This study aimed to analyze the educational and learning strategies developed by Palestinian prisoners in Israeli detention centers, examining their alignment with modern pedagogical theories, their socio-psychological dimensions, and the legal challenges faced within this coercive context. Employing a qualitative interpretive methodology, the study conducted in-depth interviews with 18 former prisoners, utilizing thematic analysis and phenomenological elements to understand their educational experiences. The findings identified six primary axes representing organized educational strategies: collaborative learning and collective knowledge organization (the most prominent), self-directed learning and self-efficacy development, and transformative education as an act of cultural resistance to reshape consciousness and identity. Additionally, the results highlighted cognitive innovation strategies to overcome resource scarcity, social modeling learning, and the acquisition of cultural capital through academic degrees for social mobility. Overall, the results demonstrate the prisoners' ability to establish an alternative, resistant educational system, asserting that learning in detention is not merely an adaptive response but a liberatory act and a unique model for education in coercive environments. The study recommends documenting this unique pedagogical experience and developing comparative research and qualitative tools to examine resistant education in similar contexts.

العنوان

مجلة المناهج وطرق التدريس

الناشر

المؤسسة العربية للعلوم ونشر الابحاث

بلد الناشر

المملكة المتحدة

نوع المنشور

Both (Printed and Online)

المجلد

5

السنة

2026

الصفحات

--