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Showing papers in "Intercultural Education in 2012"


Journal ArticleDOI
TL;DR: In this article, the authors investigated the concept of online learning community (OLC) to address the issues of teacher professional development practice in twenty-first-century Indonesia and presented key results of the introduction and trialling of OLC with Indonesian teachers and teacher educators between 2009 and 2010.
Abstract: This paper investigates the concept of online learning community (OLC) to address the issues of teacher professional development practice in twenty-first-century Indonesia. Teachers in Indonesia are trained in a ‘conventional way’, hence, not ready to prepare the younger generations for entrance into the twenty-first-century complex life and work environment. The pedagogical transformation of a teacher can be facilitated through teacher professional development. Recent studies show that OLC holds great promise in improving teachers’ professional practice. This paper presents key results of the introduction and trialling of OLC with Indonesian teachers and teacher educators between 2009 and 2010 and aims to explore the feasibility of this model to support professional development of teachers in this era. The social learning interactions among community members were examined using Scardamalia’s Twelve Socio-Cognitive Determinants of Knowledge Building and Hoftsede’s Cultural Dimension Review for Indonesia. ...

54 citations


Journal ArticleDOI
TL;DR: The authors explored how the concept of reflexivity is used in intercultural education and argued that reflexivity can be defined in different ways, and take different forms across time and space, depending on the concepts of selfhood that prevail and how notions of difference are constructed.
Abstract: This article explores how the concept of reflexivity is used in intercultural education. Reflexivity is often presented as a key learning goal in acquiring intercultural competence (ICC). Yet, reflexivity can be defined in different ways, and take different forms across time and space, depending on the concepts of selfhood that prevail and how notions of difference are constructed. First, I discuss how the dominant usages of reflexivity in intercultural education reflect and reproduce a Cartesian view of the self that shapes how ICC is conceptualized and taught. I discuss three assumptions that this view produces: that the self is accessible and transcendable, that reflexivity is universal across space and time, and that the self can act as its own remedial change agent or ‘inner consultant.’ I argue that because reflexivity is understood in many different ways, attention to definition is crucial, both in designing learning objectives in intercultural education and in devising ways to attain them. Greater...

44 citations


Journal ArticleDOI
TL;DR: The banning of ethnic studies courses in the Tucson (Arizona) Unified School District in the USA was a widely publicized manifestation of the neo-conservative response to multicultural school initiatives.
Abstract: Since the 1990s, ethnic studies and other components of multicultural education have been criticized by neo-conservative and assimilationist scholars who maintain that school diversity initiatives weaken national identity and fail to help students attain the knowledge, attitudes, and skills needed to function effectively in the national mainstream culture The banning of ethnic studies courses in the Tucson (Arizona) Unified School District in the USA was a widely publicized manifestation of the neo-conservative response to multicultural school initiatives This article describes neo-conservative critiques of ethnic studies, and argues that ethnic studies is an important component of US history that is required to help students become effective and thoughtful citizens in a democratic nation and global world

44 citations


Journal ArticleDOI
TL;DR: The authors examines the benefits, context and history of youth volunteer abroad (YVA) in Canada, analyses them under a post-colonial theoretical framework, discusses the gaps between theory and practice and proposes alternative ways that researchers, practitioners and policy-makers can redress the colonial implications of YVA programs.
Abstract: Despite the increasing popularity and appeal of youth volunteer abroad (YVA) programmes, powerful critiques are emerging. While these programmes tend to promise much in the way of global ethics and global citizenship in youth participants, they often neglect to seriously interrogate the one-way movement of people from the centre to the periphery and valorize the knowledge and perspectives of the host communities. These programmes, especially those not geared toward social justice and facilitating youth through the struggles and aftermath of experiential and transformative education, have the potential to perpetuate the same neo-colonial practices they seek to overcome. This article examines the benefits, context and history of YVA in Canada, analyses them under a post-colonial theoretical framework, discusses the gaps between theory and practice and proposes alternative ways that researchers, practitioners and policy-makers can redress the colonial implications of YVA programmes.

33 citations


Journal ArticleDOI
TL;DR: The authors examined teachers' views of the cross-cultural experience of ethnic minority students, their influence on the performance of these students, and how the diverse learning needs of students are being addressed.
Abstract: Presently, there are a growing number of ethnic minority students in Hong Kong schools. This article examines teachers’ views of the cross-cultural experience of ethnic minority students, their influence on the performance of these students, and how the diverse learning needs of these students are being addressed. Qualitative data were collected from semi-structured interviews with 32 teachers from three secondary schools. This study shows that teachers struggle to conceptualize a new rationale for responding to cultural diversity. They develop a sense of intercultural sensitivity, promote cultural responsiveness to diversity, and strengthen the home–school connection. This article argues that, like students, teachers simultaneously engage in a cross-cultural process through which they learn the culture of ethnic minority students, relearn their own culture and reexamine the relevant rationale underlying cultural responsiveness. Finally, a framework for the creation of culturally responsive classrooms, ba...

30 citations


Journal ArticleDOI
TL;DR: The authors explored the intercultural strategies and procedures adopted by primary school teachers in Cyprus and found that participants held conflicting perceptions of intercultural education, while they lacked sufficient awareness of their immigrant students' cultural backgrounds.
Abstract: Teachers in Cyprus are being called upon for the first time to teach within culturally diverse educational settings. Given the substantial role, teachers play in the implementation of intercultural education, this paper explores the intercultural strategies and procedures adopted by primary school teachers in Cyprus. Interviews were carried out with 30 teachers, from four different schools. Findings show that participants held conflicting perceptions of intercultural education, while they lacked sufficient awareness of their immigrant students’ cultural backgrounds. Participants adopted individualised and collaborative strategies, classroom discussions on intercultural issues and attempted to raise immigrant students’ self-esteem in order to promote intercultural education. However, their own lack of intercultural preparation, along with lack of language proficiency of immigrant students, the inadequacy of the Cypriot national curriculum and time constraints, worked against efforts to promote greater incl...

29 citations


Journal ArticleDOI
TL;DR: In this paper, the authors explored an action research study using an exemplar in which advocates from the disability community created and distributed a series of videos about love and sexuality as a critical human rights issue.
Abstract: Using the new conceptual framework of participatory visual media as method, advocacy and voice (MAV), the author explores an action research study using an exemplar in which advocates from the disability community created and distributed a series of videos about love and sexuality as a critical human rights issue in the disability community. The author proposes that conceptualizing these three areas as overlapping, rather than being mutually exclusive, offers an integrated way of understanding collaborative media practices that are community-based and action-oriented. Methodological, practical and ethical considerations are also addressed regarding collaborative-based research that involves public distribution.

29 citations


Journal ArticleDOI
TL;DR: In this article, the emotion discourses among 30 Greek-Cypriot children and youth interviewees when they describe their feelings about migrants in Cyprus were examined. And the authors highlighted the simultaneous contradictory positions and feelings of fear and empathy among the interviewees and suggested that it is valuable to acknowledge that the emotion work required from ‘host’ children in their interactions with migrants should not be taken for granted.
Abstract: This article looks at the emotion discourses among 30 Greek-Cypriot children and youth interviewees when they describe their feelings about migrants in Cyprus. It looks at how migrant representations and narratives are highly emotional constructions that children and youth utilize to make sense of their views about how migrants are different or similar to themselves. In particular, the article focuses on the simultaneous contradictory positions and feelings of fear and empathy. Two important implications for intercultural education are discussed. First, it is suggested that it is valuable to acknowledge that the emotion work required from ‘host’ children and youth in their interactions with migrants should not be taken for granted. Second, rather than painting a ‘negative’ or ‘positive’ image of children and youth’s responses to migrants – which categorizes children and youth in simplistic ways – it might be more productive to examine how their emotions are linked to ambivalent discourses and inform actio...

24 citations


Journal ArticleDOI
TL;DR: In this article, a sociological theoretical framework is used to problematize the psychologically based intercultural education that mainly focuses on benign differences, showing that the barrier to inter-cultural education is not just lack of knowledge about others, but also lack of understanding about others.
Abstract: In response to the current intersection of pluralism, globalization, the histories and persistence of inequality in society and schools, and in response to well intended but potentially dangerous tendency toward the romantic versions of everyone’s points of views are valid and let us respect each other’s viewpoints in intercultural education, some intercultural educators are adamantly arguing that the goal of intercultural education must be to work against inequality and inhumanity linked to the system of domination and to foreground social justice. Joining the commitment of such intercultural educators within the framework of anti oppressive intercultural education, this essay shows how Pierre Bourdieu’s sociological theoretical framework can help to problematize the psychologically based intercultural education that mainly focuses on benign differences. Using Bourdieu’s framework, the author demonstrates that the barrier to intercultural education is not just lack of knowledge about others, illuminates ...

23 citations


Journal ArticleDOI
TL;DR: In this article, preschool teachers at 10 preschools in Sweden were asked to describe their work with respect to ethnic and cultural diversity, and the study attempted to provide insights that go beyond commonly used models of intercultural sensitivity and intercultural competence (e.g. Gudykunst and Kim; Landis, Bennett and Bennett).
Abstract: Using the critical incident approach, preschool teachers at 10 preschools in Sweden were asked to describe their work with respect to ethnic and cultural diversity. The study attempted to provide insights that go beyond commonly used models of intercultural sensitivity and intercultural competence (e.g. Gudykunst and Kim; Landis, Bennett, and Bennett). Four different understandings and approaches to ethnic and cultural diversity were discernible in the empirical material (i.e. ‘instrumental,’ ‘co-productive,’ ‘facilitative proactive,’ and ‘agitative proactive’). The data suggest that preschool teachers, in order to be interculturally competent, need to work systematically with intercultural pedagogy, intercultural communication skills, and with their discursive awareness. Moreover, it is concluded that if preschool teachers fail to scrutinize their own values, modes of behavior, and a-priori understanding of what ‘is’ cultural behavior, they may sustain cultural stereotypes.

22 citations


Journal ArticleDOI
TL;DR: In this article, the authors take a critical language pedagogy approach to examine a 2011 controversy over disparaging comments towards Mexicans made by commentators of the British Broadcasting Corporation's automotive show Top Gear.
Abstract: The authors take a critical language pedagogy approach to examining a 2011 controversy over disparaging comments towards Mexicans made by commentators of the British Broadcasting Corporation’s automotive show Top Gear. In particular, they focus on the characterization of groups and individuals according to their nationality and examine the ubiquity of nationalism and its ability to shape our conception of culture and in turn our understandings of others as members of ‘X national culture.’ The fact that humor is often a justification for national stereotyping and that these stereotypes are also connected to racist discourse are also explored. In the second part of the article, the implications of the stereotyping debate for language classrooms are considered. The authors argue that the controversy itself can be used as a tool for critical engagement that helps students deconstruct the underlying nationalist paradigm in L2 classrooms and build greater intercultural awareness. Espanol: Los autores examinan, ...

Journal ArticleDOI
TL;DR: The authors argue that language teaching is embedded within sociocultural practices and shaped by attitudes toward bilingualism and native vs. nonnative speaker status, and encourage teachers of languages and culture to conceptualize their work as deeply connected to social, economic, cultural, and political activities.
Abstract: This essay explores some of the areas in which language teaching and intercultural education overlap. We position language teaching as embedded within sociocultural practices and shaped by attitudes toward bilingualism and native vs. nonnative speaker status. Specifically, we question language practices that exclude or downplay the benefits of developing students’ heritage languages while learning additional languages, and we offer and challenge narrow perceptions of language ownership and native speaker identity. We urge teachers of languages and culture to conceptualize their work as deeply connected to social, economic, cultural, and political activities.

Journal ArticleDOI
TL;DR: In this paper, a number of explicit or implicit modalities of collective survival have emerged on the part of many self-defined ethno-national groups reflected in narratives which sustain collective existence but which may be seen as flexible.
Abstract: Both intercultural education and comparative education have conventionally assumed the primacy of territoriality and sovereignty. This paper engages critically with these assumptions and, in turn, highlights the historical fluidity of nation states while seeking to normalise the process of geographical movement of populations. As such, a number of explicit or implicit modalities of collective survival have emerged on the part of many self-defined ethno-national groups reflected in narratives which sustain collective existence but which, over time, may be seen as flexible. These processes are illustrated with contemporary and historical references, demonstrating that such modalities pragmatically take into account the realities of survival and calling into question essentialist notions of ethnicity, cultural integrity and nationhood. It is argued that the provisional aspect of geopolitical boundaries, the mobility of populations and the autonomous existence of a number of communities have not conventionall...

Journal ArticleDOI
TL;DR: In this article, an electronic version of an article published in Intercultural Education, 23 (3) is available online at: http://www.informaworld.com/smpp/.
Abstract: This is an electronic version of an article published in Intercultural Education, 23 (3). Intercultural Education is available online at: http://www.informaworld.com/smpp/. http://dx.doi.org/10.1080/14675986.2012.701424

Journal ArticleDOI
TL;DR: The Hong Kong Institute of Education launched a research and development project which, as one of its objectives, studied LS teachers' attitudes towards human rights and Rule of Law in Hong Kong as mentioned in this paper.
Abstract: As in most countries, human rights education (HRE) in Hong Kong has never been high on the educational agenda. In 2009, a compulsory subject, Liberal Studies (LS), which could be used as a platform for HRE, was introduced. The Hong Kong Institute of Education launched a research and development project which, as one of its objectives, studied LS teachers’ attitudes towards human rights and Rule of Law. This article first provides a brief overview of HRE. Then, the potential of HRE in LS will be discussed, followed by an introduction of the research project. Subsequently, the research design and findings will be presented. The findings reveal that there is a large gap between teachers’ understandings of human rights and international human rights standards. Since LS teachers’ attitudes are crucial for effective HRE, the findings are quite striking. The paper ends with recommendations for further research, policy formulations, and teacher preparation.

Journal ArticleDOI
TL;DR: In this article, a research student peer-to-peer support program is presented as a model that contributes to the development of graduate career planning and employability skills in Australian universities.
Abstract: Career opportunities for Australian research graduates have expanded in recent years into areas outside academia. However, the employment market is highly competitive, and Australian universities have recognised the need to produce graduates with transferable skills across all sectors, not just academia. The need to provide an infrastructure to support the career and skill development of research students has become essential, with funding from the Australian government hinging on institutions providing explicit graduate outcomes. This paper presents a research student peer-to-peer support programme as a model that contributes to the development of graduate career planning and employability skills.

Journal ArticleDOI
TL;DR: The authors argue that common understandings of democracy, citizenship, and democratic education are too anemic to right the political inequalities and stagnancies that have deadened American democracy, and they look to notions of paideia and an educated, enlightened citizenry to shape a multicultural democratic education.
Abstract: What role might education play in the reinvigoration of a robust American democracy? We argue that common understandings of democracy, citizenship, and democratic education are too anemic to right the political inequalities and stagnancies that have deadened American democracy. Instead, we look to notions of paideia and an educated, enlightened citizenry to shape a multicultural democratic education. Multicultural democratic education cultivates the full and flourishing lives and minds of all citizens in American democracy rather than focusing on narrow preparation for voting. It does this through the practice of critical and authentic caring, the cultivation of community across difference, the connection to a global context, and the opportunity for social action. Most importantly, multicultural democratic education takes as its starting point equity and justice in a pluralistic society by committing to the cultivation of the minds and intellects of all students – in stark contrast to the unequal and mind...

Journal ArticleDOI
TL;DR: The authors argue that no further research, policy formation, or program development within the realm of international education for public schools can be undertaken until an understanding of the current state of International education and the capacity for internationalization is empiricized.
Abstract: In recent years, more and more attention has been paid to international education in schools in the USA. Education professionals, business leaders, and politicians realize that schools and school leaders must identify multiple opportunities for students to interact with and experience a global society. Nationally, there has been a considerable investment of funds by several key foundations and much political talk about the need to push American education towards a model of schooling that expressly responds to the need for internationally competent citizens. Using mixed methodology design, this study is fueled by a desire to better understand several overarching elements in international education. In short, the authors of this paper posit that no further research, policy formation, or program development within the realm of international education for public schools can be undertaken until an understanding of the current state of international education and the capacity for internationalization is empiric...

Journal ArticleDOI
TL;DR: The authors analyzed intercultural education outcomes produced in the setting of teaching Italian as a second language (ISL) in an Italian school and highlighted three ways in which cultural diversity becomes meaningful.
Abstract: This article analyses intercultural education outcomes produced in the setting of teaching Italian as a second language (ISL) in an Italian school. Intercultural education is produced in interactions which are based on specific cultural presuppositions, i.e. expectations regarding learning, role hierarchy and evaluation of student performances. Sixteen hours of interactions associated with ISL teaching in a multicultural classroom were audiotaped, transcribed and analysed. The analysis highlights three ways in which cultural diversity becomes meaningful. First, cultural diversity is constructed as one task of learning. Second, cultural diversity is constructed as conflictive interaction. Third, cultural diversity is constructed as a point of departure for positive school performance. These three ways of giving meaning to cultural diversity reveal a prevailing ethnocentric form of ISL teaching, as a consequence of educational presuppositions which do not take the difficulties of intercultural communication...

Journal ArticleDOI
TL;DR: The authors examined the perceptions and experiences of British minority ethnic and more recently migrated Eastern European youth in two Buckinghamshire secondary schools, examining everyday experiences, perceptions, practices, and barriers that validate stereotypes of 30 young people.
Abstract: In England there are minority ethnic students with past family connections to the former British Empire, as well as recent Eastern European students, economic migrants, asylum seekers and refugees. One may wish to ask, do newly emerging racial identities conceptualise race and race relations in similar ways to existing minority ethnic communities? This paper is based on ongoing research examining the perceptions and experiences of British ‘minority ethnic’ and more recently migrated Eastern European ‘immigrant’ youth. Findings from a qualitative study conducted in two Buckinghamshire secondary schools examine everyday experiences, perceptions, practices, and barriers that validate stereotypes of 30 young people (ages 12–16). The primary aims in this paper are: (1) to illustrate some articulations of both inclusion and exclusion within the English educational system, particularly in relation to the recent comparative and temporal dimensions of migration and (2) to demonstrate how critical race theory (CRT)...

Journal ArticleDOI
TL;DR: The authors argue that a stronger focus on the socialisation of international students is likely to increase their educational and social participation in Australian educational institutions, and provide a demographic context of the international student population in Australia and also address the gaps impeding their full social participation.
Abstract: International students represent a large economic and international relations investment for Australia. Australian universities are increasingly relying upon overseas students for their revenue, but these institutions are not adequately addressing the special learning, linguistic, cultural and religious needs of these students. Despite their Australian education, international students experience various difficulties in finding work in their field of study after they graduate. Poor English-language, communication and problem-solving skills are the biggest obstacles to securing ongoing and satisfying jobs. Employer biases regarding international students are equally a problem. This paper provides a demographic context of the international student population in Australia and it also addresses the gaps impeding their full social participation in Australian educational institutions. This paper argues that a stronger focus on the socialisation of international students is likely to increase their educational a...

Journal ArticleDOI
TL;DR: In this paper, the authors take up C Wright Mills' injunction to make sense of relations between individual biographies, social structures and historical forces, and suggest some new ways to think about comparative education and intercultural education.
Abstract: This article suggests some new ways to think about comparative education and intercultural education. The examples and narratives used are drawn mainly from comparative education – the speciality of the author. However, it is hoped that the questions asked will link with, or contradict, thinking by colleagues who specialise in intercultural education. The article takes up C Wright Mills’ injunction to make sense of relations between individual biographies, social structures and historical forces. Here, two main arguments are offered: the fields of study such as comparative and intercultural education become confusing if the autobiographical is mixed with conventional understandings of the ‘traditions’ of fields of study; especially if the sensitivity of comparative education (and probably both fields of study) to domestic and international politics is ignored. The second argument is that the seriousness of these confusions can be shown when an effort is made to identify the ‘deep dissonances’ within compa...

Journal ArticleDOI
TL;DR: The thematic range represented by the broad topos of interculturality-in-education is not limited to questions about minority groups, but is closely linked to core issues of national identity and broad societal identification processes as mentioned in this paper.
Abstract: Intercultural education has arisen in the last two decades as an intersectional field of academic knowledge and professional development, located at the borders and in the confluence of the multicultural paradigm in the social sciences, the anthropology of education, and other interdisciplinary subfields commonly known as Intercultural Studies. As will be discussed throughout this article, the thematic range represented by the broad topos of interculturality-in-education is not limited to questions about minority groups, but is closely linked to core issues of national identity and broad societal identification processes. Therefore, in order to be able to critically engage in a fruitful, truly ‘intercultural’ dialog between multicultural theorists and activists, on the one hand, and between academic and practitioners’ knowledge on diversity, we need a particularly, and constantly, self-reflexive and mutually comparative hermeneutical approach. In this way, we can avoid the traps and bridge the biases of t...

Journal ArticleDOI
TL;DR: In Italy, during the 2010-2011 school year, 7.9% of the student population could be labelled as illegal immigrants as discussed by the authors. But the number of illegal immigrants in Italy is relatively small.
Abstract: Italy, traditionally the site of large-scale emigration, started to experience significant immigration in the 1990s. During the 2010–2011 school year, 7.9% of the student population could be labele...

Journal ArticleDOI
TL;DR: In several European countries the number of the Roma represents approximately 10% of the total population as discussed by the authors, due to the global economic crisis, the rise of the far right in places like Hungary, and f...
Abstract: In several European countries the number of the Roma represents approximately 10% of the total population. Due to the global economic crisis, the rise of the far right in places like Hungary, and f...

Journal ArticleDOI
TL;DR: This paper explored how early childhood development practitioners running centre-based programs with children aged 3-6 years address the needs of an increasing number of children from diverse cultural backgrounds in their care.
Abstract: This paper explores how early childhood development practitioners running centre-based programmes with children aged 3–6 years address the needs of an increasing number of children from diverse cultural backgrounds in their care. This is important as early childhood is a critical moment in which to create a positive awareness about diversity. A qualitative and interactive research design was employed to identify what values, attitudes, knowledge and strategies practitioners and families believe are important to promote the social integration of children from diverse backgrounds. In-depth interviews and participant observation were used to collect data from 10 practitioners working in two urban settlements in two provinces of South Africa, while focus group interviews were carried out with the families of children attending two of the centres. The findings showed that an intercultural education approach provides the necessary tools to address challenges faced by practitioners including promoting social int...

Journal ArticleDOI
Abstract: This study reports the outcomes of undergraduate students completing a pilot Interdisciplinary Intensive Course Abroad (IICA) with a service learning component. The IICA model is comprised of a thr...

Journal ArticleDOI
TL;DR: A qualitative study conducted in western Japan examined the perceptions of Korean students in Japanese junior high school to identify factors contributing to a consistently low high school advancement rate compared to mainstream Japanese students as mentioned in this paper.
Abstract: A qualitative study conducted in western Japan examined the perceptions of Korean students in Japanese junior high school to identify factors contributing to a consistently low high school advancement rate compared to mainstream Japanese students. Fourteen people were interviewed about their Korean students’ experiences in Japan. The findings of this study suggest that factors contributing to the low high school advancement rate among Korean students cluster around three themes: (1) discrimination experienced in society at large and at school, (2) assimilation to become more like the Japanese, and (3) inconsistent cultural and insufficient academic support given by the school and teachers. Findings from this study indicate how the power structure in a social context of schooling influences minority students’ learning and also confirmed in part Ogbu and Cummins’ theories of how power relations between the subordinated and the dominant affect minority students’ schooling experiences and learning.

Journal ArticleDOI
TL;DR: In this paper, the authors examine inclusive education in multicultural contexts from an interaction networks perspective, based on the idea that inclusive education can be better understood by studying how native and non-native students interact, and what kinds of networks they establish in school.
Abstract: The aim of this paper is to examine inclusive education in multicultural contexts from an interaction networks perspective The paper is based on the idea that inclusive education can be better understood by studying how native and non-native students interact, and what kinds of networks they establish in school To do so, we assume two premises: (a) class-group dynamics can have a socially inclusive impact and (b) the composition of classroom social networks often plays a significant role in educational achievement, especially in classes with students with different cultural backgrounds Starting from these premises, we firstly discuss the relevance of research and theory on social and personal networks regarding both social inclusion and academic performance We subsequently review recent literature on ‘social support’ as a factor that is directly related to the inclusion of minority cultural groups in school We then discuss the importance of the relationships developed among them and their influence o

Journal ArticleDOI
TL;DR: In this paper, a critical appraisal of the role played by cultural identity in intercultural bilingual Arabic-Hebrew schools in Israel is presented, drawing on the philosophy of Gilles Deleuze, arguing that this state of affairs diminishes the potential of the intercultural encounter to overcome emotional and conceptual inhibitions reigning in larger society.
Abstract: This article offers a critical appraisal of the role played by cultural identity in intercultural bilingual Arabic–Hebrew schools in Israel. While engineered as oases of interculturalism amidst a life of ethnic segregation, such schools ultimately confront serious difficulties in escaping the constraints of identity politics and representation. This is expressed by the leading part that group identity plays in the schools’ everyday life. By drawing on the philosophy of Gilles Deleuze, we argue that this state of affairs diminishes the potential of the intercultural encounter to overcome emotional and conceptual inhibitions reigning in larger society. Interculturalism, in order to distance itself from a politics of ressentiment that can only restrict its capacity to flourish, needs to place itself before representation.