Keep the Fire Down: Teachers' Management of Classroom Conflicts During a War

• In Event: Teaching and Learning in a Time of Turmoil, Polarization, and Trauma

Abstract

We explore how teachers in Israeli Hebrew public schools manage mixed Arab-Jewish classrooms amidst the Israel-Gaza war. Despite significant conflicts between Arab and Jewish students, teachers lack formal support or tools to address these tensions effectively. They resort to individual, localized strategies to manage incidents quickly without subsequent discussion or support at the school level. Teachers feel compelled to keep these conflicts internalized and avoid public discourse to maintain a pretense of harmony. We underscore the structural isolation teachers face during wartime, inhibiting open dialogue and potentially neglecting students' well-being, especially those from marginalized communities. The findings highlight the urgent need for educational support systems to aid teachers in navigating such complex dynamics and promoting inclusive practices amidst ongoing conflict.

Authors

• Idit Fast, Ben-Gurion University of the Negev

• Rotem Trachtenberg-Maslaton, Ben-Gurion University of the Negev

• Michal Junger, Ben-Gurion University of the Negev