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Original Title
Multicultural education vs. implicit and explicit ethnocentric education: text analysis of a contemporary Israeli value education program
Parallel titleMultikulturna edukacija: implicitna in eksplicitna etnocentricna edukacija – vsebinska analiza sodobnega izraelskega programa za vzgojo za vrednote
Authors ; GND-ID
SourceCEPS Journal 7 (2017) 4, S. 63-83
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License of the document Lizenz-Logo 
Keywords (German)Bildungspolitik; Werterziehung; Multikulturelle Erziehung; Bildungsprogramm; Migrant; Integration; Reform; Kulturpluralismus; Ethnozentrismus; Curriculum; Textanalyse; Inhaltsanalyse; Israel
sub-disciplineCurriculum and Teaching / School Pedagogy
Organisation of Education, Educational Planning, Educational Legislation
Document typeArticle (journal)
ISSN2232-2647
LanguageEnglish
Year of creation
review statusPeer-Reviewed
Abstract (English):In the year 2000, Israel purportedly adopted a multicultural educational policy. It replaced the covert assimilation policy, which was referred to as ‘the integration policy’. The aim of the present study was to analyse the contemporary Israeli program of value education. Using the method of content analysis, the present study sought to determine whether the syllabi of the contemporary program reflect the adoption of a multicultural educational policy, or whether they produce only multicultural rhetoric. The findings reveal that the program reflected mainly the pluralistic approach while still maintaining traces of ethnocentric rhetoric of certain syllabi in the program. (DIPF/Orig.)
other articles of this journalCEPS Journal Jahr: 2017
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Date of publication17.01.2018
Suggested CitationReingold, Roni; Zamir, Sara: Multicultural education vs. implicit and explicit ethnocentric education: text analysis of a contemporary Israeli value education program - In: CEPS Journal 7 (2017) 4, S. 63-83 - URN: urn:nbn:de:0111-pedocs-152113
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