Teacher education for dialogue across difference: An example from Israel

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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.

Original languageEnglish
Pages (from-to)283-304
Number of pages22
JournalAdvances in Research on Teaching
StatePublished - 2015

Bibliographical note

Publisher Copyright:
Copyright © 2015 by Emerald Group Publishing Limited.


  • Dialogue across difference
  • Multiculturalism
  • Narrative "shifting"
  • Personal stories
  • Resonance

ASJC Scopus subject areas

  • Education


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