Fluid reality or symmetrical reality: Two strategies for visual representation of critical pedagogy in kindergartens

The article analyses the visual environment of two bilingual (Arabic–Hebrew) kindergartens in Israel on certain national days. A comparison between the two reveals two distinct approaches in the attempt to deal with the complexity of multicultural education in a reality of ongoing conflict: one alludes to quintessential Jewish and Palestinian national symbols and narratives; the other adopts a fluid approach that focuses on designing a blended physical environment that avoids direct reference to sensitive national events. The article is based on two case studies, involving the analysis of photographic images and interviews with the educational staff of the two kindergartens. It discusses how the design of space reflects educational and ideological perceptions and proposes different visual interpretations of the concept of multiculturalism. Although they employ different strategies, both kindergartens tackle sensitive political and cultural issues in the education of young children and succeed in providing a unique environment in which critical and multicultural education can be experienced.