1st degree (Bachelor)
Prof. Gabriel Horenczyk
Coordinator Office Hours:
Prof Gabriel Horenczyk
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.
- 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
Teaching arrangement and method of instruction:
lectures and discussion, active participation of students
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
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:
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 %