Research Processes for Developing Social Awareness and Cultural Identity among teacher education students from East Jerusalem

Cultural identity is a significant theme in an era that exposes students to a broad spectrum of perspectives and cultures, particularly within a college that brings together diverse populations. The present article draws on contemporary approaches to understanding the relationship between cultural identity and the individual’s coping strategies and adaptation to situations of distress and crisis (Berry, 2006; Oyserman, 2006; Young, 2004). The rationale for selecting cultural identity as a central theme and integrating it into a seminar course in special education within Arab society—most of whose members reside in East Jerusalem—was to provide legitimacy for examining identity, to enable open discussion on the subject, to expose students theoretically to the culture of the “other,” and to raise their self-awareness. Additionally, the course aimed to encourage students to investigate the subject personally in its various dimensions, thereby fostering the internalization of cultural differences while equipping them with essential knowledge and skills. These competencies are vital both for engaging with the diverse populations of the college and for their future work with their own students. The focus on teacher education students from East Jerusalem stems from the unique context in which they live and operate. East Jerusalem is characterized by a complex political, social, and educational reality in which questions of personal and national identity are deeply embedded in daily life. Students from East Jerusalem are required not only to grapple with their own identities, but also to bridge cultural gaps as they integrate into academic institutions, educational systems—whether Israeli or Palestinian—and mixed social environments. Therefore, it is essential to provide them with tools for deeper self understanding, along with skills for navigating multiple identity systems and for engaging in reflective and inclusive educational practices. The research-oriented course was structured around three categories: (a) introducing the topic to students—initially marked by confusion, reluctance, and difficulties; (b) administering a questionnaire—met with resistance; and (c) initiating personal inquiry. These findings suggest a developmental trajectory in the clarity of cultural identity, evolving from a stage of reluctance and confusion to one of understanding, internalization, engagement, and exploration.