This chapter presents and analyses the dominant theoretical concepts, approaches, and implications that have been used to deal with the issue of integrated education and cross-cultural encounters in conflicted societies. Beginning with a brief overview of the historical roots of integrated education in conflicted societies and the available empirical evidence, the chapter discusses the assumptions that appear to justify integration as a means of achieving peace and coexistence in the education sphere, such as theories of social cohesion and acculturation, peace education, and education for coexistence. After reviewing research in the fields of multicultural and bilingual education, the chapter presents a survey of the available literature on intergroup encounters and integrated education programs in Israel, specifically those dealing with the Israeli-Palestinian conflict.
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