Muzna Awayed-Bishara
Biographic Data
| ID | 737334 |
|---|---|
| NAME | Muzna Awayed-Bishara |
| GIVEN NAMES | Muzna |
| FAMILY NAME | Awayed-Bishara |
| SIGNATURE | AWAYED-BISHARA M |
| AFFILIATIONS | Tel Aviv University |
| ORCID | 0000-0003-4092-3582 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 23 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Homonationalism as a sentimental matrix
This article examines the 2020 ‘tahini incident’ as an empirical site for understanding the affective and discursive operations of Israeli homonationalism. We argue that homonationalism in Israel-Palestine operates through what we call a sentimental matrix: an affective–discursive regime that mobilises empathy, compassion, and narratives of Palestinian LGBTQ+ suffering to produce moral hierarchies between a purportedly progressive Israeli Self an…
A historical reading of language demotion as a settler-colonial mechanism
This paper examines the demotion of Arabic under Israel’s 2018 Nation State Law (NSL) as a historical–legal mechanism through which settler-colonial linguistic hierarchies are constituted and stabilized. Article 4 of the NSL, which revoked Arabic’s status as an official language and demoted it to a language of “special status,” marks not merely a symbolic or declarative shift but an intensification of long-standing structures that regulate Palest…
“Bread Earning Saturated With Humiliation”
This paper examines how Palestinian English teachers (PETs) working at Jewish–Israeli schools navigate trauma in an educational space that both requires and negates them. Driven by labor market demands rather than efforts at educational integration, PETs operate under constant affective and political tension, forced to comply with colonial measures of silencing and surveillance while struggling to assert their dignity as Palestinians, professiona…
Shared education on colonial grounds
Shared education initiatives are often framed as dialogic spaces that promote encounter across difference. This paper shows that when implemented in colonial contexts they remain entangled within the racial and political hierarchies that structure them. Employing Fraser’s remedial framework and Stroud’s linguistic citizenship, we examine an English language shared education programme implemented in some Israeli schools. Based on field notes and i…
Sumud Pedagogy as Linguistic Citizenship
This paper responds to a recent call to develop a sociolinguistics of potentiality by examining how semiotic and multilingual practices may participate in processes of ethical world-building. It looks at contexts where minoritized language speakers who are subjected to colonial government use colonial languages (e.g., English) along with other semiotic resources to create spaces of potentiality where alternative social projects embody complex int…
Sumud pedagogy as linguistic citizenship
This linguistic ethnographic study offers a nuanced pedagogical account of the Arabic term sumud, or 'steadfastness', through a sociolinguistic analysis of decolonial modes of expression among Palestinian youth in Israel. I reflect on events during the 2021 uprisings in East Jerusalem, when Palestinian youth within Israel took to the streets in solidarity with Palestinians in Jerusalem and Gaza. Considering the Israeli education system's denation…
Translanguaging in a Context of Colonized Education
Previous studies of translanguaging in educational contexts indicate that translanguaging practices have the potential to generate a decolonial, emancipatory process for language-minoritized students. However, these insights are mainly based on studies of minoritized learners of English as a second language. Drawing on a one-year ethnographic study conducted in six Palestinian schools in Northern Israel, the present study investigated the effects…
A critical intercultural stance from the margins
This article offers a critical intercultural perspective to English as a Foreign Language (EFL) education inspired by Freire's conceptualisation of dialogue required in contexts where teachers must comply with hegemonic language policies. Drawing on an ethnographic study with Yusef, a Palestinian-Arab EFL teacher in Israel, I examine how intercultural critical dialogue within EFL education is seen from the margins. Analysis of interviews, classro…
Linguistic Citizenship in the EFL Classroom
This article examines the constitutive role of English as a foreign language (EFL) as a cultural discourse of action and empowerment through which teachers in marginalized, specifically conflict‐ridden, educational contexts act as agents of social and educational change. Although current approaches to teaching English accentuate its transformative role, EFL pedagogies still often reproduce hegemonic and exclusionary ideologies. Drawing on an ethn…
When the Checkpoint Becomes a Counterpoint
This article was born out of a sense of discomfort with the privilege accorded to movement and mobility in critical scholarship in the social sciences and the humanities, including critical work on the relationship between language, sexuality and space. It is our contention in this article that stasis can be deployed as a radical practice of defiance, and therefore can be queer too. In order to argue that stillness can be a form of social action …
EFL discourse as cultural practice
This paper presents a culturally based discussion of the role English as a foreign language (EFL) plays in shaping the ideological positions of those involved in teaching, learning, and planning English in Israel. The English curriculum is uniform for speakers of Hebrew (the majority) and speakers of Arabic (the minority). Furthermore, the English curriculum states that EFL pedagogy should take a global rather than an Anglo-centric approach. This…
Analyzing the cultural content of materials used for teaching English to high school speakers of Arabic in Israel
This article analyzes English textbooks used in Israel to examine whether their cultural content is appropriate for the Palestinian Arab learner. This topic is significant, as the English curriculum in Israel is uniform in all sectors. The article presents a critical discourse analysis of six English textbooks used in Israeli high schools to examine the recurrence of seven discursive devices that might possibly serve as a means for shaping or (re…
Analyzing the cultural content of materials used for teaching English to high school speakers of Arabic in Israel
This article analyzes English textbooks used in Israel to examine whether their cultural content is appropriate for the Palestinian Arab learner. This topic is significant, as the English curriculum in Israel is uniform in all sectors. The article presents a critical discourse analysis of six English textbooks used in Israeli high schools to examine the recurrence of seven discursive devices that might possibly serve as a means for shaping or (re…
Sumud pedagogy as linguistic citizenship
This linguistic ethnographic study offers a nuanced pedagogical account of the Arabic term sumud, or 'steadfastness', through a sociolinguistic analysis of decolonial modes of expression among Palestinian youth in Israel. I reflect on events during the 2021 uprisings in East Jerusalem, when Palestinian youth within Israel took to the streets in solidarity with Palestinians in Jerusalem and Gaza. Considering the Israeli education system's denation…
Linguistic Citizenship in the EFL Classroom
This article examines the constitutive role of English as a foreign language (EFL) as a cultural discourse of action and empowerment through which teachers in marginalized, specifically conflict‐ridden, educational contexts act as agents of social and educational change. Although current approaches to teaching English accentuate its transformative role, EFL pedagogies still often reproduce hegemonic and exclusionary ideologies. Drawing on an ethn…
A critical intercultural stance from the margins
This article offers a critical intercultural perspective to English as a Foreign Language (EFL) education inspired by Freire's conceptualisation of dialogue required in contexts where teachers must comply with hegemonic language policies. Drawing on an ethnographic study with Yusef, a Palestinian-Arab EFL teacher in Israel, I examine how intercultural critical dialogue within EFL education is seen from the margins. Analysis of interviews, classro…
EFL discourse as cultural practice
This paper presents a culturally based discussion of the role English as a foreign language (EFL) plays in shaping the ideological positions of those involved in teaching, learning, and planning English in Israel. The English curriculum is uniform for speakers of Hebrew (the majority) and speakers of Arabic (the minority). Furthermore, the English curriculum states that EFL pedagogy should take a global rather than an Anglo-centric approach. This…
Sumud Pedagogy as Linguistic Citizenship
This paper responds to a recent call to develop a sociolinguistics of potentiality by examining how semiotic and multilingual practices may participate in processes of ethical world-building. It looks at contexts where minoritized language speakers who are subjected to colonial government use colonial languages (e.g., English) along with other semiotic resources to create spaces of potentiality where alternative social projects embody complex int…
Analyzing the cultural content of materials used for teaching English to high school speakers of Arabic in Israel
This article analyzes English textbooks used in Israel to examine whether their cultural content is appropriate for the Palestinian Arab learner. This topic is significant, as the English curriculum in Israel is uniform in all sectors. The article presents a critical discourse analysis of six English textbooks used in Israeli high schools to examine the recurrence of seven discursive devices that might possibly serve as a means for shaping or (re…
EFL discourse as cultural practice
This paper presents a culturally based discussion of the role English as a foreign language (EFL) plays in shaping the ideological positions of those involved in teaching, learning, and planning English in Israel. The English curriculum is uniform for speakers of Hebrew (the majority) and speakers of Arabic (the minority). Furthermore, the English curriculum states that EFL pedagogy should take a global rather than an Anglo-centric approach. This…
When the Checkpoint Becomes a Counterpoint
This article was born out of a sense of discomfort with the privilege accorded to movement and mobility in critical scholarship in the social sciences and the humanities, including critical work on the relationship between language, sexuality and space. It is our contention in this article that stasis can be deployed as a radical practice of defiance, and therefore can be queer too. In order to argue that stillness can be a form of social action …
A critical intercultural stance from the margins
This article offers a critical intercultural perspective to English as a Foreign Language (EFL) education inspired by Freire's conceptualisation of dialogue required in contexts where teachers must comply with hegemonic language policies. Drawing on an ethnographic study with Yusef, a Palestinian-Arab EFL teacher in Israel, I examine how intercultural critical dialogue within EFL education is seen from the margins. Analysis of interviews, classro…
Linguistic Citizenship in the EFL Classroom
This article examines the constitutive role of English as a foreign language (EFL) as a cultural discourse of action and empowerment through which teachers in marginalized, specifically conflict‐ridden, educational contexts act as agents of social and educational change. Although current approaches to teaching English accentuate its transformative role, EFL pedagogies still often reproduce hegemonic and exclusionary ideologies. Drawing on an ethn…
Translanguaging in a Context of Colonized Education
Previous studies of translanguaging in educational contexts indicate that translanguaging practices have the potential to generate a decolonial, emancipatory process for language-minoritized students. However, these insights are mainly based on studies of minoritized learners of English as a second language. Drawing on a one-year ethnographic study conducted in six Palestinian schools in Northern Israel, the present study investigated the effects…
Sumud Pedagogy as Linguistic Citizenship
This paper responds to a recent call to develop a sociolinguistics of potentiality by examining how semiotic and multilingual practices may participate in processes of ethical world-building. It looks at contexts where minoritized language speakers who are subjected to colonial government use colonial languages (e.g., English) along with other semiotic resources to create spaces of potentiality where alternative social projects embody complex int…
Sumud pedagogy as linguistic citizenship
This linguistic ethnographic study offers a nuanced pedagogical account of the Arabic term sumud, or 'steadfastness', through a sociolinguistic analysis of decolonial modes of expression among Palestinian youth in Israel. I reflect on events during the 2021 uprisings in East Jerusalem, when Palestinian youth within Israel took to the streets in solidarity with Palestinians in Jerusalem and Gaza. Considering the Israeli education system's denation…
Homonationalism as a sentimental matrix
This article examines the 2020 ‘tahini incident’ as an empirical site for understanding the affective and discursive operations of Israeli homonationalism. We argue that homonationalism in Israel-Palestine operates through what we call a sentimental matrix: an affective–discursive regime that mobilises empathy, compassion, and narratives of Palestinian LGBTQ+ suffering to produce moral hierarchies between a purportedly progressive Israeli Self an…
A historical reading of language demotion as a settler-colonial mechanism
This paper examines the demotion of Arabic under Israel’s 2018 Nation State Law (NSL) as a historical–legal mechanism through which settler-colonial linguistic hierarchies are constituted and stabilized. Article 4 of the NSL, which revoked Arabic’s status as an official language and demoted it to a language of “special status,” marks not merely a symbolic or declarative shift but an intensification of long-standing structures that regulate Palest…
“Bread Earning Saturated With Humiliation”
This paper examines how Palestinian English teachers (PETs) working at Jewish–Israeli schools navigate trauma in an educational space that both requires and negates them. Driven by labor market demands rather than efforts at educational integration, PETs operate under constant affective and political tension, forced to comply with colonial measures of silencing and surveillance while struggling to assert their dignity as Palestinians, professiona…
Shared education on colonial grounds
Shared education initiatives are often framed as dialogic spaces that promote encounter across difference. This paper shows that when implemented in colonial contexts they remain entangled within the racial and political hierarchies that structure them. Employing Fraser’s remedial framework and Stroud’s linguistic citizenship, we examine an English language shared education programme implemented in some Israeli schools. Based on field notes and i…
Multilingual Education and Policy (10 works) · Politics (10 works) · Sociology (7 works) · Hegemony (6 works) · Pedagogy (6 works) · Political science (6 works) · Jewish and Middle Eastern Studies (5 works) · Law (4 works) · Citizenship (3 works) · Context (archaeology) (3 works)