Open AccessNavigating “Red Lines” and Transcending the Binary: Tensions in the Pedagogical and Political Goals of Peace Education Work
Author(s) -
Karen Ross
Publication year - 2019
Publication title -
peace and conflict studies
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.116
H-Index - 6
ISSN - 1082-7307
DOI - 10.46743/1082-7307/2019.1573
Subject(s) - general partnership , solidarity , ideology , openness to experience , politics , sociology , context (archaeology) , judaism , identity (music) , public relations , work (physics) , political science , gender studies , social psychology , law , psychology , engineering , mechanical engineering , paleontology , history , physics , archaeology , acoustics , biology
In this article I explore the tensions that arise in the context of educational initiatives implemented by organizations that have both pedagogical and political aspirations. I draw on the work of Sadaka Reut, a veteran Jewish-Palestinian peace education organization, to highlight how the ideological commitments held by an organization working for structural equality can limit possibilities for openness to multiple perspectives and can thus serve as a barrier towards successfully achieving pedagogical aspirations, in particular Sadaka Reut’s goal of educating towards a binational community of Jewish and Palestinian activists working in partnership. I also highlight the tension inherent in working simultaneously to help Jewish and Palestinian participants develop a strong sense of ethno-national identity; and to facilitate the development of a transcendent identity as activists in solidarity.