations, interviews and text analyses of the school's educational manifesto, we suggested the following pedagogical virtues as the key factors responsible for the school's extraordinary achievements: (1) a firm commitment to a humanist and multicultural stance; (2) a progressive and pragmatic dialectic approach regarding students' empowerment, via social integration and academic success as well as via multicultural pedagogy; and (3) a dialectic pedagogical approach that stresses therapeutic-individualised teaching as well as challenging students to attain high academic standards. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01