Border Pedagogy in the West Bank: Children as Leaders

In March, 2024, several faculty members from Bethlehem University in the Occupied West Bank of Palestine responded to local Bedouin community leaders’ request for a meeting, to focus on new educational initiatives. While the meeting between the educators was productive, in this article, we discuss our interactions with two children in the Bedouin community, and through narrative inquiry, explore the ways postmodern “border pedagogy” (Giroux, Citation1991) emerged as a theme in our encounter and experiences. Layering in constructs of radical love, sumud (الصمود “steadfastness”), and culturally sustaining pedagogies, we offer a snapshot of our visit, and ruminate on the grander implications for our work as educators.