Palestinian English teachers in the Occupied Territories: الصمود ( Sumud ), resiliency, and resistance

In this research article, we highlight the insights and reflections of eight Palestinian English language and literacy teachers as they navigated their ethical and educational responsibilities in the Occupied West Bank of Palestine. In describing the socio-emotional challenges faced by their students and themselves, each participant made reference—either directly or indirectly—to the construct of existence itself as resistance, a familiar theme in Palestine, as well as to others facing adverse circumstances. A primary construct that emerged is the Palestinian Arabic term الصمود (sumud, “steadfastness”), with each participant giving voice to notions of existence, resiliency, and resistance, layered with a personal and collective sense of moral responsibility for their students. Implications of this study will be relevant to educational policy makers and practitioners who are working to strengthen and support the agency and well-being of teachers working in unjust, harsh, oppressive, and/or dangerous contexts.