The Role of Palestinian Teachers in Resisting the Israelization of Education in East Jerusalem (2015–2024): Strategies and Experiences

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dc.contributor.authorRabee Bader
dc.date.accessioned2026-08-09T10:08:54Z
dc.date.available2026-08-09T10:08:54Z
dc.date.issued2026-06-19
dc.description.abstractThis study examines the role of Palestinian teachers in East Jerusalem in confronting policies of Israelization within the education system between 2015 and 2024. These policies, implemented through ministerial directives and Israeli five-year plans, seek to reshape the cognitive and cultural orientations of Palestinian students. Within this context, the study conceptualizes teachers as pedagogical and cultural actors whose role extends beyond the transmission of knowledge to include diverse forms of educational resistance. This resistance is manifested through both overt and covert practices, including alternative pedagogical approaches and extracurricular activities that aim to cultivate critical consciousness and reinforce cultural belonging. The study employs a qualitative methodology based on two case studies conducted in East Jerusalem schools (J/M Boys’ School and R/W Girls’ School). It analyzes variations in teachers’ practices along a continuum ranging from resistance to compliance with Israelization policies. The findings indicate that Palestinian teachers function as a primary agent of educational resistance to these policies. Moreover, the effectiveness of such resistance is closely associated with the level of community engagement and institutional support within the school environment. Despite fieldwork limitations and security-related constraints that restricted access to certain educational settings, the study underscores the centrality of education as a site of cultural and political contestation. It further positions teachers as key actors in resisting cultural domination and in reframing education as an emancipatory practice within East Jerusalem. The study concludes by recommending the strengthening of pedagogical, institutional, and community-based support systems for Palestinian teachers in order to mitigate the impact of Israelization policies on students.
dc.identifier.other1157-2026-PS
dc.identifier.urihttps://dspace.alquds.edu/handle/20.500.12213/10730
dc.language.isoen
dc.publisherCenter for Jerusalem Studies - Al-Quds University
dc.titleThe Role of Palestinian Teachers in Resisting the Israelization of Education in East Jerusalem (2015–2024): Strategies and Experiences
dc.typeArticle
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