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

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.