Inclusion Beyond the Conflict: Perspectives on Inclusive Education in the East Jerusalem Context

This contribution aims at illustrating and discussing a co-design experience concerning the development of inclusive educational frameworks within the Palestinian context. The promotion of inclusive education paradigms in contexts affected by protracted conflict is a challenging but resourceful trajectory to foster democratic processes, since education practices can promote equality and civic participation (Taddei, 2021; INEE, 2018; Taddei, 2010). As the Israeli-Palestinian conflict poses critical barriers to the achievement of inclusion in educational scenarios within the areas of East Jerusalem and West Bank (Taddei & Pacetti, 2018), the search for innovative and meaningful pedagogical strategies is an essential effort to foster democracy and limit the disruptive effects of turmoil and upheaval. In this direction, University of Macerata worked with AlQuds University (Palestine) to co-design educational pathways that can foster the formation of teachers and students according to inclusive education paradigms in a shared pedagogical action. As a result, the promotion of democratic and inclusive processes can offer new frameworks for Palestinian schools, in the co-creation of a sustainable, contextualized and valuable perspective for education. In this sense, the concept of an inclusive school can go beyond physical, conceptual, and interc