Al-Masri, Nazmi

Fassetta, Giovanna

Imperiale, Maria Grazia

Phipps, Alison

English

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Pedagogies of hope and resistance: English language education in the context of the Gaza Strip, Palestine

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This chapter explores the values and goals of English language education in the context of the Gaza Strip. The Gaza Strip, in the Occupied Palestinian Territories, has been subject to siege for over 10 years, with significant restrictions on mobility, and three wars resulting in considerable loss of life and infrastructure, increasing poverty and rates of unemployment, and crisis in education, health, environment food safety, etc. As a result, the Gaza Strip is quickly becoming an ‘unliveable place’as warned by several reports issued by the official supranational organisations (eg UNCTAD, 2012; UNRWA, 2013; The World Bank, 2016).
This chapter reflects on the work of one of the five case studies which were funded as part of the Art and Humanities Research Council (AHRC) Large Grant “Researching Multilingually at the Borders of Language, the Body, Law and the State”, within the “Translating Cultures” strand. The AHRC Large Grant has been concerned with examining the use of languages in contexts of duress, such as that of the Gaza Strip, where the borders of the body, language, law and the state are implicated in the freedoms to speak and translate. The five case studies that are part of the project looked at languages in different contexts and as used by different actors: in detention estates and with reception centres and NGOs at the Bulgarian and Romania borders; with former child soldiers in Uganda; with unaccompanied minors in Glasgow; on the US/Mexican Border in Arizona; in the Law Courts at bail and appeal stage for asylum seeker

Institutional Repository of the Islamic University of Gaza

http://eprints.gla.ac.uk/152304/1/152304.pdf

Pedagogies of hope and resistance: English language education in the context of the Gaza Strip, Palestine

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Institutional Repository of the Islamic University of Gaza