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Funding Palestinian Identity: How UNRWA’s Donor-Based Funding System Affects Palestinian Identity Processes in Jordanian Refugee Camp Schools

Bennicelli, Ludovico LU (2026) SIMZ41 20261
Master of Science in Middle Eastern Studies
Abstract
The study examines the influence exerted by the UNRWA funding system -
largely based on voluntary contributions from donor states - on the negotiation of
Palestinian identity within schools located in refugee camps in Jordan. By
conducting interviews with eight former students of UNRWA schools in the
camps, and integrating the resulting data with field observations and analyses of
United Nations documents, the study seeks to identify the spaces within the
school environment in which processes of Palestinian identity formation are
articulated and negotiated.
Drawing on Antonio Gramsci’s theory of cultural hegemony, Paulo Freire’s
critical pedagogy, and Stuart Hall’s conception of diasporic identity, the study
argues that the... (More)
The study examines the influence exerted by the UNRWA funding system -
largely based on voluntary contributions from donor states - on the negotiation of
Palestinian identity within schools located in refugee camps in Jordan. By
conducting interviews with eight former students of UNRWA schools in the
camps, and integrating the resulting data with field observations and analyses of
United Nations documents, the study seeks to identify the spaces within the
school environment in which processes of Palestinian identity formation are
articulated and negotiated.
Drawing on Antonio Gramsci’s theory of cultural hegemony, Paulo Freire’s
critical pedagogy, and Stuart Hall’s conception of diasporic identity, the study
argues that the voluntary donor-based funding system influences Palestinian
identity formation primarily within the sphere of formal curricular education. In
this context, donor inspection visits, control over school textbooks, and
institutionally legitimized representations appear to shape the discursive framing
surrounding Palestine. By contrast, informal educational practices and
extracurricular student networks emerge as spaces in which Palestinian identity is
constructed, debated, and negotiated detached from hegemonic dynamics.
The study reflects on the relationship between economic power and education in
humanitarian aid contexts and its implications for identity formation within
diasporic communities, seeking to offer an original contribution to Middle Eastern
Studies in the epistemological and analytical approaches to the Palestinian refugee
identity. (Less)
Popular Abstract
This study explores how UNRWA’s donor-funded education system shapes Palestinian identity formation among students in refugee camp schools in Jordan. Based on interviews with former UNRWA students, field observations, and UN documents, it examines where and how identity is formed within the school environment.
The findings suggest that donor influence is most visible in formal schooling, particularly through curricula, textbooks, and external oversight, which help frame how Palestine is represented. At the same time, students also develop and negotiate their identity in informal spaces such as peer networks and extracurricular activities, where there is more room for discussion and alternative perspectives.
Overall, the study highlights... (More)
This study explores how UNRWA’s donor-funded education system shapes Palestinian identity formation among students in refugee camp schools in Jordan. Based on interviews with former UNRWA students, field observations, and UN documents, it examines where and how identity is formed within the school environment.
The findings suggest that donor influence is most visible in formal schooling, particularly through curricula, textbooks, and external oversight, which help frame how Palestine is represented. At the same time, students also develop and negotiate their identity in informal spaces such as peer networks and extracurricular activities, where there is more room for discussion and alternative perspectives.
Overall, the study highlights how economic and political power in humanitarian education contexts can shape identity formation, while also showing how students actively create their own spaces of meaning beyond institutional constraints. (Less)
Please use this url to cite or link to this publication:
author
Bennicelli, Ludovico LU
supervisor
organization
course
SIMZ41 20261
year
type
H2 - Master's Degree (Two Years)
subject
keywords
Palestinian Identity, Diasporic Identity, UNRWA Education, Refugee Pedagogy, Cultural hegemony.
language
English
id
9235521
date added to LUP
2026-06-25 10:53:28
date last changed
2026-06-25 10:53:28
@misc{9235521,
  abstract     = {{The study examines the influence exerted by the UNRWA funding system -
largely based on voluntary contributions from donor states - on the negotiation of
Palestinian identity within schools located in refugee camps in Jordan. By
conducting interviews with eight former students of UNRWA schools in the
camps, and integrating the resulting data with field observations and analyses of
United Nations documents, the study seeks to identify the spaces within the
school environment in which processes of Palestinian identity formation are
articulated and negotiated.
Drawing on Antonio Gramsci’s theory of cultural hegemony, Paulo Freire’s
critical pedagogy, and Stuart Hall’s conception of diasporic identity, the study
argues that the voluntary donor-based funding system influences Palestinian
identity formation primarily within the sphere of formal curricular education. In
this context, donor inspection visits, control over school textbooks, and
institutionally legitimized representations appear to shape the discursive framing
surrounding Palestine. By contrast, informal educational practices and
extracurricular student networks emerge as spaces in which Palestinian identity is
constructed, debated, and negotiated detached from hegemonic dynamics.
The study reflects on the relationship between economic power and education in
humanitarian aid contexts and its implications for identity formation within
diasporic communities, seeking to offer an original contribution to Middle Eastern
Studies in the epistemological and analytical approaches to the Palestinian refugee
identity.}},
  author       = {{Bennicelli, Ludovico}},
  language     = {{eng}},
  note         = {{Student Paper}},
  title        = {{Funding Palestinian Identity: How UNRWA’s Donor-Based Funding System Affects Palestinian Identity Processes in Jordanian Refugee Camp Schools}},
  year         = {{2026}},
}