Beit Berl College is a multi-disciplinary academic college for higher education located in Beit Berl in the Sharon region of Israel. It is one of the oldest colleges in Israel.The college grants undergraduate degrees (B.Ed and B.Ed.F.A.) and graduate degrees (M.Ed and M.Teach) in a variety of disciplines in teaching and education (formal and informal), in the Arts (Fine Arts, Film, Art Education, Art Therapy), Humanities, and Social Sciences. The college also issues teaching certificates for academics and various types of diplomas.Ed.Ed.A.Ed.Ed.F.A.Ed..
This article examines commemorative sticker clusters that emerged in Israel following the October 7 2023 attacks and the Iron Swords war. Based on a multimodal qualitative analysis of similar to 1,020 stickers across 55 documented clusters, the study explores how these grassroots artifacts construct collective memory in the wake of national trauma. Analyzing stickers as semiotic units within dense spatial formations, the findings identify a new biographical commemorative genre that shifts from earlier polemical forms to emotionally charged personal narratives structured around three themes: Love of Life, Heroism and Nationalism, and Calls for the Return of Abductees. Conceptualized as a distributed memoryscape, these clustered formations process trauma while reinforcing patterned hierarchies of grief within a contested Linguistic Landscape.
This article examines lecturers' efforts to strike a delicate balance between maintaining academic standards and intercultural sensitivity in a mixed Arab - Jewish Israeli college of education. Informed by Bennett and Deardorff's intercultural sensitivity and competence models, the study explored the dilemmas of 21 faculty members through thematic analysis of in-depth interviews. The findings show that participants viewed cultural diversity as a major educational resource, yet faced ongoing tension between professionalism and inclusion. They suggested three strategies: avoiding or replacing sensitive content, combining sensitive content with critical education, and applying trigger warnings. Four additional pedagogical strategies were proposed: slowing down, providing more background and explanations, working in small groups, and using role reversal to balance power relations. The article examines the ethical and pedagogical implications of these practices and highlights their role in developing teachers' intercultural competence as change agents in a fractured society. It concludes that culturally responsive teaching requires flexibility, ongoing reflection, and institutional support to foster a shared society.
PURPOSE:The overall aim of this exploratory study was to evaluate personal narrative coherence in groups of children representing a range of cultural and/or linguistic backgrounds. Based on previous research, we expected to find effects based on culture/language participant group and the emotional valence of the prompt (positive, negative, neutral). We also anticipated potential interactions between culture/language participant group and prompt type. METHOD:Four hundred seventeen 10-year-old children from 21 culture/language participant groups took part in this cross-sectional study. The children were from 19 countries or regions, speaking 18 different languages or dialects. All children were seen individually, either face-to-face or online, and asked to produce personal narratives in response to the Global Talking About Lived Experiences in Stories (TALES) protocol. Three of their narratives, each representing a different emotional valence-happy, angry, and a problem situation-were included in the current study. All narratives were coded for coherence using the multidimensional Narrative Coherence Coding Scheme (NaCCS), which yields a total coherence score and three coherence dimension subscores: context, chronology, and theme. Linear mixed models were used to identify differences in narrative coherence between culture/language participant groups and narrative prompt types. RESULTS:We found significant main effects for both participant group and narrative prompt type on total coherence scores, as well as a significant interaction effect. Overall, the problem prompt elicited more coherent narratives than the angry prompt. Performance varied notably across culture/language participant groups, with no consistent pattern of strength linked to prompt type. Additionally, some culture/language participant groups scored significantly lower on total coherence than others. Significant participant group effects were also observed across all three coherence dimension subscores, with the theme dimension showing the greatest number of between-groups differences. CONCLUSIONS:In an increasingly multicultural and plurilingual world, the need for ecologically valid tools to assess children's spoken language skills is more critical than ever. Findings from this exploratory study offer further support for the use of the Global TALES protocol for eliciting personal narratives in children from diverse cultural and/or linguistic backgrounds. Furthermore, results indicated that the NaCCS is a viable method for describing differences and similarities in personal narrative coherence among these diverse groups of children. Our next steps involve refining the coding framework and expanding our participant pool to include larger, more age- and ability-representative samples-with the ultimate aim of integrating personal narrative assessment and analysis into routine clinical practice worldwide. SUPPLEMENTAL MATERIAL:https://doi.org/10.23641/asha.32653314.
