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The reactions of learners who read literature together in multicultural groups shed light on how their interpretations are interweaved in the sociopolitical context. The present study describes such dynamics in mixed Arab-Jewish teacher groups in Israel. The study's raw data were group discourse transcripts, group and individual written comments and interviews. These data were analyzed using qualitative approaches with reference to Levinas' ethical approach to the Other. The findings suggest that despite willingness to talk and share feelings on various issues, the participants find it difficult to see the Others, and acknowledge responsibility for them. Minority political opinions are silenced or blurred in the group discourse, and excluded from the group texts to avoid public disputes, but they resurface in the individual writings. The findings are significant for understanding learning/teaching processes in academic multicultural contexts and call lecturers' attention to the complexity of ethical reading in a conflictual reality.

This study examined the processes of change in thinking as a means of learning about the professional development of two science teacher educators. A qualitative methodology was used. The main research tool was a semistructured in-depth interview. The primary data analyzed came from two science teacher educators, selected from a broader set of seven. Findings emphasize the importance of questions regarding the knowledge possessed by teacher educators and of the questions regarding the role of science teacher educators. That is, the knowledge of an expert science teacher educator was more than a list of givens; it was personal and context-bound. This study contributes new insight into the processes of teacher educators' professional development and change in their thinking. (Contains 1 note, 2 tables, and 1 figure.)

This study investigates the ways in which the disciplines of science and literature influence concepts related to thinking among teachers at colleges of education. Tools were developed to distinguish between what teachers declared to be important in the thinking skills necessary for their discipline and the skills the teachers actually used. A quantitative and qualitative analysis was carried out of the findings. Thinking skills unique to each discipline and common thinking skills were found. The study revealed the discrepancy between the declared views of thinking skills held by teachers and their active use. Results of this research can help build an environment that develops a culture of thinking among both teachers and future teachers in educational colleges. (Contains 7 figures and 3 tables.)

This article demonstrates how experiences of voicing traumas in Israeli society are reflected in art through Ezekiel's World, a graphic novel by Michael Kovner. The novel explores relations between Holocaust survivors and their children (and grandchildren), whose complexity embodies the moral significance of Holocaust memory for Israelis. Both generations are preoccupied with the Holocaust as an existential crisis that determines contrasting generational attitudes towards military service and the occupation, resulting in the sacrificing of children and conversely, the abandonment of parents. The polyphonic novel voices these interrelated traumas via intertextual relations between painting, narrative, poetry, and documentary. [ABSTRACT FROM AUTHOR]