Teaching English in Palestine: Building trusting relationships by centering humanity

Abstract

As educators, we recognize the centrality of humanness above and beyond everything else in our professional practice. As such, the affective aspects of instructional engagement rest at the center of language learning and teaching. Through this paper, four educators from the US explore the ways the affective side of language learning and use shows up in their work in Palestine. Drawing from feminist epistemologies, critical race theory, and liberatory practices, the authors trace the trajectories of their professional practices, and explore the ways they learned to center the affective aspects of instruction, leveraging culturally sustaining practices, and highlighting various ways to engage in solidarity. Through four vignettes, set at four distinctly different Palestinian institutions of higher education, each contributor highlights a unique experience that exemplifies centering the affective aspects of language teaching and learning. / Keywords: Palestine, affective, relationships, solidarity, occupation