Visual Pedagogy in Palestinian-Jewish Bilingual Kindergartens: Navigating Conflict and Critical Multiculturalism in Israel-Palestine

• In Event: AERA Poster Session Sunday 7:45 am
  In Poster Session: Childhoods, Materials, and Critical Learning Encounters

Abstract

This study analyzes visual representations in two Palestinian-Jewish bilingual (Arab-Hebrew) kindergartens in Israel/Palestine, revealing two pedagogical strategies for critical multicultural education in a context of intractable conflict and colonial legacy. The first, a "symmetrical reality" approach, directly addresses Palestinian and Israeli national symbols and narratives, risking perpetuating dichotomies. The second, a "fluid reality" approach, offers a blended environment emphasizing local community and personal interpretations, avoiding direct national references. Based on visual analysis of kindergartens' walls, and semi-structured interviews with teachers, the study demonstrates how critical multicultural education is possible in early childhood education, highlighting the physical environment's role in shaping children's perceptions of identity. The study contributes to understanding critical multicultural pedagogies in charged contexts in educating young children.

Authors

• Zohar Sitner, Ben-Gurion University of the Negev

• Assaf Meshulam, Ben-Gurion University of the Negev