Rethinking Education in/with Gaza in Times of Failure

Khawla Badwan; Youmen Chaaban; Logan Cochrane

doi:10.25159/1947-9417/20463

Authors

Khawla Badwan Manchester Metropolitan University https://orcid.org/0000-0003-1808-724X
Youmen Chaaban Qatar University https://orcid.org/0000-0002-3708-3722
Logan Cochrane Hamad Bin Khalifa University

DOI:

https://doi.org/10.25159/1947-9417/20463

Keywords:

Gaza Genocide, Education for Justice, Pedagogy with the Dehumanised, Solidarity Education, rethinking education, language

Abstract

This article is written while witnessing the world’s first live-streamed genocide, the genocide of the Palestinian people in Gaza. It centres the Gaza Genocide as an exemplar of the failures of liberal education systems. At the same time, it positions the Genocide in Gaza as a catalyst for rethinking education in/with Gaza to create fairer educational presents and futures. Such rethinking necessitates a new lexicon for education that speaks to current failures and dares to name new possibilities. As such, this article departs from the expiring liberal human capital perspective and proposes a framework with three timely turns that orient education towards the urgently needed work towards justice and solidarity. The framework entails an ontological arrangement towards an Education for Justice, an epistemological shift anchored in a Pedagogy with the Dehumanised, and an ethical commitment envisaged through Solidarity Education. This work speaks to educators across the world, carving a world for an education that attends to human rights, democracy, justice, solidarity, and peace.

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