Critical Multivocality: A Pedagogy for Exploring Controversial Issues About Israel/Palestine in the Classroom

This article puts forth a conceptual framework for teaching about Israel/Palestine in the political science classroom. Termed the Critical Multivocality model, this pedagogy focuses on the intersection of three core pedagogic practices: crafting essential questions, critically analyzing competing perspectives, and inviting student reflection. Drawing on existing educational theory and my own experience as a practitioner, I explore why these elements—when combined—can cultivate inclusive, critical learning environments for students to examine Israel/Palestine from multiple perspectives and the various power relationships between them. This article offers insights about, reflections on, and examples of, how to employ the model’s three core elements in a higher education setting.