This chapter elaborates a “pedagogy of narrative shifting” as conceptualized by Li, Conle, and Elbaz-Luwisch (2009) in a course that seeks to foster dialogue across difference in an Israeli university located in a highly polarized setting. The approach draws on personal life stories as a vehicle for examining multiculturalism in teacher education, in the context of the multiple and overlapping identities, conflict and narratives of exclusion that characterize Israeli society. For prospective teachers, the opportunity to tell an important personal story and to have that story heard and validated by others, contributed to both personal and professional development. Working with their stories in a small-group format allowed students to develop their own “internally persuasive discourse” (Bakhtin, 1981) in discussions of controversial issues. Prominent themes emerging in the work included “recognition” (Taylor, 1994) and “resonance” (Conle, 1996). Engaging with bodily experience and with the imagination helped participants to transcend limited understandings and create shared visions of their present and future. The course afforded a unique space for dialogue that can be adapted for other contexts, to allow teacher educators to engage with their students in new and creative ways.
The research was carried out under the Memory and Pedagogy Project funded by the Israel Science Foundation Grant No. 1038/04.
Elbaz-Luwisch, F. (2015), "Teacher Education for Dialogue across Difference: An Example from Israel", International Teacher Education: Promising Pedagogies (Part B) (Advances in Research on Teaching, Vol. 22B), Emerald Group Publishing Limited, pp. 283-304. https://doi.org/10.1108/S1479-368720150000025009Download as .RIS
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