Leaving the Margins

This article presents a qualitative study of nineteen Palestinian female students in Israel. In doing so, it promotes a context-informed approach in social work education, which takes into account power relations, issues of gender, and socio-political and socio-cultural backgrounds. The students participated in a context-informed course held at Ruppin Academic Center in Israel. The findings focus on two contexts in the students’ lives: (1) their socio-cultural background, which includes their family and cultural space; and (2) the socio-political context, which includes majority-minority relations. A discussion on the intersection of these two spheres follows. Whereas students felt the socio-political realm was blind to their identity as Palestinian female students, they felt that the course was like their ‘home’ in terms of language and identity.