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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]
Copyright of Curriculum Inquiry is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
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DbLabel: Education Research Complete
An: 194575084
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PubType: Academic Journal
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  Data: Teaching Palestine: Praxes of transgression and possibility.
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  Data: <searchLink fieldCode="AR" term="%22Zakharia%2C+Zeena%22">Zakharia, Zeena</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> zakharia@umd.edu</i><br /><searchLink fieldCode="AR" term="%22Hantzopoulos%2C+Maria%22">Hantzopoulos, Maria</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Shirazi%2C+Roozbeh%22">Shirazi, Roozbeh</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Williams%2C+Hakim+Mohandas+Amani%22">Williams, Hakim Mohandas Amani</searchLink><relatesTo>4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Harris+Garad%2C+Brooke%22">Harris Garad, Brooke</searchLink><relatesTo>5</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bajaj%2C+Monisha%22">Bajaj, Monisha</searchLink><relatesTo>6</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Curriculum+Inquiry%22">Curriculum Inquiry</searchLink>. Jun-Sep2025, Vol. 55 Issue 3/4, p407-430. 24p.
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  Data: *<searchLink fieldCode="DE" term="%22Critical+pedagogy%22">Critical pedagogy</searchLink><br />*<searchLink fieldCode="DE" term="%22Censorship%22">Censorship</searchLink><br />*<searchLink fieldCode="DE" term="%22Ethnic+studies%22">Ethnic studies</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Solidarity%22">Solidarity</searchLink><br /><searchLink fieldCode="DE" term="%22Palestinian+history%22">Palestinian history</searchLink><br /><searchLink fieldCode="DE" term="%22Coalitions%22">Coalitions</searchLink><br /><searchLink fieldCode="DE" term="%22Israel-Hamas+War%2C+2023-%22">Israel-Hamas War, 2023-</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Palestine%22">Palestine</searchLink><br /><searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink><br /><searchLink fieldCode="DE" term="%22Israel%22">Israel</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Curriculum Inquiry is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194575084
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1080/03626784.2026.2613891
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      – Code: eng
        Text: English
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      Pagination:
        PageCount: 24
        StartPage: 407
    Subjects:
      – SubjectFull: Critical pedagogy
        Type: general
      – SubjectFull: Censorship
        Type: general
      – SubjectFull: Ethnic studies
        Type: general
      – SubjectFull: Higher education
        Type: general
      – SubjectFull: Solidarity
        Type: general
      – SubjectFull: Palestinian history
        Type: general
      – SubjectFull: Coalitions
        Type: general
      – SubjectFull: Israel-Hamas War, 2023-
        Type: general
      – SubjectFull: Palestine
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      – SubjectFull: United States
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      – SubjectFull: Israel
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      – TitleFull: Teaching Palestine: Praxes of transgression and possibility.
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              M: 06
              Text: Jun-Sep2025
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              Y: 2025
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