Teach-ins are a type of critical pedagogy that seeks to provide the audience with tools and insights to consider, bringing out the nuances of a topic and helping the audience understand the complexities of a program. The questions this roundtable will address are the following: What worked? What did not? How did the audience and location affect the outcome? What model for the teach-in was used and how can this be adapted to other areas? Teach-ins are a specific type of activist pedagogy that focuses on teaching beyond the classroom. They "call in" interested parties and encourage dialogue about critical issues.

Collaboration between faculty and student-activists is another theme. Modeling active participation within institutional structures and governance, working with interested students to develop skill sets for organizing events, learning with and from student activists in cooperative campus- and community-centered efforts, and drawing connections between Palestine and other social and liberatory movements to foster community interest and awareness. Working with students and alumni to contextualize the legacies of student activism, and to support current student activists, one History Department organized panels and visits from alumni who had been involved in anti-apartheid activism and divestment issues during their time as students.

At another institution, leaning into curricular offerings such as Diversity and Difference in World History, the Arab-Israeli conflict and Gender and Sexuality in the Middle East helps students recognize and interpret the contradictions, hypocrisies, and ironies of the past as it relates to the Middle East and the world. Teaching about the Middle East involves asking students hard questions that challenge the basis of their values.

Focusing on experiences teaching Palestine at institutions beyond the R-1 context in communities without sizable Palestinian, Arab, or Muslim communities, presenters will highlight strategies used in our history classrooms and at campus and community events—what we found effective and what we learned as teacher-scholars. Learn how we fostered partnerships, opening lines of entry to teach Palestine with resonances for our particular local contexts, especially on campuses and contexts without specialists in Palestinian history. Following these brief presentations, we welcome shared discussion with the audience about approaches to teaching and community engagement, learning from and with Palestine and Palestinian history.