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Pedagogical dilemmas among Bedouin-Palestinian peace educators in Israel

Tal Litvak Hirsch (Management and Conflict Resolution Program, Ben-Gurion University of the Negev, Beer-Sheva, Israel)
Alon Lazar (Program for Education, Society and Culture, Center for Academic Studies, Or Yehuda, Israel)
Kamal Abu Hadubah (Management and Conflict Resolution Program, Ben-Gurion University of the Negev, Beer-Sheva, Israel)

Journal for Multicultural Education

ISSN: 2053-535X

Article publication date: 12 August 2019

Abstract

Purpose

The purpose of this study is to learn how minority peace educators grapple with dilemmas related to their involvement in peace programs.

Design/methodology/approach

A total of 15 male teachers, members of the minority Bedouin community in Israel, all peace educators, provided their reactions to three dilemmas, addressing various facets of the strained relations of their community with the Jewish-Israeli majority, as influenced by the Israeli–Palestinian conflict.

Findings

The responses to these dilemmas suggest that when it comes to questions of the identity of these teachers as members of a marginalized community, their responses considerably diverge. This is not the case when it comes to their identity as peace educators.

Originality/value

This suggests that if the aim is to bring peace educators, members of minority groups in conflict zones, to harness their potential to bring about positive change, their peace activist identities must be strengthened.

Keywords

Citation

Litvak Hirsch, T., Lazar, A. and Abu Hadubah, K. (2019), "Pedagogical dilemmas among Bedouin-Palestinian peace educators in Israel", Journal for Multicultural Education, Vol. 13 No. 3, pp. 249-257. https://doi.org/10.1108/JME-03-2019-0022

Publisher

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Emerald Publishing Limited

Copyright © 2019, Emerald Publishing Limited