Shared education on colonial grounds

Regulating difference in English language programmes

Bibliographic Data

ID21158232
AuthorsMuzna Awayed-Bishara (0000-0003-4092-3582, Tel Aviv University, corresponding author), Mariam-Yasmin Nakhash-Nemer (Tel Aviv University)
Year2026
Pages1-16
Publication date2026-06-25
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueLanguage and Intercultural Communication (JOURNAL)
Journal identifiersISSN: 1470-8477 • E-ISSN: 1747-759X
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/14708477.2026.2685051
OpenAlexW7165917951
LanguageEN
References cited47

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 interviews with Palestinian and Jewish English teachers, analysis shows how participation is structured through parental refusals, asymmetrical life-worlds, and surveillance. We argue that language-mediated encounters within intercultural frameworks can regulate difference while leaving structural inequalities and colonial hierarchies intact

Colonialism · Dialogic · Discourse analysis · Field (mathematics) · First language · Judaism · Multilingualism · Politics · Remedial education · EFL/ESL Teaching and Learning · Literacy, Media, and Education · Multilingual Education and Policy

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Open DOIOpen Access