Exploring Teachers’ Professional Identity in the Context of War Zone: A Case Study from Palestine

Bihan Qaimari^1,

¹Department of Soical and Behavioral Science, Birzeit University, Birzeit, Palestine

Cite this paper:
Bihan Qaimari. Exploring Teachers’ Professional Identity in the Context of War Zone: A Case Study from Palestine. American Journal of Educational Research. 2016; 4(2A):15-24. doi: 10.12691/education-4-2A-3

Abstract

In many areas of the world there are violent political conflicts the consequences of which have an inevitable impact on the educational system. Palestine is one such country where the experience of violent political conflict, going back several decades, has had a devastating effect on the development and maintenance of a stable educational environment for children and their teachers. Up to now there have been few studies that have focused on the effects of living and working in a war zone on the professional identity of teachers. This paper aims to explore how the formation of Palestinian teachers’ professional identity was affected by their experiences during the violent conflict known as the Second Intifada (2000-2005) and its impact on the school social culture. In order to gain an in-depth understanding of the impact of political violence on the formation of the professional identity of Palestinian teachers, a qualitative multiple case-study approach was adopted which draws on sociocultural theories of identity formation. Data sources included observations inside schools and classrooms, field notes, a research diary, and both semi-structured group and individual interviews with teachers. The method of constant comparison used in Grounded Theory, plus the use of discourse analysis, provided the main approaches for the analysis and interpretation of the data. The findings suggest that Palestinian primary school teachers negotiate multiple conflicting identities through their everyday exposure to violent conflict and its impact on the schools’ social culture. This tension emerges as a result of the historical and cultural meanings that teachers use in constructing professional identity in the unstable and unsettling conditions that exist in their country. In addition, the data indicate that the proximity of a school’s geographical location in relation to violent conflict also influenced the degree of tension inherent in teachers’ professional identity. The study makes significant theoretical, practical and methodical contributions to the study of the formation of teachers’ professional identity in countries affected by violent political conflict.

Keywords:
violent political conflict education professional identity teachers Palestine

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Al-Haq. (2008). Palestinian Education under Israeli Occupation. Paper presented at the conference on International law in the shadow of Israeli Occupation, May, 2005, Stockholm: Sweden.
[2]	Nicolai, S. (2007). Fragmented foundations: education and chronic crisis in the Occupied Palestinian Territory. Paris, London: UNESCO International Institute for Educational Planning, Save the Children.
[3]	Ajluni, S. (2003). The Palestinian economy and the second intifada. Journal of Palestine studies, 32(3), 64-73.
[4]	Allen, L. (2008). Getting by the occupation: how violence became normal during the Second Palestinian Intifada. Cultural Anthropology, 23(3), 453-487.
[5]	Elbedour, S., Onwuegbuzie, A. J., Ghannam, J., Whitcome, J. A., & Hein, F. A. (2007). Post-traumatic stress disorder, depression, and anxiety among Gaza Strip adolescents in the wake of the second Uprising (Intifada). Child Abuse & Neglect, 31(7), 719-729.
[6]	World Bank. 2006. West Bank and Gaza: Education sector analysis - impressive achievements under harsh conditions and the way forward to consolidate a quality education system. Washington, DC: World Bank.
[7]	Al-Zaroo, S. & Hunt, L. (2003). Education in the context of Conflict and Instability: The Palestinian Case. Social Policy and Administration, 37(2), 165-180.
[8]	Miller, V. & Affolter, F. (2002). Helping Children to Outgrow War. Paris: UNESCO.
[9]	Davies, L. (2004). Conflict and Education: Complexity and Chaos. London: Routledge.
[10]	Machel, G. (2001). The Impact of War on Children. London: Hurst & Company.
[11]	Giacaman, R. Abdullah, A. Abu Safieh, R. & Shamieh, L. (2002). Schooling at Gunpoint: Palestinian Children's Learning Environment in War-Like Conditions. Palestine: Birzeit University. MoEHE, 2007, 2004.
[12]	Murray, H., Hammami, R., Taraki, L. Giacaman, R. Kassis, M. Qazzaz, M., Izzat, Z. & Tarazi, M. (2004). Barriers to Education: The Israeli Military Obstruction of Access to Schools and Universities in the West Bank and Gaza Strip. Palestine: Right to Education Campaign. Palestine: Birzeit University.
[13]	Save the Children. (2003). Growing up under Curfew: Safeguarding the basic rights of Palestinian children. London: Save the Children Fund.
[14]	Nicolai, S. (2007). Fragmented foundations: education and chronic crisis in the Occupied Palestinian Territory. Paris, London: UNESCO International Institute for Educational Planning, Save the Children.
[15]	Palestinian Ministry of Education & Higher Education (MoEHE). (2007). Assessment “16” – the effect of the Israeli Occupation on Palestinian Education (28/9/2000-2/4/2007).
[16]	Beijaard, D. Meijer, P. & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20, 107-128.
[17]	Day, C. Kington, A. Stobart, G. & Sammons, P. (2006). The personal and professional selves of teachers: stable and unstable identities. British Educational Research Journal, 32(4), 601-616.
[18]	Enyedy, N. Goldberg, J. & Welsh, M. (2005). Complex dilemmas of identity and practice. Science Education, 90(1), 68-93.
[19]	Helms, J. V. (1998). Science--and me: Subject matter and identity in secondary school science teachers. Journal of Research in Science Teaching, 35(7), 811-834.
[20]	Beijaard, D. Meijer, P. & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20, 107-128.
[21]	Eick, C. & Reed, C. (2002). What makes an inquiry-oriented science teacher? The influence of learning histories on student teacher role identity and practice. Science Education, 86, 401-416.
[22]	Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of curriculum studies, 19(4), 317-328.
[23]	Wenger, E. (1998). Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press.
[24]	Holland, D., Skinner, D., Lachicotte, Jr., W. & Cain, C. (2011). Identity and agency in cultural worlds. Cambridge: Harvard University Press.
[25]	Holland, D., & Lachicotte, W. (2007). Vygotsky, Mead, and the new sociocultural studies of identity. The Cambridge companion to Vygotsky, 101-135.
[26]	Holland, D., Skinner, D., Lachicotte, Jr., W. & Cain, C. (2011). Identity and agency in cultural worlds. Cambridge: Harvard University Press.
[27]	Holland, D., & Lachicotte, W. (2007). Vygotsky, Mead, and the new sociocultural studies of identity. The Cambridge companion to Vygotsky, 101-135.
[28]	Palestinian Ministry of Education & Higher Education (MoEHE). (2007). Assessment “16” – the effect of the Israeli Occupation on Palestinian Education (28/9/2000-2/4/2007).
[29]	Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry (Vol. 75): Sage.
[30]	Strauss, A., & Corbin, J. (1998). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory (2 ed.): SAGE Publications, Inc.
[31]	Arafat, C., & Boothby, N. (2003). A psychosocial assessment of Palestinian children: United States Agency for International Development.
[32]	Beijaard, D. Meijer, P. & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20, 107-128.
[33]	Day, C. Kington, A. Stobart, G. & Sammons, P. (2006). The personal and professional selves of teachers: stable and unstable identities. British Educational Research Journal, 32(4), 601-616.
[34]	Hargreaves, A. (1994). Changing teachers, changing times: Teachers' work and culture in the postmodern age: Teachers College Press.
[35]	Nias, J. (1999). 13. Teachers' Moral Purposes: Stress, Vulnerability, and Strength. In Vandenberghe, R., & Huberman, A. M. (Eds.). Understanding and preventing teacher burnout: A sourcebook of international research and practice: Cambridge University Press.
[36]	Day, C. Kington, A. Stobart, G. & Sammons, P. (2006). The personal and professional selves of teachers: stable and unstable identities. British Educational Research Journal, 32(4), 601-616.
[37]	Berlak, A., & Berlak, H. (1981). Dilemmas of schooling. New York: Methuen.
[38]	Beijaard, D. Meijer, P. & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20, 107-128.
[39]	Day, C. Kington, A. Stobart, G. & Sammons, P. (2006). The personal and professional selves of teachers: stable and unstable identities. British Educational Research Journal, 32(4), 601-616.
[40]	Enyedy, N. Goldberg, J. & Welsh, M. (2005). Complex dilemmas of identity and practice. Science Education, 90(1), 68-93. Holland, D. & Leander, K. (2004). Ethnographic Studies of Positioning and Subjectivity: An Introduction. Ethos, 32(2), 127-139.
[41]	Holland, D., Skinner, D., Lachicotte, Jr., W. & Cain, C. (2011). Identity and agency in cultural worlds. Cambridge: Harvard University Press.
[42]	Volkmann, M. J., & Anderson, M. A. (1998). Creating professional identity: Dilemmas and metaphors of a first‐year chemistry teacher. Science Education, 82(3), 293-310.
[43]	Holland, D., Skinner, D., Lachicotte, Jr., W. & Cain, C. (2011). Identity and agency in cultural worlds. Cambridge: Harvard University Press.
[44]	Britzman, D. P. (1991). Decentering discourses in teacher education: Or, the unleashing of unpopular things. Journal of Education, 60-80.
[45]	Giacaman, R. Abdullah, A. Abu Safieh, R. & Shamieh, L. (2002). Schooling at Gunpoint: Palestinian Children's Learning Environment in War-Like Conditions. Palestine: Birzeit University. MoEHE, 2007, 2004
[46]	Murray, H., Hammami, R., Taraki, L. Giacaman, R. Kassis, M. Qazzaz, M., Izzat, Z. & Tarazi, M. (2004). Barriers to Education: The Israeli Military Obstruction of Access to Schools and Universities in the West Bank and Gaza Strip. Palestine: Right to Education Campaign. Palestine: Birzeit University.
[47]	Save the Children. (2003). Growing up under Curfew: Safeguarding the basic rights of Palestinian children. London: Save the Children Fund.
[48]	Palestinian Ministry of Education & Higher Education (MoEHE). (2007). Assessment “16” – the effect of the Israeli Occupation on Palestinian Education (28/9/2000-2/4/2007).
[49]	Hargreaves, A. (2001). Emotional geographies of teaching. The Teachers College Record, 103(6), 1056-1080.
[50]	Nias, J. (1999). 13. Teachers' Moral Purposes: Stress, Vulnerability, and Strength. In Vandenberghe, R., & Huberman, A. M. (Eds.). Understanding and preventing teacher burnout: A sourcebook of international research and practice: Cambridge University Press.
[51]	Kelchtermans, G. (2005). Teachers’ emotions in educational reforms: Self-understanding, vulnerable commitment and micropolitical literacy. Teaching and teacher education, 21(8), 995-1006.
[52]	Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and teacher education, 22(2), 219-232.
[53]	Sutton, R. E., & Wheatley, K. F. (2003). Teachers' emotions and teaching: A review of the literature and directions for future research. Educational psychology review, 15(4), 327-358.
[54]	Zembylas, M. (2003). Interrogating “Teacher Identity”: Emotion, Resistance, and Self-Formation. Educational theory, 53(1), 107-127.
[55]	Day, C. Kington, A. Stobart, G. & Sammons, P. (2006). The personal and professional selves of teachers: stable and unstable identities. British Educational Research Journal, 32(4), 601-616.
[56]	Fullan, M. (2004). Leadership & sustainability: System thinkers in action: Corwin Press.
[57]	Blase, J., & Anderson, G. (1995). The micropolitics of educational leadership: From control to empowerment: ERIC.
[58]	Blase, J. J. (1987). Dimensions of effective school leadership: The teacher’s perspective. American Educational Research Journal, 24(4), 589-610.
[59]	Stoll, L., & Fink, D. (1996). Changing our schools: Linking school effectiveness and school improvement: Open University Press.
[60]	Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and teacher education, 22(2), 219-232.
[61]	Arafat, C., & Boothby, N. (2003). A psychosocial assessment of Palestinian children: United States Agency for International Development.
[62]	Giacaman, R. Abdullah, A. Abu Safieh, R. & Shamieh, L. (2002). Schooling at Gunpoint: Palestinian Children's Learning Environment in War-Like Conditions. Palestine: Birzeit University. MoEHE, 2007, 2004.
[63]	Nicolai, S. (2007). Fragmented foundations: education and chronic crisis in the Occupied Palestinian Territory. Paris, London: UNESCO International Institute for Educational Planning, Save the Children.
[64]	Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and teacher education, 22(2), 219-232.
[65]	Enyedy, N. Goldberg, J. & Welsh, M. (2005). Complex dilemmas of identity and practice. Science Education, 90(1), 68-93. Holland, D. & Leander, K. (2004). Ethnographic Studies of Positioning and Subjectivity: An Introduction. Ethos, 32(2), 127-139.
[66]	Lampert, M. (1985). How do teachers manage to teach? Perspectives on problems in practice. Harvard Educational Review, 55(2), 178-195.
[67]	Coleman, P. T., & Lowe, J. K. (2007). Conflict, identity, and resilience: Negotiating collective identities within the Israeli and Palestinian diasporas. Conflict Resolution Quarterly, 24(4), 377-412.