Transformative Pedagogy in Occupied Palestine International Student Discoveries and Awakenings

Shelley Wong, Thuy Tu, Ilham Nasser

    Research output: Contribution to journalArticlepeer-review

    Abstract

    The article reports on international student perspectives concerning transforma-tive pedagogy through their participation in field trips organized by the Palestinian and Arabic Studies Program at Birzeit University. Students visited historic, religious, and contemporary sites including a Bedouin village, mosques, market-places, the site where Jesus was baptized, a Palestinian refugee camp, and farms in the Jordan Valley. The field experience component of the Palestinian study abroad program was examined through pilgrimage curriculum, a journey of discovery to historic and sacred sites. Through analysis of interviews with students from Australia, France, Germany, and Japan, three transnational educational researchers analyzed student discoveries, awakenings, and shifting perspectives to theorize pedagogical features of transformative learning for future educational exchanges for a more just, peaceful, and inclusive world.

    Original languageEnglish (US)
    Pages (from-to)68-101
    Number of pages34
    JournalJournal of Education in Muslim Societies
    Volume3
    Issue number1
    DOIs
    StatePublished - 2021

    Keywords

    • Palestinian Arabic studies
    • dialogic pedagogy
    • field trips
    • international students
    • pilgrimage curriculum

    ASJC Scopus subject areas

    • Education
    • Cultural Studies

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