Pedagogies of Peace and Justice in Integrated Israeli-Palestinian Youth Programs

This qualitative study investigates how pedagogical choices in Israeli-Palestinian peace education programs shape the enactment of educational aims related to citizenship, justice, and democratic engagement. Drawing on interviews, observations, and document analysis from four educational organizations working with Jewish and Palestinian citizens of Israel, the study explores how educators navigate core dilemmas including whether and how to address the conflict directly, contend with language asymmetries, respond to participant resistance, and facilitate dialogue during periods of political violence. The analysis develops four pedagogical models: Neither-Nor, Both-And, Encounter, and Conflict Without Meeting, which capture distinct strategies for balancing intergroup interaction with engagement in structural and identity-based conflict. These models offer a conceptual lens for understanding how pedagogical practices mediate power relations and civic inclusion in contexts of entrenched division. The findings highlight the importance of continuous pedagogical reflection, especially in polarized settings, and contribute to scholarship on peace education by positioning pedagogy as central to the pursuit of transformative and justice-oriented learning.