Teacher educators and teachers are navigating increasingly repressive educational climates amid the ongoing crisis in Palestine. As a group of justice-centered teacher educators, we argue for the urgent need to teach about this crisis through inquiry-driven, critical literacy approaches. Grounding our work in Lewison et al.’s (2002) framework, we explore how critical literacy can support teacher educators in naming and resisting dehumanizing narratives, analyzing power, and fostering action for social justice. We offer pedagogical resources, guiding questions, and text recommendations to help teacher educators, teachers, and students critically engage with the region’s histories and contemporary realities.
Behizadeh et al. (2025) studied this question.