The authors of this book—teachers of foundation courses to pre-service and in-service teachers in Canada, Israel, and the United States—use culturally heterogeneous settings as points of departure for inquiry and cross-cultural encounters of difference, and illuminate how, among people of differing ethnic, religious, socio-economic, political, ideological, and gendered backgrounds, the telling of experiential stories can shift personally and culturally polarized positions. Key in the work documented here is the encouragement of narrative rather than argumentative modes of expression: the instructors found inquiry more likely to stay alive when they were able to access and incorporate both the mutual interest of and the personal tensions between their students.
The book illustrates how personal dynamics can subtly move individual inquiry forward, and help alleviate animosity and polarization.

Xin Li, Carola Conle, and Freema Elbaz Luwisch
Peter Lang Publishing


Drawing on the methods of narrative inquiry, this book brings together the voices of teachers as they try to puzzle things out and identify the complex patterns of lives in education. The book focuses on the stories of teachers from the diverse, multicultural setting of Israel. The chapters examine the shaping of teacher identity, teacher development through autobiographic writing and storytelling, ways of ‘making place’ elaborated by Jewish immigrant teachers and by Palestinian teachers in the Israeli school system, processes of innovation and change, and the efforts of teachers from different communities to engage in dialogue.

Freema Elbaz Lubish

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