“Looking at myself critically" fostering Jewish and Palestinian-Israeli pre-service teachers in building a shared society through intercultural dialogue within an academic course

Abstract

This study explores the impact of an academic course designed to promote peace and shared society at an Israeli teacher training college. Thirty-three Jewish and Palestinian-Israeli pre-service teachers (PSTs) participated in a course that combined literature studies with experiential activities, including visits to multicultural sites and meetings with activists. Content analysis of participants' reflections reveals how such encounters influenced perceptions of identity, empathy, and intercultural dialogue. The paper highlights the potential of multicultural education in conflict-ridden societies, while also addressing the challenges of implementing such initiatives in a one-time, non-continuous format.