Should academic staff be the arbiters of peace in the classroom when the war rages outside? Gatekeepers of a national conflict in higher education

Abstract

The study explores how academic institutions navigate national conflict within the multicultural classroom. Due to its complex ethnic and religious diversity, Israel is used as a case study. The Arab–Jewish conflict, intertwined with historical, territorial, and identity issues, poses challenges for educators. Twenty-two faculty members in Israel, who teach in a culturally diverse higher education setting that includes both Jewish and Palestinian (Arab) Israeli students, were interviewed for this qualitative study. The results identified three main themes: (1) the balance between maintaining apolitical academia and upholding academic freedom of speech, (2) strategies employed by educators to manage conflict within the classroom setting, and (3) fostering multicultural education amidst national tensions. The study also applied intersectionality theory to examine additional layers of influence on educators. An inclusive model is proposed, integrating national conflict, intersectionality, and academic freedom. The unique contribution lies in incorporating the national conflict element into the model, acknowledging how intertwined identities of students and educators lead to challenges and conflicts. The application of intersectionality theory enhances comprehension of classroom dynamics. Given the volatility that has rocked the region in recent months, these results bring with them an even greater sense of urgency; this study offers practical implications and conflict management tools for educators in similar contexts, both in war-torn regions and politically turbulent settings.