Abstract
This paper explores the dynamics of conflicting role expectations among Palestinian teachers in Israel while focusing on the ways by which these expectations are generated and shaped by the broader sociopolitical context of the Israeli-Palestinian conflict and its impact on the educational system. Following a brief review of the historical background and the changing role patterns among Palestinian teachers in general, the paper focuses on Palestinian education in Israel and the role of Palestinian teachers within it. The central argument is that the Israeli authorities have been systematically using formal education and the teachers' role in order to repress national identity and awareness among Palestinian students. Data from interviews with Palestinian student activists about the contribution of the formal education to their national identity is used to illustrate the dilemmas and challenges experienced by their teachers.
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