2026/01/02 by Anna Liddle · 2 voices
Social Sciences · #Education and experiences of immigrants and refugees #Global Education and Multiculturalism #Peace and Human Rights Education
paper · pdf · doi:10.1080/25355406.2025.2605315
openalex publication_date 2026/01/02 · openalex created_date 2026/01/05 · openalex updated_date 2026/07/02
In October 2023, Israel invaded Gaza after an attack by Hamas, the repercussions of which reached classrooms across the world. This paper reports on a study conducted in May-July 2024 with secondary school teachers in the United Kingdom through a qualitative survey and interviews. The findings highlight that teachers often construct the discussion of Gaza as risky, and face barriers including expectations of neutrality; concerns surrounding knowledge; and varying institutional approaches, including explicit bans leading to ‘directive avoidance’. I argue that using a human rights framework and viewing the situation in Gaza as a human rights issue can shift what is often felt as individual problems and personal risk-management to a shared, principled approach. Even what might be considered modest engagement with human rights values, such as through cultural events or fundraising, can be viewed as radical in a context where any form of action can be considered contentious.