ABSTRACT
Six issues, broadly related to educational interventions designed to achieve prejudice reduction and integration in elementary school, are dealt with in this chapter. The first part deals with the evolution of prejudice reduction and integration policies in Western countries which absorbed mass immigration, such as the United States, the United Kingdom and Israel; the second describes the initial results of integration in the 1960s and 1970s; the third refers to the psychoeducational principles involved in integration and prejudice reduction; the fourth defines classroom interventions that are thought to facilitate prejudice reduction and integration; the fifth centres on teacher training for the purpose of achieving prejudice reduction and integration within the classroom; and the last part is concerned with empirical evidence from a prejudice reduction and integration project in an Israeli elementary schools.
