ABSTRACT
This chapter highlights the roles that higher education institutions have adopted in areas immersed in civil or inter-state conflict, and looks at how innovation in pedagogy is essential in working towards peace. It discusses that educators need to move away from traditional modes of knowledge transmission towards new models which are based on enquiry and include critical reflection. The chapter also looks at systematic barriers that exist to educational equality and justice for Israeli Arabs within the system. It explores the ongoing processes of power negotiation between students, peers, teachers and educational institutions, and to offer proposals for higher education institutions that are operating in conflict societies. The chapter describes that post-conflict societies such as Rwanda post-genocide, and Germany post-war have undergone concerted efforts to encourage an education that is transgressive and can drive new cultural norms, inclusion and respect for human rights across all communities.
