Teaching a Biblical Text among African Christian and Muslim Asylum-Seeker Children in Israel
Educators in Israel face significant school diversity while struggling to adequately respond to the unique needs of diverse national and cultural communities and students from different socioeconomic backgrounds. Bible teachers in elementary school face tensions and conflicts between the religious c...
| Authors: | ; |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
MDPI
2023
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| In: |
Religions
Year: 2023, Volume: 14, Issue: 4 |
| Further subjects: | B
African asylum seekers
B pedagogical tension B Biblical teaching |
| Online Access: |
Volltext (kostenfrei) Volltext (kostenfrei) |
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| 520 | |a Educators in Israel face significant school diversity while struggling to adequately respond to the unique needs of diverse national and cultural communities and students from different socioeconomic backgrounds. Bible teachers in elementary school face tensions and conflicts between the religious concepts and beliefs of the parents and the children and the accepted concepts in Israeli Jewish society. This qualitative study was conducted among fifteen teachers working in elementary schools in the country’s center where students from national, religious, social, and social–cultural populations attend, including children from families of asylum seekers. The findings revealed two central tensions: (1) emotional religious tension and (2) pedagogical tension. It was found that Bible teachers play the role of social–religious mediators in Israeli society. In the context of religious tension, teachers find themselves in situations of uncertainty, without the pedagogical skills to help them bridge the gaps and soften the strain. As a result, they are passive and remain silent. On the other hand, in the context of pedagogical tension, the teachers try to take the initiative, go beyond the boundaries of the familiar and known, and try to adapt classroom activities to the culture of the country of origin and the everyday social contexts. | ||
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