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Trauma in Palestinian Israeli English Teacher Art as Linguistic/Semiotic Citizenship: Shaping Spaces of Otherwise during the Israel-Hamas War

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Title: Trauma in Palestinian Israeli English Teacher Art as Linguistic/Semiotic Citizenship: Shaping Spaces of Otherwise during the Israel-Hamas War
Language: English
Authors: Rawia Hayik (ORCID 0000-0001-7676-0135), Ari Sherris
Source: TESOL Quarterly. 2026 60(1):S128-S154.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 27
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Trauma, War, Arabs, Language Teachers, Second Language Instruction, Second Language Learning, English (Second Language), Art, Semiotics, Citizenship, Politics of Education, Language Usage, Discourse Analysis, Speech Acts, Resistance (Psychology), Colonialism, Language Minorities, Trauma Informed Approach
Geographic Terms: Israel
DOI: 10.1002/tesq.70084
ISSN: 0039-8322
1545-7249
Abstract: Amid the ongoing war in Israel that began on October 7, 2023, Palestinian Israeli English teachers are navigating sociopolitical pressures and trauma. In classrooms and public discourse, Palestinian voices are surveilled, silenced, and criminalized, revealing dynamics of oppression (Marmarosh, 2025). The paper brings Elizabeth Povinelli's (2016) concept of the otherwise in conversation with "linguistic citizenship"--discussed by Stroud & Williams (2017) as "a way of thinking through the potential of language, thinking about a space where language could be used 'otherwise'" (pp. 184)--with the purpose of examining teachers' arts-based discourse in a war zone. We utilize thematic and visual analysis to explore voice and agency. In the face of trauma the study reveals teachers grappling with institutionalized silencing and diffracted agency; relational, embodied pedagogies; resistance to ontological erasure; care and interconnection; and the subtle, unpredictable disruptions--words whispered under surveillance, small acts of curriculum defiance--that spread the potential for transformational voices critical of Israeli hegemony and colonial practices. At a theoretical level, findings sketch contours of "linguistic/semiotic citizenship" as an otherwise that is a dynamic space shaping survivance.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508898
Database: ERIC
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  Data: Trauma in Palestinian Israeli English Teacher Art as Linguistic/Semiotic Citizenship: Shaping Spaces of Otherwise during the Israel-Hamas War
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  Data: <searchLink fieldCode="AR" term="%22Rawia+Hayik%22">Rawia Hayik</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7676-0135">0000-0001-7676-0135</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ari+Sherris%22">Ari Sherris</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22TESOL+Quarterly%22"><i>TESOL Quarterly</i></searchLink>. 2026 60(1):S128-S154.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 10.1002/tesq.70084
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  Data: Amid the ongoing war in Israel that began on October 7, 2023, Palestinian Israeli English teachers are navigating sociopolitical pressures and trauma. In classrooms and public discourse, Palestinian voices are surveilled, silenced, and criminalized, revealing dynamics of oppression (Marmarosh, 2025). The paper brings Elizabeth Povinelli's (2016) concept of the otherwise in conversation with "linguistic citizenship"--discussed by Stroud & Williams (2017) as "a way of thinking through the potential of language, thinking about a space where language could be used 'otherwise'" (pp. 184)--with the purpose of examining teachers' arts-based discourse in a war zone. We utilize thematic and visual analysis to explore voice and agency. In the face of trauma the study reveals teachers grappling with institutionalized silencing and diffracted agency; relational, embodied pedagogies; resistance to ontological erasure; care and interconnection; and the subtle, unpredictable disruptions--words whispered under surveillance, small acts of curriculum defiance--that spread the potential for transformational voices critical of Israeli hegemony and colonial practices. At a theoretical level, findings sketch contours of "linguistic/semiotic citizenship" as an otherwise that is a dynamic space shaping survivance.
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  Data: 2026
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