We are clueless: The voices of jordanian teachers untrained in conflict-sensitive pedagogy

This study examines Jordanian teachers’ experiences navigating the complexities of teaching amidst the Israel-Palestine conflicts without receiving formal training in conflict-sensitive pedagogy. Through in-depth interviews, themes emerge, illuminating the challenges, practices, and perspectives of...

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Bibliographic Details
Published in:Teaching and teacher education Vol. 153; p. 104839
Main Authors: Ab Rashid, Radzuwan, M.Madanat, Hanan, Al-Smadi, Omar Ali, Mohamed, Misrah, Alqaryouti, Marwan Harb, Hashmi, Umair Munir, Al Ramahi, Raed
Format: Journal Article
Language:English
Published: Elsevier Ltd 01.01.2025
Subjects:
Conflict-sensitive pedagogy
English language teaching
Israel-Palestine conflict
Jordan
Teaching practices
Israel-Palestine conflict
Teaching practices
Conflict-sensitive pedagogy
Jordan
English language teaching
ISSN:0742-051X
Online Access:Get full text
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Summary:This study examines Jordanian teachers’ experiences navigating the complexities of teaching amidst the Israel-Palestine conflicts without receiving formal training in conflict-sensitive pedagogy. Through in-depth interviews, themes emerge, illuminating the challenges, practices, and perspectives of educators in conflict-affected classrooms. The teachers perceive significantly limited formal training in conflict-sensitive pedagogy among Jordanian teachers and express a pervasive disillusionment with educational authorities. However, they demonstrate proactive approaches, attempting to integrate war-related topics into their curriculum, promoting critical media literacy and fostering peaceful expression. This study provides a foundation for future research to explore practical pedagogical approaches and support mechanisms in conflict-affected contexts. •Identifies challenges faced by Jordanian teachers without conflict-sensitive pedagogy training.•Highlights the untrained teachers' proactive methods in conflict-sensitive contexts.•Lays groundwork for future studies on pedagogical approaches in conflict-affected regions.
ISSN:0742-051X
DOI:10.1016/j.tate.2024.104839