Project Type
Collaboration, Learning, Sharing and Impact
Our Projects

Pedagogy in Practice: Training Teachers in the Arab Region

In the past two decades, a record number of Syrians have entered Jordan due to the Syrian civil war, in addition to the smaller but active communities of Ethiopian and Sudanese migrant workers.

Pedagogy in Practice aims to build a local program based on our previous EdJAM research for training teachers, bringing together insights from our Palestinian and Jordanian counterparts, writing academically and with a view to policy, and sharing the final output with the public. These will deepen the legacy of the project, as well as offer opportunities to expand the teacher training program in the future and support our training manual to remain in the public domain beyond the end of the project. The impact of the project will be both direct through the teacher training itself, as well as indirect through lasting public resources.

This project aims to:

  1. build a program for training public school teachers about how the violent past may be taught through indigenous history, literature, and language;
  2. implement the program over two seminars in Arabic, based on the project’s curriculum and pedagogy, for 30 teachers in Jordan;
  3. host a conference in Amman about how teaching about the violent past may be incorporated into schools and other institutions of education, including universities, institutes, and language centres;
  4. share the experience by publishing the teacher training manual itself, an academic paper, and a policy report.  “Pedagogy in Practice” is based on the direction of our current EdJAM work.

As it develops an educational program which tackles the violent past through creative and critical tools in an intimate and supportive learning environment, the project will contribute towards EdJAM’s goal of enabling collaboration, learning, sharing and impact in the following ways:

Collaboration: We will collaborate with our Palestine counterpart and three other organizations in the Levant in implementing the program itself and through the conference. Given the similarities between the Jordanian and Palestinian context, both historically and demographically, such collaborative work would be invaluable for the success of the project.

Learning: by building a program for training teachers and implementing it, we will deepen our knowledge about how the violent past may be approached through the formative stage of secondary schools. In particular, the academic output will be an opportunity to think thoroughly about the place of our intervention in the larger field of critical pedagogy in secondary school education.

Sharing: The conference and teacher-training manual will be our primary output to share with national and regional audiences; the academic publication will allow us to reach a broader international audience and think comparatively about strategies and methodologies across contexts.

Impact: This project aims to increase the impact of the EdJAM network by training teachers, collaborating with other projects and stakeholders, and rendering our work visible to the government through the policy report. It will continue the work we began in the initial EdJAM project and deepen its impact by getting to the stage of training teachers.

Meet the team:


Abdullah Moahammad

Director, Institute for Critical Thought

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Sanabel Alfar

Professor of Philology, Institute for Critical Thought

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Rana Dajani

Founder, We Love Reading

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