This article addresses educational encounter projects between Jewish and Palestinian Arab high school students, teachers and facilitators in the state of Israel after the outbreak of the intifada (year 2000). Through the display of ethnographic footage and commentary from particular workshops in a high school encounter program, some of the key obstacles to dialogic engagement, the problems of and potentials of narrative reconfiguration and the limitations of the intergroup approach are illustrated. The particular educational model is practised, with variations, at some of Israel's major and pioneering institutions for peace and conflict education. The workshops under scrutiny in this article were taking place at Givat Haviva*a centre for peace and conflict related educational and cultural programs, including language and art courses.

The

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In a personal correspondence in April 2018, British cultural theorist Paul Gilroy comments on a particular event concerning one of the cases of this chapter. It was clear that this was a historic occasion and I was delighted to have had the chance to witness it / Laurie had lit up that season and we all knew he was leaving so there was a mood of farewell about that. He and I are the same age and grew up in the same area of London so I always had a particular identification with him / The game wasn't much though it was nice to see so many black spectators in the ground. Laurie took one of those artistic corner kicks. The historic occasion which Gilroy commented upon was 'just' a testimonial football match for a player named Len Cantello that took place

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