Promoting Inclusion in JerusalemEast: Pedagogical Trajectories and Methodological Challenges of an International Cooperation Research

Abstract

This contrition presents an international cooperation research experience aimed at understanding the role of inclusive education in crisis contexts as a resource to promote the Quality of Life of communities affected by protracted conflict. Within the theoretical framework of Education in Emergency, the contribution illustrates the objectives, target groups, activities, and expected results of a participatory research conducted by University of Macerata (Italy) and Alquds University (Palestine), directed at analysing the resilience strategies realized by Palestinian school communities (teachers, students, families) to maintain the continuity of educational processes and protect the right to education, inclusion and wellbeing in a context of conflict and continuous disruptions of everyday life. By presenting the methodological challenges encountered throughout the research, the article offers relevant pedagogical reflections to deepen the opportunities linked to inclusive education in crisis contexts, highlighting its value in promoting transformative processes to sustain the Quality of Life of school communities.