The Political Situation on Teacher Perceptions in Palestinian Education: Examining the Power of Protest in Education in East Jerusalem

• In Event: Highlighted Session: Navigating Education in Crisis and Conflict: Teachers and Social Change

Proposal

ABSTRACT

This research study aims to investigate the perceptions of Palestinian general education and special education teachers in East Jerusalem, focusing on the influence of the political situation and the power of protest in education. Palestinian teachers from East Jerusalem live in unclear realities. They live in East Jerusalem which by international law is considered part of the Occupied Palestinian Territories since 1967. However, Israel considers it part of its own territory. It is important to note that most of the Palestinians living in East Jerusalem do not have Israeli citizenship but considered residents (Abbas & Mendel, 2022).

Thus, two authorities govern the public education system in East Jerusalem: The Israeli MoE and the Palestinian MoE. Each is responsible for different a role. After the 1967 war and the annexation of East Jerusalem to Israel, the Israeli MoE became responsible for the supervision, training, and employment of teachers and administrators (Nusseibeh, 2016; Yair & Alayan, 2009; Alayan, 2019). They presumed the charge for the buildings of schools and classrooms, and the allocation of budgets. The Palestinian MoE is responsible for the curriculum, “Tawjihi” assessments (secondary education certificate examination), and student evaluation reports. The division between the two authorities created a gap followed by an absence of communication and uniformity, and a continuous struggle over power and influence (Yair & Alayan, 2009; Alayan, 2019; 2021). As a result, the education system in East Jerusalem suffered poor maintenance and infrastructure, such as classroom and laboratory shortages, overcrowding, a lack of implementation of the compulsory education law, and outdated teaching methods. (Wargon, 2009; Ir Amim, 2017; 2018; 2022; Gera, 2016; Alayan & Kashkosh, 2020).



The study delves into the challenges perceived by teachers, exploring their attitudes and thoughts regarding their roles, authority, students, and the school environment. By examining Palestinian general education teachers in public schools that have adopted the Israeli educational system, as well as special education teachers, this research sheds light on the transformative power in education within the context of East Jerusalem. While both groups are employed by the Ministry of Education (MoE) and the Municipality of Jerusalem under similar terms, their distinct roles and responsibilities within the school systems necessitate exploration.

By providing a platform for teachers to articulate their perspectives on factors influencing the learning environment, the study assesses whether the type of school contributes to performance and atmosphere, revealing the dynamic interplay between the power of protest in education and the creation of a meaningful academic setting for teachers and students. Analyzing diverse perceptions offers valuable insights into the complex nature of the education system and the challenges confronted in East Jerusalem as a result of the conflict between Israel and Palestine. Additionally, the study acknowledges the significant impact of the political context of East Jerusalem on teachers' perceptions.

As part of a comprehensive study focused on education in East Jerusalem, the research involved 115 public school teachers, comprising 45 male and 70 female teachers. Among the participants, 75 were general education teachers, while 40 were special education teachers. Notably, all teachers participated voluntarily, requesting the anonymization of their identity and workplace. Data collection employed open-ended questionnaires and semi-structured interviews.
The study findings indicate that the Arab education system in East Jerusalem is intricately intertwined with the socio-economic-national situation, operating within a hierarchical and inflexible framework. Furthermore, it highlights differing perspectives between general and special education teachers, particularly concerning the role of the school principal and the relevance of the curriculum. These insights shed light on the power of protest in education and its potential to create a positive and meaningful environment for teachers, despite the complexities of the education system in East Jerusalem.
By unveiling the dynamics of the education system and examining the profound influence of the political situation and the power of protest in education, this study contributes to a comprehensive understanding of the political rights of teachers in East Jerusalem in shaping education and underscores the critical need for equitable educational opportunities in conflict-affected regions.

Author

• Samira Alayan, Hebrew University Of Jerusalem and David Yellin Academic College for Education