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Syllabus Cultural pluralism or multiculturalism: A socio-psychological perspective - 34601

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Last update 24-07-2018
HU Credits: 2

Degree/Cycle: 1st degree (Bachelor)

Responsible Department: Education

Semester: 1st Semester

Teaching Languages: English

Campus: Mt. Scopus

Course/Module Coordinator: Prof. Gabriel Horenczyk


Coordinator Office Hours: Mondays 16-17

Teaching Staff:
Prof Gabriel Horenczyk

Course/Module description:
The course will address aspects of pluralism and multiculturalism from a socio-psychological perspective. We will focus on various kinds of minorities in contemporary Israel society immigrants (Olim), Palestinian Arabs, Israeli Druze, and others. We will analyze the complexity of biculturalism, and its relationship with psychological and socio-cultural adaptation. Finally, the DOPA model will we presented, as a conceptual and methodological tool for the mapping and measurement of perceptions and orientations toward cultural diversity in educational contexts.

Course/Module aims:
- knowledge of various aspects of multiculturalism
- analysis of identity and adaptation among minorities

Learning outcomes - On successful completion of this module, students should be able to:
- ... understand the complexity of multiculturalism in general, and in Israel in particular

Attendance requirements(%):
100

Teaching arrangement and method of instruction: lectures and discussion, active participation of students

Course/Module Content:
1. Introduction Conceptual and empirical frameworks
2. Diversity in Israel major divisions
3. Expanding the acculturation models
4. Special acculturating groups: Palestinian Arabs in Israel; The Israeli Druze; Ethiopian immigrants in Israel, Foreign workers in Israel
5. Multiculturalism and conflict resolution in Israel
6. Diversity and multiculturalism in Israeli schools: The School Acculturative Context; the DOPA model; Counseling immigrants in Israeli schools

Required Reading:
1. Al-Haj, M. (2002). Multiculturalism in deeply divided societies: The Israeli case. International Journal of Intercultural Relations, 26(2), 169-183.

2. Bar-Tal, D., & Halperin, E. (2011). Socio-psychological barriers to conflict resolution. In D. Bar-Tal (Ed.), Intergroup conflicts and their resolution: A social psychological perspective. (pp. 217-239): New York, NY, US: Psychology Press.

3. Bourhis, R. Y., & Dayan, J. (2004). Acculturation orientations toward Israeli Arabs and Jewish immigrants in Israel. International Journal of Psychology, 39, 118-131.

4. Cohen, E. H. (2011). Impact of the Group of Co-migrants on Strategies of Acculturation: Towards an Expansion of the Berry Model. International Migration, 49(4), 1-22.

5. Deaux, K. (2006). To be an immigrant. New York: Russell Sage Foundation. Chapter 5: Who am I? The construction of ethnic identity.

6. Halabi, R. (2014). Invention of a nation: the Druze in Israel. Journal of Asian and African Studies, 49(3), 267-281.

7. Harper, R. A., & Zubida, H. (2010). Making room at the table: Incorporation of foreign workers in Israel. Policy and Society, 29(4), 371-383.

8. Horenczyk, G., & Ben-Shalom, U. (2001). Multicultural identities and adaptation of young immigrants in Israel. In N. K. Shimahara, I. Holowinsky & S. Tomlinson-Clarke (Eds.), Ethnicity, race, and nationality in education: A global perspective (pp. 57-80). Mahwa, NJ: Lawrence Erlbaum.

9. Horenczyk, G., & Ben-Shalom, U. (2006). Acculturation in Israel. In D. L. Sam & J. W. Berry (Eds.), The Cambridge handbook of acculturation psychology (pp. 294-310). Cambridge, UK: Cambridge University Press.

10. Horenczyk, G., & Tatar, M. (2012). Conceptualizing the school acculturative context: School, classroom, and the immigrant student. In A. Masten, K. Liebkind & D. J. Hernandez (Eds.), Realizing the potential of immigrant youth (pp. 359-375): Cambridge University Press.

11. Horenczyk, G., & Tatar, M. (2011). Schools' organizational views of diversity: Perceptions and approaches. In S. Vandeyar (Ed.), Hyphenated selves: Immigrant identities within education contexts (pp. 131-148). Amsterdam, The Netherlands: SAVUSA Editorial.

12. LaFromboise, T., Coleman, H., & Gerton, J. (1993). Psychological impact of biculturalism: Evidence and theory. Psychological Bulletin, 144, 395-412.

13. Shabtay, M. (2003). 'RaGap': music and identity among young Ethiopians in Israel. Critical Arts: A Journal of South-North Cultural and Media Studies, 17(1_2), 93-105.

14. Tatar, M. (1998). Counselling immigrants: School contexts and emerging strategies. British Journal of Guidance & Counselling, 26(3), 337 - 352.

15. Tatar, M. (2004). Diversity and citizenship education in Israel. In J. A. Banks (Ed.), Diversity and citizenship education: Global perspectives (pp. 377-405). San Francisco, CA: Jossey-Bass.



Additional Reading Material:
NONE

Course/Module evaluation:
End of year written/oral examination 0 %
Presentation 0 %
Participation in Tutorials 10 %
Project work 0 %
Assignments 20 %
Reports 70 %
Research project 0 %
Quizzes 0 %
Other 0 %

Additional information:
NONE
 
Students needing academic accommodations based on a disability should contact the Center for Diagnosis and Support of Students with Learning Disabilities, or the Office for Students with Disabilities, as early as possible, to discuss and coordinate accommodations, based on relevant documentation.
For further information, please visit the site of the Dean of Students Office.
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