Narrazioni blindate e dissenso negato:

Gaza, Israele e il ruolo critico dell’università nella costruzione della pace.

Abstract

The polarization of public discourse surrounding the Israeli–Palestinian conflict has extended into European universities, transforming spaces traditionally devoted to critical inquiry into arenas of ideological alignment. The recognition of the State of Palestine—despite its lack of effective statehood—has reignited symbolic and geopolitical tensions that risk legitimizing non-pluralistic entities and reinforcing identity narratives rooted in opposition. Within this framework, education becomes an infrastructure of conflict: in Gaza, the pedagogy of hatred promoted by Hamas constructs the enemy as an absolute figure, whereas in Israel, dissent is an integral part of the educational and academic system. The academic boycott of Israel, widespread across numerous Western institutions, reveals a double standard that disregards internal plurality and disproportionately penalizes critical voices. By its very nature, the university cannot remain neutral: it must choose whether to be a space of inquiry or of propaganda, of listening or of censorship. The proposal to redefine Palestinian identity in generative terms—not grounded in the rejection of the other but in the construction of meaning—opens both theological and political perspectives that directly challenge Europe.