Abstract

Despite the severe social, health, political and economic impacts of the outbreak of Covid-19 on Palestinians, we contend that one positive aspect of this pandemic is that it has revealed the perils and shortcomings of the teacher-centered, traditional education which colonizes students’ minds, compromises their analytical abilities and, paradoxically, places them in a system of oppression which audits their ideas, limits their freedoms, and curtails their creativity. While Israeli occupation has proven to be an obstacle in the face of the Palestinian government’s attempt to combat and contain the Corona crisis, on-line education, the sole arena that escapes this colonial system, has forced many instructors to give up their domination over the process of education and to create a more collaborative atmosphere of education that is based on dialogue, research and flexibility of the curriculum content. This study is designed to gauge English literature students’ responses to this mode of digital learning. We interviewed a hundred students from six English literature programs between March and August, 2020. Thus, through critically examining students’ answers, and by drawing on Freire’s concepts of banking education, consciousness and dialogue, we propose that online education is an important step towards the decolonization of education and a call for a paradigm shift on the account that the existing paradigm of traditional education is stifling students’ creativity and critical thinking.

摘要

尽管Covid-19爆发对巴勒斯坦人造成了严重的社会，健康，政治和经济影响，但我们认为，这一大流行的一个积极方面是，它揭示了以学生为中心的以教师为中心的传统教育的危害和不足的思想破坏了他们的分析能力，而且自相矛盾的是，他们陷入了压迫的体系，这种体系压抑了他们的思想，限制了他们的自由，并削弱了他们的创造力。尽管事实证明，在巴勒斯坦政府努力制止和遏制电晕危机的过程中，以色列的占领是一个障碍，但在线教育是逃避该殖民体系的唯一场所，在线教育迫使许多教官放弃对以色列的统治。教育过程，并在对话的基础上营造更加协作的教育氛围，研究和课程内容的灵活性。本研究旨在评估英语文学学生对这种数字学习模式的反应。我们在2020年3月至2020年8月期间采访了来自六个英语文学课程的100名学生。因此，通过批判性地研究学生的答案，并利用弗莱雷（Freire）的银行教育，意识和对话的概念，我们建议在线教育是迈向重要一步教育的非殖民化和要求范式转变的原因是，传统教育的现有范式正在扼杀学生的创造力和批判性思维。