Shared Society Courses for Educators

The term “Shared Society” refers to a society where all individuals hold equal status and mutual responsibility, are free to express differences and integrate their voices into the broader population.

From a “Mixed Society” towards a “Shared Society”

Over the past decades, cooperation between Arabs and Jews has been increasing in Israel, especially in cities with a population with different ethnic and religious backgroups (so called “mixed cities”). Still, there is much which needs to be done in order to increase social cohesion which reducing tensions and violence between different groups due to prejudice and racism. 

Therefore, we invite both Jewish and Arabic educators to our Shared Society Courses in order to participate in a joint learning process. This leads to the acknowledgement of the similarity of the problems and challenges they face in their educational work as well as realizing their shared interest and values. The workshop participants coming from different school sectors cooperate with the common goals of finding and implementing effective solutions for violence and racism in their educational setting, promoting tolerance and acceptance towars others and lastly, increasing social cohesion in their classrooms and communities. Our role is to create a safe space, allowing open and honest discussions as well as appreciation for sharing professional experience.

We bring together teachers and educators that are otherwise facing their challenges in isolation within a segregated school system. Through our Shared Society Workshops for educational professionals, we promote professional and personal relationships between the participants from different backgrounds and thus, across the sectors of Israeli society. 

Quick Facts

 15 weekly meetings
4x 45min. each 
 individual assignment at the end
of the training period

Course Content 

  • Analysis of the national and school violence reduction policy
  • The “Uplifters” Model:
    • empowering pupils to display pro-social behaviours as an alternative for violence as a tool to gain and maintain popularity
    • motivating pupils to express support and display authenticity in their daily life and in the school setting
    • engaging bullying children in order to show them the profits derived from a change of behavior
  • Pedagogical approaches and intervention techniques for dealing with different kinds of violence (verbal, physical and virutal) and connected issues such as frustration, peer pressure, bystanderism 
  • Achieving a consensus on objecting to bullying in the classroom and creating an understanding of the classroom as a place that is “uplifting” und empowering