This article shares findings from a systematic review of education research exploring the representation of Palestine in U.S. K–12 schooling. This study identified 13 peer-reviewed journal articles, from 1984 to 2024, and analyzed the studies for themes within and across the corpus of data. These findings demonstrate that (a) the reviewed scholarship focuses on small sample sizes almost entirely devoid of the experiences of Palestinian people, (b) the sociopolitical history of Palestine is often omitted and/or contextualized, and (c) Palestine is often framed as an abstract and, at times, contentious location. This article draws attention to the failure to meaningfully engage in exploration of Palestine within education research, alluding to broader gaps in the field of education research.
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