![]() |
Middle East Children Association |
|||||||||
| Home | About us | Co-Director | Goals | Objectives | Program | News | Articles | Contact us | ||
|
|
|
|||
|
Educators Coping With Violence and Hate: creating experiences of trust and understanding between the two sides.
|
Oral-History: Documenting a shared oral history based on the dual narratives of Israelis and Palestinians.
|
Human Rights Education: Assimilating the "discourse of rights" into the daily educational work.
|
||
|
“His-Story”– Exploring the common and different aspects of the Palestinian and Israeli historical discourse, and their role within the educational framework.
|
Preschool Education (two groups): Fostering tolerance, respect, and understanding among young children.
|
Mathematics: Comparing experiences and developing tools for teaching scientific method and thoughts.
|
||
|
Conflict Resolution and Coping with Violence: Methods to cope with school-based conflicts in a region where violent conflict is a daily reality.
|
Music and Arts: Exploring methods of using music and other artistic means as vehicles for self expression and learning about differences between Palestinian and Israeli students.
|
Cultural Exchange: Focusing on the shared landscape and respect for tradition to promote environmental and cross-cultural awareness.
|
||
|
Teaching Hebrew and Arabic as a Second Language: Using language education to promote bilingualism in the region, and to overcome prejudice.
|
Civics Education: Creating a sense of confidence in self and national identity on each side and learning to accept the other side's Identity.
|
English as a foreign language: Developing methodologies for introducing concepts of tolerance and acceptance into English lessons.
|
||
|
Principals' Work-Group: School principals share experiences and challenges and explore together how to make their schools more accepting of learning about the other side.
|
Additionally, MECA has one group of high school students from whom we hope to continuously learn about their needs and our responses to them.
|
|||