Some error occured while loading the Quick View. Please close the Quick View and try reloading the page.
Conflicts between different racial, ethnic, national and other social groups are becoming more and more salient. One of the main sources of these internal conflicts is social and economic inequality, in particular the increasing disparities between majority and minority groups. Even societies that had been successful in dealing with external conflicts and making the transition from war to peace have realized that this does not automatically resolve internal conflicts. On the contrary, the resolution of external conflicts may even sharpen the internal ones. This volume, a joint publication of the University of Haifa and the International Center for Graduate Studies (ICGS) at the University of Hamburg, addresses questions of how to deal with internal issues of social inequality and cultural diversity and, at the same time, how to build a shared civility among their different national, ethnic, religious and social groups.
“…this volume makes a valuable contribution to our understanding of the various dynamics and manifestations of conflict underlying majority-minority relations in Israel and Germany. Furthermore, the book makes a unique contribution in its application of democracy education as a means of empowering minorities and alleviating tensions. For these reasons, the book will likely appeal to both policymakers and scholars alike in its reference to a wide range of issues such as education, immigration, and gender issues.” • H-German
List of Figures and Tables
Preface
Introduction: Education, Multiculturalism, and Empowerment of Minorities – An Overview
Majid Al-Haj and Rosemarie Mielke
PART I: GENERAL OVERVIEW
Chapter 1. Stories of Struggle: Transnational Advocacy and Democracy Education
Gordon Mitchell
Chapter 2. What’s Going on between Members of Majorities and Minorities? Contributions from Social Psychology
Rosemarie Mielke
Chapter 3. Talking at Cross-purposes: Misunderstanding in Intercultural Communication
Juliane House
PART II: THE ISRAELI CASE
Chapter 4. A Curriculum between Conflict and Peace: The Teaching of History in Jewish and Arab Schools in Israel
Majid Al-Haj
Chapter 5. The Evolving Arab Reception of the Holocaust and Palestinian Textbooks: A Contribution to Democracy and Peace Education?
Schirin Fathi
Chapter 6. Police–minority Relations in a Multicultural Society: The Israeli Case
Badi Hasisi
Chapter 7. On the Central Role of “Threat Perception” in Mediating the Influence of Socioeconomic Factors on Xenophobic Attitudes
Eran Halperin, Daphna Canetti-Nisim, and Ami Pedahzur
Chapter 8. A Multimedia Lexicon as a Tool for Increasing Societal Tolerance
Oz Almog and Tami Almog
Chapter 9. When Gender Differences Surpass Cultural Differences in Personal Satisfaction with Body Shape in Israeli College Students
Marilyn P. Safir, Shimrit Flaisher-Kellner, and Amir Rosenmann
Chapter 10. Postcolonial Feminism, the Politics of Identification, and the Liberal Bargain
Amalia Sa’ar
PART III: THE GERMAN CASE
Chapter 11. Acculturation Attitudes and Bilingual Classrooms in Germany. The Portuguese–German Example
Joana Duarte
Chapter 12. “Not Always Proud to be American”: The Reconstruction of National Identity by Americans Residing in Germany
Inke Du Bois
Chapter 13. Oral Mistake Corrections in Second-language Classrooms
Olga Visbal
Chapter 14. Intercultural Competence in Management Consultancies in Germany: Does It Exist?
Melissa Lamson
Notes on Contributors
Index of Names
Index of Subjects