Abstract
A “pedagogy of discomfort” (Boler 1999) recognizes the degree to which epistemology, emotions, and ethics are closely entwined both within and beyond our classrooms shaping who, what, where, why, and when we can see. It recognizes not only the intellectual and cognitive focus of education but also its embodied and affective dimensions. A pedagogy of discomfort which engages with the historically, politically, and ideologically contested and the emotionally invested subject of Israel/Palestine offers one way to engage in the teaching and learning of conflict analysis, and to support the development of active and critical student-citizens. This article suggests that experiential learning can support the development of pedagogical discomfort and explores this in the context of the Olive Tree Initiative, a narrative-based and experiential learning program for undergraduate politics and international relations students that focuses on Israel/Palestine. Drawing on student testimony, this article explores the ways in which the program plays a role in challenging dominant social, political, and emotional beliefs in order to create possibilities for individual and social transformation. It also reflects on some of the challenges and limitations posed by this approach, and engages with questions of emotions, vulnerability, and ambiguity in and beyond the classroom.
The Relationship of Work Influence, Sense of Community and Individual Spirituality towards Organizational Performance
