School Desegregation

Published in the year 1984, School Desegregation is a valuable contribution to the field of Education.

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Author: Y. Amir

Publisher: Routledge

ISBN: 9781136558719

Category: Education

Page: 288

View: 322

Published in the year 1984, School Desegregation is a valuable contribution to the field of Education.

Cultural Diversity And The Schools

McConahay, J.B. (1981) 'Reducing Racial Prejudice in Desegregated Schools', in W.D. Hawley (Ed.), ... Ethnic Integration in Israeli Schools', in Y. Amir and S.Sharan (Eds), School Desegregation: Cross-Cultural Perspectives, Hillsdale, ...

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Author: James Lynch

Publisher: Routledge

ISBN: 9781135385729

Category: Education

Page: 428

View: 278

First published in 1992. Routledge is an imprint of Taylor & Francis, an informa company.

School Desegregation Research

Ogbu, J. U. Minority Education and Caste: The American System in Cross-Cultural Perspective. New York: Academic Press, 1978a. Ogbu, J. U. School desegregation in racially stratified communities—A problem of congruence.

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Author: Jeffrey Prager

Publisher: Springer Science & Business Media

ISBN: 9781461321354

Category: Psychology

Page: 288

View: 840

The desegregation situation is the keynote theme of the following chapters. I Each of them touches on a different dimension of the situation: the historical, the temporal, the spatial. But the reader, perusing the essays with the situation in mind, should remember that the desegregation situation should not be inter preted literally. Authorities and adults certainly, school-age children probably, are influenced by their awareness of a sequence of past and future situations. Some may even operate with William James's (1890, p. 608) notion of "the specious present" that "has melted in our grasp, fled ere we could touch it, gone in the instant of becoming," thus reducing the potency of the present situation. Others may be dancing to a slower tempo of change, thus becoming more responsive to the present situation. Whatever the perceived tempo, many must share the view that the future may reverse the direction of the past. Some may see that new future direction as unswerving, unending, or long-lasting; others may see it as short-lived. And it is through attention to the phenomenological description of desegregation that these issues can be explored; a theme that is considered in several of the following chapters.

Education Cultural Diversity

one group (generally the minority) into the culture of another (e.g., the majority), while the la er term suggests a ... Amir, Y., Sharan, S. and Ben-Ari, R. (1984) School Desegregation: Cross-Cultural Perspectives, Hillsdale, N.J., ...

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Author: James Lynch

Publisher: Routledge

ISBN: 9781136616372

Category: Education

Page: 484

View: 593

First published in 1992. Routledge is an imprint of Taylor & Francis, an informa company.

Stereotyping and Prejudice

School desegregation: Cross-cultural perspectives. ... Attitude change in desegregated Israel high schools. ... Mutual attitudes and attitude change following intergroup contact of religious and nonreligious students.

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Author: Daniel Bar-Tal

Publisher: Springer Science & Business Media

ISBN: 9781461235828

Category: Psychology

Page: 276

View: 731

The study of stereotyping and prejudice is a study of human nature, group mem bership, and intergroup relationships. It sheds light on each of these aspects of social psychology. With respect to the first two, it has been observed that since groups provide the best framework for satisfying various human needs, individuals continuously organize themselves in collectives. They belong to a variety of groups-many of which they voluntarily select and some to which they are ascribed. Group membership, therefore, is one of the most salient and important of an indi vidual's characteristics. The implication of this characteristic is that human beings not only constantly classify other people into group categories, either by identifying membership or constructing their own categories, but also judge and evaluate them on this basis. The stereotypes and prejudice are outcomes of this process. They are the beliefs and attitudes toward members of another group. In addition, the study of stereotyping and prejudice reflects an interest in inter group relationships. While we recognize that a discussion of intergroup relation ships may focus on behaviors describing actions such as confrontations, violence, wars, cooperation, alliance, negotiation, or coordination, we also believe that each of these intergroup behaviors is mediated by perceptions, beliefs, and attitudes. In the case of intergroup behaviors, the listed actions are not performed instinctively or mindlessly, but are preceded by cognitive processes which, among other outputs, involve the formation of stereotypes and prejudice toward the other group.

Jewish Day Schools Jewish Communities

Thus, if the cultural perspective of the bagrut-centred system is an Ashkenazi–male one, a mizrah.i girl from a poor neighbourhood does not have the luxury of ... School Desegregation: Cross-Cultural Perspectives (Hillsdale, NJ), 21–45.

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Author: Alex Pomson

Publisher: Liverpool University Press

ISBN: 9781909821101

Category: Social Science

Page: 708

View: 371

About 350,000 Jewish children are currently enrolled in Jewish day schools, in every continent other than Antarctica. This is the first book-length consideration of life in such schools and of their relationship both to the Jewish community and to society as a whole. It provides a rich sense of how community is constructed within Jewish schools, and of how they contribute to or complicate the construction of community in the wider society. The volume reframes day-school research in three ways. First, it focuses not just on the learner in the day-school classroom but sees schools as agents of and for the community. Second, it brings a truly international perspective to the study of day schools, viewing them in relation to the socio-cultural contexts from which they emerge and where they have impact. Third, it considers day-school education in relation to insights derived from the study and practice of non-parochial education. This cross-cultural and genuinely comparative approach to the study of Jewish schooling draws on research from the United States, the former Soviet Union, South America, and Europe, making it possible to arrive at important and original insights into parochial Jewish schooling. With contributions from outstanding scholars as well as practitioners of public education and of Jewish parochial schooling, the volume reveals conflicting conceptions of the social functions of schooling and also produces original insights into the capacity of schools to build community. The book is timely in that it studies questions about faith-based schooling and the public good that today are as much questions of public policy as they are of academic inquiry. It will appeal first and foremost to those with a particular interest in Jewish schooling but will also attract the attention of academics and professionals concerned with the place of parochial education in contemporary society. Contributors: Ami Bouganim, Erik H. Cohen, Ira Dashefsky, Howard Deitcher, Jay Dewey, Joshua Elkin, Yoel Finkelman, Zvi Gitelman, Scott J. Goldberg, Ellen B. Goldring, Yossi J. Goldstein, Eli Kohn, Jeffrey S.Kress, Binyamin Krohn, Jon A. Levisohn, Ilana Maryles Sztokman, Deborah Meier, Helena Miller, Christine Muller, Michal Muszkat Barkan, Alex Pomson, Joseph Reimer, Randal Schnoor, Susan L. Shevitz, Asher Shkedi, Claire Smrekar, Uriel Ta'ir, Michael Turetsky, Rahel Wasserfall.

Learning to Cooperate Cooperating to Learn

Amir, Y. The role of intergroup contact in change of prejudice and ethnic relations. In P. Katz (Ed.), Toward the elimination of racism. ... Amir, Y., & Sharan, S. (Eds.), School desegregation: Cross-cultural perspectives.

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Author: R. Hertz-Lazarowitz

Publisher: Springer Science & Business Media

ISBN: 9781489936509

Category: Psychology

Page: 472

View: 826

This book was written and edited as a project of the International Asso ciation for the Study of Cooperation in Education (lASCE). It grew di rectly out of the second conference of the lASCE, held at Brigham Young University, Provo, Utah, in [uly 1982. The chapters in the book were originally presented in some form at the Provo conference, though most have been considerably revised since that time. This is the second book sponsored by the lASCE; the first, Cooperation in Education (Provo, Utah:Brigham Young University Press, 1980), edited by Shlomo Sharan, Paul Hare, Clark Webb, and Rachel Hertz-Lazarowitz, was based on the proceedings of the first conference of the IASCE in Tel Aviv, Israel, in 1979. The IASCE is a group of educators interested in studying, devel oping, or applying cooperative methods at various levels of the process of education. It includes researchers, teacher educators, teachers, and school administrators from more than a dozen countries.

Education and Cultural Differences

School integration in the context of the development of Israel's educational system. In Amir, Sheran, and Ben-Ari, eds. School DesegregationCross Cultural Perspectives. Hillsdale, New Jersey: Lawrence Erlbaum Associates.

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Author: Douglas Ray

Publisher: Routledge

ISBN: 9781351812153

Category: Education

Page: 576

View: 704

First published in 1992, this book looks at the interaction between ideals and reality, with the focus upon social inequality and education in modern society, as well as the possibilities for education to lessen the related problems. The essays in this volume examine three forms of inequality in global society: aboriginal societies in modern industrial states; long-established communities that have been denied full status; and differences arising from recent population migrations. In doing so, it considers how education might support the efforts of all members of society to pursue the goal of equal status for all.

Conflicting Philosophies of Education in Israel Palestine

Shlomo Sharan and Rachel Ben - Ari " Why Integration " , both published in Y. Amir , S. Sharan , and R. Ben - Ari ( eds . ) , School Desegregation : Cross - Cultural Perspectives , Hillsdale , NJ & London : Lawrence Erlbaum Associates ...

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Author: Ilan Gur-Ze'ev

Publisher: Springer Science & Business Media

ISBN: 0792367391

Category: Education

Page: 145

View: 351

This collection is the most comprehensive and yet diverse reconstruction of the Israeli/Palestinian conflictual existence published in the field of philosophy of education. At the same time this book aims at contextualizing the various conflicting philosophical and political agendas in their wider context, not solely as the struggle of philosophies and ideologies over hegemony but also as manifestations of universal economic, social, and cultural developments in the era of globalizing capitalism. Liberal, postmodern, critical, religious, and other contesting orientations, and philosophical as well as political interests converge in this book in an effort to reconstruct and challenge the violence of normalizing education as a constitutive power of the Israeli/Palestinian reality at this historical moment. This effort challenges many current discourses in cultural studies, sociology, political science, and education, and it is of much relevance for rearticulating the field of education in the broader sense of the word.

Beyond The Dead end Alley Of Mass Education

Adler, C. (1984) "School Integration in the Context of Israel's Educational System." Pp. 21-46 in Y. Amir & S. Sharon (eds., with the collaboration of R. Ben Ari), School Desegregation: Cross-cultural Perspectives.

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Author: Chaim Adler

Publisher: Routledge

ISBN: 9780429710667

Category: Social Science

Page: 100

View: 594

This book deals with the realm of education-getting beyond the dead end of mass education-in the context of Israeli education system. It analyzes the aims and target populations of educational fostering and illustrates the dead-end situation of the educational system.