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Abstract This article examines a decolonial approach to teaching a course on Palestine/Israel involving experiential travel to the region. A decolonial syllabus studies absences, erasures, the multiple intersecting mechanisms and matrices of violence, and alternative futures as they inhabit subordinated pasts (histories) and the present in various activist spaces. We expand on other decolonial learning-in-context by underscoring the need for religious literacy. This is especially urgent because the land is a destination for apocalyptic, messianic, and birthright tourism designed to confirm and reinforce people’s redemptive scripts and fantasies about the land. The objective of the decolonial approach is not “metaphorical.” It is to dismantle the oppression of Palestinians, institute mechanisms for restorative justice, and draw ethical political maps. It is also hermeneutical, denoting the urgent need to dezionize Jewish consciousness. This article centers on those dimensions of our work that engage with pathways for decolonial Jewish political ethics in Palestine.
Omer et al. (Thu,) studied this question.