Abstract:

In this article the authors use a deconstructive framework to revision socially constructed and biased language and metaphors that define the notion of ‘the other’ defined through actions such as stereotyping, typifying, oversimplifying the other, advocating prejudice, initiating anger and dismissing tolerance and the notion of "self" as a narcissist and egoistic. The authors examine the metaphoric discourse of pre - service teachers. The theoretical frame of the study is based on postmodern thinkers who stress the connection between language and power, societal practices. Therefore, the authors believe in a power of language to transform teaching and the way students talk about the other, oneself and one's place in the world. Metaphors are perceived as a means to rethink one's place in the world, and to foster a conceptual change towards the other.

The article is based on a qualitative research methodology and the authors use participative action research to engage students in a de constructive dialogue of their assumptions and frames for reference they view the world with the aim of building a more expanded and ecological sense to self and more expanded relationships with "the other". The authors expose the dominant assumptions towards the understanding of ‘the other’ which are grounded in binary and dualistic thinking as well as rational and structural explanations of students' reality. The authors suggest a rationale for developing an ecologically proper conduct towards ‘the different other’.

Keywords:

metaphors, multicultural school, deconstruction.