Teaching in conflict settings: Dimensions of subjective wellbeing in Arab teachers living in Israel and Palestine
Guido Veronese, Alessandro Pepe, University of Milano-Bicocca, Italy ; Jamal Dagdukee, Galilee Society, Israel ; Shaher Yaghi, Institute of Arab Research & Studies, Egypt
International Journal of Educational Development Volume 61, Number 1, ISSN 0738-0593 Publisher: Elsevier Ltd
The aim of the study was to identify domains of wellbeing that are salient to Palestinian teachers in West Bank, Gaza Strip and Israel. We set out to identify the social and environmental factors that influence the ecological wellbeing of teachers working in environments characterized by high levels of conflict and social exclusion. Sixteen focus group discussions were conducted with 104 teachers and interviews were administered to 36 key informants. Thematic content analysis was applied to the data using a combination of bottom-up and top-down methodologies. Seventeen distinct themes concerning teachers’ wellbeing emerged. Implication for practitioners and directions for future research are discussed.
Veronese, G., Pepe, A., Dagdukee, J. & Yaghi, S. (2018). Teaching in conflict settings: Dimensions of subjective wellbeing in Arab teachers living in Israel and Palestine. International Journal of Educational Development, 61(1), 16-26. Elsevier Ltd.
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From ideological tensions to pedagogical solutions: Narratives of Israeli arab-palestinian civics teachers
International Journal of Educational Development Vol. 68, No. 1 (July 2019) pp. 96–104
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