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Peace and Conflict Studies

Abstract

This qualitative study investigates how pedagogical choices in Israeli-Palestinian peace education programs shape the enactment of educational aims related to citizenship, justice, and democratic engagement. Drawing on interviews, observations, and document analysis from four educational organizations working with Jewish and Palestinian citizens of Israel, the study explores how educators navigate core dilemmas including whether and how to address the conflict directly, contend with language asymmetries, respond to participant resistance, and facilitate dialogue during periods of political violence. The analysis develops four pedagogical models: Neither-Nor, Both-And, Encounter, and Conflict Without Meeting, which capture distinct strategies for balancing intergroup interaction with engagement in structural and identity-based conflict. These models offer a conceptual lens for understanding how pedagogical practices mediate power relations and civic inclusion in contexts of entrenched division. The findings highlight the importance of continuous pedagogical reflection, especially in polarized settings, and contribute to scholarship on peace education by positioning pedagogy as central to the pursuit of transformative and justice-oriented learning.

Author Bio(s)

Tchelet L. Tutman is a high school teacher and a graduate of the MA program in Conflict Research, Management, and Resolution at the Hebrew University of Jerusalem, Israel.

Aviv Cohen is an Associate Professor at the Seymour Fox School of Education of the Hebrew University of Jerusalem, Israel. He serves as the Co-Head of the Undergraduate Program in Educational and Social Leadership. His research focuses on democratic civic education, multicultural education, teacher education, global education, and the use of qualitative methods in educational research.

Keywords

peace education, pedagogy, Israeli-Palestinian conflict, youth programs, educational models

ORCID ID

0000-0003-0744-5849

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