How Muslim Arab-Israeli Teachers Conceptualize the Israeli-Arab Conflict in Class

Zehavit Gross, Eshan Gamal

Research output: Contribution to journalArticlepeer-review

6 Scopus citations


The aim of this study was to examine how Muslim Arab-Israeli teachers conceptualize the Israeli-Arab conflict with their students. The findings show that Arab schools are in a constant state of tension between opposing poles of identity and belonging. The teachers emphasize their students' alienation from the Israeli establishment and their lack of identification with the Jewish state, while expressing deep identification with the Palestinian people. They are able to cope with this split by seeking contents and coping mechanisms of a universal nature that are not in dispute, and which enable students to repress the dissonance in which they live.

Original languageEnglish
Pages (from-to)267-281
Number of pages15
JournalStudies in Philosophy and Education
Issue number3
Early online date12 Nov 2013
StatePublished - May 2014

Bibliographical note

Funding Information:
Acknowledgment This research was sponsored by the Tami Steinmetz Center for Peace Research, Tel Aviv University, Israel.


  • Arab schools
  • Co-existence
  • Discourse
  • Israeli-Arab conflict
  • Peace


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