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A conflict-based bi-ethnical computer-supported instructional model

A conflict-based bi-ethnical computer-supported instructional model. Sarah Pollack, Yifat Ben-David Kolikant The School of Education, Hebrew University, Jerusalem. Rationale. Potential - Age of globalization and digitalism Encounters with (contradictory) groups and narratives

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A conflict-based bi-ethnical computer-supported instructional model

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  1. A conflict-based bi-ethnical computer-supported instructional model Sarah Pollack, Yifat Ben-David Kolikant The School of Education, Hebrew University, Jerusalem

  2. Rationale Potential - Age of globalization and digitalism Encounters with (contradictory) groups and narratives different voices can entertain a dialogue with each other and produce an outcome that is different from a straightforward in-group preference”. (Hermans & Dimmagio, 2007). Challenge – in the intractable Jewish-Arab conflict each side "perceives the other as a source of some of its own negative identity elements" (Kelman, 1999).

  3. 2nd (half a triad) encounter Review AG account Review JG account 3st (triad) encounter Inter-ethnic group (JAG) Writing either a joint account or an analysis of the disagreement The “Doing history” model Wiki environment , school commitment Jewish group (JG), n=2 Arab Group (AG), n=2 Reading review articles Writing joint account Reading review articles Writing joint account 1st (dyad) encounter

  4. Research - plan • Research question • What learning, if any, occurred? • What is the influence of the environment on students’ perceptions of the “other” ? • How did students maintain “safety” ? • participants • Pilot study: 24 graduate students from the School of Education, partially fulfilling course requirements (age range: 25-45) • Main phase: 6 schools ; 9th, 10th grade • 29 foursomes, a total of 116 students , • Interaction through Chat and Wiki

  5. Data sources • Written joint answers (answers of JG, AG, JAG) uploaded to the Wiki environment • Transcripts of audiotapes of the f-2-f meeting or the Web chat • Interviews with a sample of students from several groups, conducted after the activity • Pre/post individual answers to the assignment questions • Survey about concerns and expectations

  6. Design

  7. Results – Concerns (school students) Arab students Jewish students

  8. Etay l. : I simply think that the sentence that you wrote [is] a bit anti/too anti Zionist, than I could seriously responded to. You live in Haifa, right? @ ( f m ) @ : It is just that the Palestinian were in the Land of Isreak before the Jews . Etay l. : Let's wait alittle with the conflict. I want to get to know a bit first. @ ( f m ) @ : Great dude. I'm Mbda. I here with my friend Fouad, and you? Etay : Cool. I am Etay. I live near Netania, but now we are in the boarding school. @ ( f m ) @ : I and Fouad live in Haifa Etay l. : What is your major? @ ( f m ) @ : Netania yesterday lost to Beithr. Hhhhhhhhh 2 1 [football]. We study electronics of physics and you? Etay l. : Cool, me too. @ ( f m ) @ : Then tell me, did you study flip-flops? Dan e. : I study biology and chemistry @ ( f m ) @ : Ah, like my friend @ ( f m ) @ : Let's work on this [assignment] in the history Foursome Discussion – Social episode “The document emphasizes to Jews that they are in this state by right of and not in this invasion what bestow to Jews is a good feeling and power...”

  9. Foursome Discussion – avoiding tensions fares : Do you agree on our answer?? J.v : Let’s calls to this territory the land of Israel and not Palestine or Israel state because these terms are too charged words fares : Good. Okay. You can call it any way you want. j.v : Beside that, in general, we are ok on question a. fares : But this is not your territory j.v : It is not yours either fares : Okay j.v : Due to this [controversy] let’s not call to it by a charged term but by name of the territory " the land of Israel " fares : You say that the territory is not ours. Who was here before? Tell me only this, man. O.K. let's continue in the assignment j.v : The Palestinians were not promised an Arab state. Only that the British will guard their interests and the Arab culture in the land of Israel fares: Good . let's change the subjectttttt. We will talk on this later j.v. : Yes. Sorry.

  10. conclusion • Students changed their perceptions toward the other side • Technology have the potential to support a fertile discussion • Students strived to maintain the discussions • A challenge for the students – maintaining safety without suppressing their own voice or that of ‘the other’.

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