Abstract
Palestine is undergoing a brutal ongoing military occupation (Gordon, 2008; Tilly, 2012), which is the most powerful single factor affecting adult education on the West Bank and in Gaza. As the occupying forces are able to say what is and what is not acceptable to the Israeli military, learning identities have been changed in a way that has not yet been expressed in current Palestinian society (Hovsepian, 2008). The situation is made considerably bleaker by the occupation always being outside the control of Palestinian educationalists. Policy-makers have no control over Israeli incursions or the damage which is incurred regularly to schools and learning centres. Israel’s attacks may wipe out facilities that have taken years to build, as in the 50-day siege on Gaza — Operation Protective Edge — in 2014. After each of these attacks, all educators have to appeal to international donors and get on with rebuilding. One colleague I spoke to recently described this process as constantly treading water.
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