Inclusion Beyond the Conflict: Perspectives on Inclusive Education in the East Jerusalem Context

This contribution aims at illustrating and discussing a co-design experience concerning the development of inclusive educational frameworkswithin the Palestinian context. The promotion of inclusive education paradigms in contexts affected by protracted conflict is a challenging but resourceful trajectory to foster democratic processes, since educationpractices can promote equality and civic participation (Taddei, 2021;INEE, 2018; Taddei, 2010). As the Israeli-Palestinian conflict poses criticalbarriers to the achievement of inclusion in educational scenarios withinthe areas of East Jerusalem and West Bank (Taddei & Pacetti, 2018), thesearch for innovative and meaningful pedagogical strategies is an essential effort to foster democracy and limit the disruptive effects of turmoiland upheaval. In this direction, University of Macerata worked with AlQuds University (Palestine) to co-design educational pathways that canfoster the formation of teachers and students according to inclusive education paradigms in a shared pedagogical action. As a result, the promotion of democratic and inclusive processes can offer new frameworks forPalestinian schools, in the co-creation of a sustainable, contextualizedand valuable perspective for education. In this sense, the concept of aninclusive school can go beyond physical, conceptual, and interc