Conference Program

Resistance through Education: Experiences of Palestinian Schools in Jerusalem

Nihad Abu Irmeleh

This research examines the role of education as a tool for cultural and social resistance in Palestinian schools in Jerusalem under the reality of occupation and its accompanying policies that exert pressure on the educational system. These policies include interference with curricula, restrictions on movement, and attempts to reshape cultural and national identity. The research is based on the fundamental premise that education is not merely a process of knowledge transfer, but rather a vital space for strengthening national awareness and preserving Palestinian identity, especially within contexts of domination and colonialism.

The research focuses on the experiences of teachers in Jerusalem schools, considering them key actors in the process of building students' awareness. It draws on a theoretical framework that evokes concepts of cultural resistance, particularly those proposed by Paulo Freire on "education for the oppressed," as well as studies of education in colonial contexts, to understand how education is repurposed as a tool for resilience and peaceful resistance. The research questions revolve around the nature of the challenges faced by teachers, the strategies they employ to strengthen Palestinian identity, and the extent of the impact of these efforts on students and the local community.

The importance of this research lies in its documentation of field experiences specifically in Jerusalem, a case that has not received sufficient attention in educational literature, despite its unique political, religious, and cultural context. It also contributes to providing knowledge that can benefit educational policymakers and institutions supporting education by highlighting the role of education in promoting peaceful resistance and supporting the resilience of the local community.

The research aims to explore the role of education in strengthening cultural and social resistance, identify the most significant challenges hindering teachers' work, analyze the educational strategies they use to instill national awareness, and assess the impact of these strategies on the cultural identity of emerging generations. Ultimately, it offers practical recommendations to support Palestinian schools in Jerusalem.

Methodologically, the research employs a mixed design combining quantitative and qualitative approaches. The sample comprises fifty teachers from Palestinian schools in Jerusalem, selected using stratified random sampling to ensure representation of different educational levels and genders. A questionnaire is used to collect statistical data on challenges and strategies, while semi-systematic interviews are conducted with a subsample to deepen the qualitative understanding of personal experiences. Quantitative data are analyzed using descriptive statistical methods and correlation analysis, while interviews are subjected to objective content analysis to extract key patterns. The results are then integrated to provide a comprehensive picture of education as a daily resistance practice that fosters identity and belonging in a complex political reality.