Can we promote children’s openness towards the other group in violent conflict? The story of Jewish and Arab kindergarten teachers in Israel

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Intercultural Education Pub Date : 2022-07-04 DOI:10.1080/14675986.2022.2090782

Afnan Masarwah Srour, Talee Ziv, Samar Aldinah, Mahmud Dawud, Michael Sternberg, S. Sagy

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Abstract

ABSTRACT This article explores changes in children’s openness towards kindergarten teachers and children of an outgroup following participation in an intervention program. The program was implemented by kindergarten teachers and aimed at encountering the other via intergroup contact. The findings are based on qualitative data from interviews with the kindergarten teachers. According to the findings, children’s participation in the program fostered openness towards the kindergarten teacher from the outgroup and encouraged children’s openness to contact with outgroup children as well. Moreover, even during a time of conflict escalation, children’s acceptance and openness towards the kindergarten teachers and children from the other group did not diminish. It appeared that direct contact between people of unequal status, combined with indirect contact between the two equal status groups of kindergarten children, had a positive effect. This could be partly due to the intensity and the positive contact with the kindergarten teacher from the outgroup, as well as to the institutional support for the intervention program.

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我们能否促进儿童在暴力冲突中对另一群体持开放态度？以色列犹太和阿拉伯幼儿园教师的故事

摘要本文探讨了在参与干预计划后，儿童对幼儿园教师和外部群体儿童开放性的变化。该项目由幼儿园教师实施，旨在通过小组间的接触来认识对方。研究结果基于对幼儿园教师的访谈中的定性数据。根据研究结果，孩子们参与该项目培养了他们对来自外部群体的幼儿园老师的开放性，并鼓励孩子们开放地与外部群体的孩子接触。此外，即使在冲突升级期间，儿童对幼儿园教师和其他群体儿童的接受和开放态度也没有减弱。地位不平等的人之间的直接接触，加上幼儿园儿童这两个地位平等的群体之间的间接接触，似乎产生了积极的影响。这在一定程度上可能是由于外部群体与幼儿园教师的密切接触和积极接触，以及对干预计划的机构支持。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Intercultural Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.30

自引率

8.30%

发文量

期刊介绍： Intercultural Education is a global forum for the analysis of issues dealing with education in plural societies. It provides educational professionals with the knowledge and information that can assist them in contributing to the critical analysis and the implementation of intercultural education. Topics covered include: terminological issues, education and multicultural society today, intercultural communication, human rights and anti-racist education, pluralism and diversity in a democratic frame work, pluralism in post-communist and in post-colonial countries, migration and indigenous minority issues, refugee issues, language policy issues, curriculum and classroom organisation, and school development.