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Teaching Palestine: Praxes of transgression and possibility.

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Title: Teaching Palestine: Praxes of transgression and possibility.
Authors: Zakharia, Zeena1 (AUTHOR) zakharia@umd.edu, Hantzopoulos, Maria2 (AUTHOR), Shirazi, Roozbeh3 (AUTHOR), Williams, Hakim Mohandas Amani4 (AUTHOR), Harris Garad, Brooke5 (AUTHOR), Bajaj, Monisha6 (AUTHOR)
Source: Curriculum Inquiry. Jun-Sep2025, Vol. 55 Issue 3/4, p407-430. 24p.
Subject Terms: *Critical pedagogy, *Censorship, *Ethnic studies, *Higher education, Solidarity, Palestinian history, Coalitions, Israel-Hamas War, 2023-
Geographic Terms: Palestine, United States, Israel
Abstract: In this article, we explore the possibilities of teaching about Palestine in US higher education. Since Israel's latest US-backed assault on Gaza in October 2023, widespread protest and global solidarity actions have transpired, along with significant crackdowns on dissent in educational settings, making teaching about Palestine particularly difficult. Drawing from over two decades of experience in diverse teaching and learning contexts, we consider how the broader sociopolitical climate at various historical moments has influenced pedagogies and praxes of possibility in teaching about Palestine. Using critical, abolitionist, and ethnic studies frameworks, we argue for the need for transgressive pedagogies. Specifically, we reflect on our own experiences teaching about Palestine—both as scholars who came of age under the weight of academic silencing and as educators in the present, when teaching about Palestine remains a transgressive (hooks, 1994) act in the academy. We present three pedagogical praxes from our teaching—(1) unsilencing Palestine; (2) nurturing relational resonances; and (3) building transnational solidarities—to contemplate the possibilities of this moment and how these practices might allow educators to reimagine teaching about Palestine as praxes of solidarity and liberation. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:In this article, we explore the possibilities of teaching about Palestine in US higher education. Since Israel's latest US-backed assault on Gaza in October 2023, widespread protest and global solidarity actions have transpired, along with significant crackdowns on dissent in educational settings, making teaching about Palestine particularly difficult. Drawing from over two decades of experience in diverse teaching and learning contexts, we consider how the broader sociopolitical climate at various historical moments has influenced pedagogies and praxes of possibility in teaching about Palestine. Using critical, abolitionist, and ethnic studies frameworks, we argue for the need for transgressive pedagogies. Specifically, we reflect on our own experiences teaching about Palestine—both as scholars who came of age under the weight of academic silencing and as educators in the present, when teaching about Palestine remains a transgressive (hooks, 1994) act in the academy. We present three pedagogical praxes from our teaching—(1) unsilencing Palestine; (2) nurturing relational resonances; and (3) building transnational solidarities—to contemplate the possibilities of this moment and how these practices might allow educators to reimagine teaching about Palestine as praxes of solidarity and liberation. [ABSTRACT FROM AUTHOR]
ISSN:03626784
DOI:10.1080/03626784.2026.2613891