Programs for Cultural Diversity in Jewish Private Schools: With Case Sample (original) (raw)

Practical Planning Sample for Education of Diversity in an Ultra-Orthodox Setting

In relation to previous findings that most Haredi schools do not provide much culturally responsive teaching, it is only logical that such a program should exist, and any school which implements such forms of teaching should be supported in any way possible. Following in the path of Jewish leaders such as R. Israel Salanter and Samson R. Hirsch, I prepared two model lessons in line with Culturally Responsive Teaching methods . However, due to certain communal sensitivities to secular ideas within the Ultra-Orthodox community, the curriculum presented, had to be formulated from a religious perspective and text in order for it to even be a viable option. In the end of the lesson plan features and handout descriptions. I present the rationale for both of my lesson plans in a clear and concise fashion.

A New Kind of Diversity: Jewish Education in a Pluralistic Society

Jewish Education News, 2007

The article "A New Kind of Diversity: Jewish Education in a Pluralistic Society" by Saul Kaiserman highlights the challenges faced by educators in North America due to cultural and religious pluralism. The author emphasizes the need to acknowledge the diversity of beliefs and practices among students, teachers, and other individuals in learning communities. He explores the ways in which individuals participate in multiple communities with different values, beliefs, and normative behaviors. Kaiserman suggests that creating a sense of belonging and community requires a new approach that accounts for and includes the differences in practices and beliefs. He warns that trying to promote specific values and practices may inadvertently lead to alienation and devaluation of members of the community. The author provides several examples and suggestions for creating an inclusive and responsive educational environment in the face of diverse beliefs and practices.

The Cultural Diversity Training of Students of Education in Israel: A Holistic Model

This paper presents a model for the multicultural education and the cultural diversity training of students of education that is being implemented at Gordon College of Education in Israel. The model emphasizes a holistic approach in which the culture of diversity permeates the whole institution and the training is not only through courses and workshops. All levels of the institution become partners and are co-opted into the mission of furthering values and behaviors which reflect multiculturalism and cultural diversity.

Cultural Diversity in Our Schools

T/TAC Link Lines, 2003

This comprehensive text explores race and diversity and their relationship to teaching and learning processes. Directed primarily at teachers, the four sections of the book guide readers through the journey of examining themselves and their students as diverse cultural beings. Rich information about the five predominant racial/ethnic populations builds awareness and challenges misconceptions. Useful information on creating classroom environments that acknowledge the cultural context of the learner is also provided. 356 ...

Multiculturalism and Inter-Faith Understanding at Teaching Colleges in Israel: Minority vs. Majority Perspectives

Religious Education

Living in a pluralistic society where groups are ethnically, nationally and religiously different and sometimes live in conflict with one another requires teachers to be prepared to deal with conflict-laden issues. In such societies, educational institutions in general and especially teaching colleges should not be ethnocentric but should acknowledge the experiences, cultures, and histories of different minority groups to educate for multiculturalism and to promote multi-cultural and inter-faith education. For this reason, the main purpose of this study was to investigate the manifestations of multiculturalism and multicultural and inter-faith education in two teaching colleges in Israel, one that belongs to the Arab minority and one that belongs to the Jewish majority. Seven senior staff members of each college were interviewed and asked about the way multiculturalism is demonstrated in their college and how multicultural and inter-faith education are expressed. The findings confirm that multicultural and inter-faith education have not penetrated all realms of activity in the two colleges and the gap existing between preaching multiculturalism and practicing it is still deep.

Impact of Cultural Diversity in Classrooms of Secondary Schools

Creative Education, 2023

Students spend their real-life hours in a classroom learning and getting an education. But occasionally they were left with an unpleasant memory of that location. A varied classroom experience usually has a different influence on the students. Because of the diversity of cultural backgrounds represented in the class. By using the skills and teachings of the teacher, that might be managed and corrected. The study’s goal is to provide guidance in a multicultural school, culturally different groups are acknowledged and supported. Multicultural ideas may coexist in the educational setting with teaching methods that value variety as a resource and an added benefit, such as studying cultural diversity or using material that is sensitive to different cultures in the classroom. Using open-ended research questionnaires, school instructors who are the variables in a qualitative study and the major source of data collection are contacted directly. Interviews were done by the researcher with 12 respondents who were three different school instructors. The semi-structured questionnaire that served as the interview’s instrument was utilized to conduct the semi-structured interview. Interviews with a specific population of lower secondary teachers were the main method of my research.

Practices Related to Cultural Diversity in Schools and Students' Views About These Practices: Stuttgart, Baden-Württemberg, Germany

Education and Science, 2019

In this study, it is aimed to research the practices related to cultural diversity experienced by the students in schools and the student views about these practices. The research has been carried out with phenomenological research design which is the one of the qualitative research methods. The data of research has been collected through semi-structured interviews. The study group was determined by criterion sampling which is the one of the purposive sampling methods, and it consists of 9 students studying at various schools in Stuttgart, Baden-Württemberg, Germany. Research data were analyzed by content analysis. Findings related to the cultural diversity practices experienced by students in schools are as follows: “Practices for recognizing different cultural features within the context various courses; cultural diversity sensitive teacher behaviors; practices enabling to choose the own native language and culture course and to learn different languages; enabling to choose and take courses related to different belief systems based on a sect/religion; school activities for recognizing different cultures; preference of textbooks and materials that reflect cultural diversity”. Findings related to students' views about these practices are as follows: Trying to understand their friends by learning similarities and differences between themselves and their friends; realizing the reasons for prejudices against differences; to be able to express their differences comfortably; solving problems in conflict situations related to differences; being friends with people who have different cultural and social characteristics.

Multiculturalism, Gender, & Inclusion in Schools (Graduate)

Syllabus (graduate), 2019

This course is a collaborative inquiry into the complex issues of race, culture, gender, sexual orientation, class, and special education through intellectual inquiry and study. We will investigate how the educational experiences we construct with students invariably are informed by both our explicit and implicit theories of practice and our hidden beliefs about multiculturalism, gender, special education, and diversity more broadly. We will immerse ourselves in a series of activities as a way to audit our understanding of diversity and inclusion. Our guiding questions are: 1. Who is excluded from a high-quality education and how? 2. What can teachers and school administrators do to counter these inequities and create more inclusive classrooms for all their students? The readings have been selected to consider how we might be best prepared to deal with inequities that exist in our schools and society. You will be asked to identify in these readings ideas that you find useful as well as ideas you find problematic, so that as a class we can grapple with the complexity of teaching diverse students. Our goal as educators is to meet students where they are in order to help them achieve their educational goals. We will reflect on how we can connect with students whose backgrounds differ from ours, create classrooms that promote social justice, and effect positive social change through their teaching.