The unbearable lightness of being implicated in conflict-affected societies: can teachers do anything about it?

Michalinos Zembylas*, Zvi Bekerman

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

Purpose: In this reflective essay, the authors explore how thinking with the notions of implication and complicity may encourage or hinder efforts to engage teachers in problematizing victim-perpetrator binaries in conflict-affected societies. Design/methodology/approach: This reflective essay draws on lessons learned from the authors’ long-time work with teachers in Cyprus and Israel. The authors suggest that the concept of implication provides a productive framework for thinking about teachers’ professional responsibilities in more complex and nuanced ways. Findings: The reflections of the two authors highlight the challenges and possibilities of overcoming essentialist categories of “victims” and “perpetrators” in conflict-affected societies. Originality/value: This essay shows the (im)possibilities of transforming the prevailing binaries in communities experiencing political conflict.

Original languageEnglish
Pages (from-to)291-299
Number of pages9
JournalJournal of Professional Capital and Community
Volume9
Issue number4
DOIs
StatePublished - 3 Dec 2024

Bibliographical note

Publisher Copyright:
© 2024, Michalinos Zembylas and Zvi Bekerman.

Keywords

  • Cyprus
  • Israel
  • Teachers
  • The implicated subject
  • Victims/perpetrators

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