Lazar Alon, Braun-Lewensohn Orna, Litvak Hirsch Tal
Conflict Management and Resolution Program, Ben Gurion University of the Negev, Beer-Sheva, Israel.
Int J Psychol. 2016 Jun;51(3):205-12. doi: 10.1002/ijop.12152. Epub 2015 Feb 11.
Teachers play a pivotal role in the educational discourse around collective narratives, and especially the other's narrative. The study assumed that members of groups entangled in a conflict approach the different modules of the other's narrative distinctively. Jewish and Palestinian teachers, Israeli citizens, answered questionnaires dealing with the narrative of the other, readiness for interethnic contact, negative between-group emotions and preferences for resolutions of the Israeli-Palestinian (I-P) conflict. Positive weighing of the other's narrative among Jewish teachers correlated with high levels of readiness for interethnic contact and low levels of negative between-group emotions, across the various modules of the Palestinian narrative. Preferences for a peaceful resolution of the I-P conflict and rejection of a violent one were noted in two of the modules. Among Palestinian teachers, positive weighing of the other's collective narrative was exclusively noted for the Israeli narrative of the Holocaust, and this stance negatively related to negative between-group emotions and preference for a violent solution of the I-P conflict, and positively related to readiness for interethnic contact and preference of a peaceful resolution of the conflict. Practical implications of these findings for peace education are discussed.
教师在围绕集体叙事，尤其是他人叙事的教育话语中发挥着关键作用。该研究假定，陷入冲突的群体成员对他人叙事的不同模块有着独特的态度。以色列公民中的犹太教师和巴勒斯坦教师回答了关于他人叙事、族际接触意愿、群体间负面情绪以及对巴以冲突解决方案偏好的问卷。在巴勒斯坦叙事的各个模块中，犹太教师对他人叙事的积极评价与高水平的族际接触意愿和低水平的群体间负面情绪相关。在其中两个模块中，发现了对巴以冲突和平解决的偏好以及对暴力解决方式的排斥。在巴勒斯坦教师中，仅在以色列大屠杀叙事方面发现了对他人集体叙事的积极评价，这种立场与群体间负面情绪以及对巴以冲突暴力解决方案的偏好呈负相关，与族际接触意愿以及对冲突和平解决的偏好呈正相关。文中讨论了这些研究结果对和平教育的实际意义。
