Rethinking intergroup encounters: rescuing praxis from theory, activity from education, and peace/co‐existence from identity and culture

Abstract

Focusing on the Palestinian–Israeli case, this article critically reviews some central issues which burden the field of intergroup encounters. More specifically it considers some of their foundational historical and educational roots. I point to the reified concepts of self and identity, the history of schooling and its practices, and the coming into being of the political organization of nation‐state which, though hidden from present theorizing, has a profound influence on the educational paradigms and strategies that guide intergroup encounters and their possible outcomes. Last, while considering post‐national and post‐positivist realist perspectives, I offer alternative educational options to strengthen the potential of intergroup encounters to support co‐existence and reconciliation efforts given the critiques and paradigmatic dilemmas discussed.