Reflection on Assumptions and Biases in the Virtual Exchange with Sweden and Israel
The purpose of this activity is to begin preparing you to think about the upcoming Virtual Exchange (which begins in November) with our partner classes in Sweden and Israel. At this very moment, we find ourselves at a difficult and tense moment as one of our partner classes is in is a country experiencing and engaged in horrific violence and conflict. At the same time, international scrutiny and media attention is intense, both of which can inform or color our views and expectations of the students and society of this partner class. Our other partner class is not in the international news to the same degree though it too has experienced a spate of violence and intense international scrutiny this year (around its recent bid to join NATO following the Russian invasion of Ukraine and a series of public Koran burnings and retaliatory attacks in response). This online activity asks you to reflect upon assumptions or knowledge about both contexts and the influence of the media and social media on our perspectives.
1. What biases or assumptions do you have about Sweden or Israel? What biases or assumptions do you anticipate our partner classes may have about the US or about the country you are from/based in (for those not in the US)? What do you think these biases or assumptions are based upon?
2. What effect do you anticipate that ongoing war/military conflict in one of our partner classes could have on collaboration, interaction, openness, understanding and empathy in this virtual exchange? How do you think it will affect you (if at all)? What strategies do you have to manage the potential impact of the ongoing war/military conflict on the VE (this can be practical as well as psychological)?
3. What do you know/are your impressions of the educational practices/the education system in Sweden and Israel? What is this based upon (e.g. media, websites, firsthand knowledge etc.)?
4. Put your google skills to work and do a little internet research on either Sweden or Israel with respect to at least one of the following (a) cultural norms, (b) their education system and educational practices, (c) stereotypes about their societies. Share something interesting you learned and share a link to the sources in your answer.
Reflection on Assumptions and Biases in the Virtual Exchange with Sweden and Israel
1. Biases and Assumptions about Sweden and Israel
As human beings, we often carry biases and assumptions about countries and cultures that are shaped by media portrayals, personal experiences, and societal narratives. In the context of the upcoming Virtual Exchange with Sweden and Israel, it is important to reflect upon our own biases and consider the biases that our partner classes may have about our own country.
Biases and Assumptions about Sweden or Israel
Some biases or assumptions about Sweden may include:
It is a country with a high standard of living and strong welfare system.
Swedes are reserved and introverted.
Gender equality is highly valued in Swedish society.
Some biases or assumptions about Israel may include:
It is a country with ongoing conflict and high security concerns.
Israelis are generally religiously conservative.
Israeli society is heavily influenced by Jewish culture.
Biases and Assumptions our Partner Classes may have about the US (or our respective countries)
Partner classes in Sweden or Israel may have biases or assumptions about the US (or our respective countries) based on:
Media portrayals, which may emphasize certain aspects of American culture or politics.
Historical events or conflicts that have involved the US.
Personal experiences or interactions with Americans.
2. Impact of Ongoing War/Military Conflict
The ongoing war/military conflict in one of our partner classes can potentially have a significant impact on the collaboration, interaction, openness, understanding, and empathy in the Virtual Exchange. The intensity and emotions associated with such conflicts can create barriers to effective communication and hinder the development of mutual understanding.
Strategies to Manage the Potential Impact
To manage the potential impact of the ongoing war/military conflict on the Virtual Exchange, several strategies can be employed:
Sensitivity and empathy: Recognize and acknowledge the emotions and experiences of individuals from the affected country.
Open dialogue: Encourage open and respectful discussions about the conflict, allowing participants to share perspectives and ask questions.
Facilitate understanding: Provide opportunities for participants to learn about the historical and cultural context of the conflict, fostering a deeper understanding of its complexities.
Focus on commonalities: Highlight shared interests, values, and goals to foster connections between participants beyond the conflict.
3. Educational Practices and Education Systems in Sweden and Israel
Understanding the educational practices and systems in Sweden and Israel can help us contextualize the perspectives and approaches of our partner classes.
Impressions of Educational Practices
Sweden: The educational practices in Sweden are often associated with progressive methods that prioritize student autonomy, critical thinking, and collaborative learning. The country is known for its emphasis on active learning, interdisciplinary approaches, and inclusive education. This impression is based on firsthand knowledge as an educator, as well as readings and research on Swedish education.
Israel: The educational practices in Israel are diverse due to its multicultural society. They reflect a balance between traditional approaches and innovative pedagogies. The country places a strong emphasis on science, technology, engineering, and mathematics (STEM) education. This impression is based on readings, research, and conversations with educators familiar with Israel’s education system.
4. Cultural Norms, Education Systems, and Stereotypes
Conducting internet research can provide insights into cultural norms, education systems, and stereotypes associated with Sweden or Israel.
Cultural Norms: Sweden
One interesting aspect of Swedish cultural norms is the concept of “lagom,” which translates to “just the right amount” or “moderate.” It emphasizes moderation, balance, and avoiding extremes in various aspects of life. This cultural norm is reflected in Swedish society’s approach to work-life balance, gender equality, and environmental sustainability.
Source: Sweden.se - Lagom: Not too much, not too little https://sweden.se/culture-traditions/lagom-not-too-much-not-too-little/
Education System: Israel
An interesting characteristic of Israel’s education system is its focus on technological innovation and entrepreneurship. Students in Israeli schools are encouraged to develop problem-solving skills, creativity, and critical thinking abilities. The education system fosters an entrepreneurial mindset from an early age, aiming to cultivate innovative thinkers who can contribute to the country’s economic growth.
Source: The Israel Project - Education https://www.theisraelproject.org/education/
By critically reflecting on our biases and assumptions, understanding the potential impact of ongoing conflicts, exploring educational practices in partner countries, and conducting research on cultural norms and education systems, we can approach the Virtual Exchange with an open mind, empathy, and a willingness to learn from one another.