Advertisement

Power Structure and Everyday Life: Constructing a Position Toward the ‘Other’ in Jewish–Palestinian Encounters

  • Dalya Yafa MarkovichEmail author
Chapter

Abstract

Studies devoted to intercultural programs and partnerships in conflict-ridden societies usually examine the process of acknowledgment along ethnic, race, and professional lines, while failing to address the contingent terms through which the ‘Other’ is positioned and interpreted. Findings from an ethnographic research at an intercultural program that offered a space for engagement for Palestinian and Jewish educational trainees in a college in Israel suggest that the process of acknowledgment mostly occurred when the Palestinian students were able to define their Jewish counterparts as part of the ‘normal’ everyday life, as opposed to the ‘non-normal’ everyday life in the ‘Territories’. This binary, functional, boundary became a process of adjustment that enabled the Palestinian participants to maintain both coexistence with the Jews and loyalty with their community. Thus, these findings deepen our understanding of the monolithic notion that understands the process of acknowledgment as a positive, solid, and complete moral attitude by exposing the web of forces and power relations that mediate and construct it.

References

  1. Aboud, F. E., & Doyle, A. (1996). Does Talk of Race Foster Prejudice or Tolerance in Children? Canadian Journal of Behavioral Science, 28(3), 161–170.CrossRefGoogle Scholar
  2. Aboud, F. E., & Fenwick, V. (1999). Exploring and Evaluating School-Based Interventions to Reduce Prejudice. Journal of Social Issues, 55, 767–785.CrossRefGoogle Scholar
  3. Aboud, F. E., & Levy, S. R. (2000). Interventions to Reduce Prejudice and Discrimination Among Children and Adolescents. In S. Oskamp (Ed.), Reducing Prejudice and Discrimination: The Claremont Symposium on Applied Social Psychology (pp. 269–293). Mahwah, NJ: Erlbaum.Google Scholar
  4. Abu-Nimer, M. (1999). Conflict Resolution and Change: The Case of the Arabs and Jews in Israel. New York: SUNY Press.Google Scholar
  5. Amara, M. (1999). The Policy of the By-Lingual Education in the Arab Schools in Israel. Givat Haviva: The Institute for Peace Research. [In Hebrew].Google Scholar
  6. Bar-Tal, D. (2004). Nature, Rationale, and Effectiveness of Education for Coexistence. Journal of Social Issues, 60(2), 253–271.CrossRefGoogle Scholar
  7. Bekerman, Z. (2002). The Discourse of Nation and Culture: Its Impact on Palestinian–Jewish Encounters in Israel. International Journal of Intercultural Relations, 26(4), 409–427.CrossRefGoogle Scholar
  8. Bekerman, Z. (2009). Social Justice, Identity, Politics and Integration in Conflict Ridden Societies: Challenging and Opportunities in Integrating Palestinian-Jewish Education in Israel. In W. Ayers, T. Quinn, & D. Stovall (Eds.), Handbook of Social Justice in Education (pp. 138–151). New York, NY: Routledge.Google Scholar
  9. Ben-Ari, R. (2004). Coping with the Jewish–Arab Conflict: A Comparison Among Three Models. Journal of Social Issues, 60(2), 307–322.CrossRefGoogle Scholar
  10. Bringle, R. G., Games, R., Foos, C. L., Osgood, R., & Osborne, R. (2008). Faculty Fellows Program: Enhancing Integrated Professional Development Through Community Service. American Behavioral Scientist, 43(5), 882–894.CrossRefGoogle Scholar
  11. Butler, J. (2007). Edward Said, Emmanuel Levinas and the Idea of the Binational State. Mita’am, 10, 146–166. [In Hebrew].Google Scholar
  12. Cochran-Smith, M. (1995). Color Blindness and Basket Making Are Not the Answers: Confronting the Dilemmas of Race, Culture, and Language Diversity in Teacher Education. American Educational Research Journal, 32(3), 493–522.CrossRefGoogle Scholar
  13. Council for Higher Education. (2012). Social Engagement: The Third Role of Academia. Jerusalem: CHE, Planning and Budgeting Committee. [In Hebrew].Google Scholar
  14. Diab, K. (2002). The Missing Narrative: Self Search. In A. Shai & Y. Bar-Shalom (Eds.), The Qualitative Research in Education (pp. 211–238). Jerusalem: David Yalin College Press. [In Hebrew].Google Scholar
  15. DiAngelo, J. R. (2010). ‘Why Can’t We All Just Be Individuals?’: Countering the Discourse of Individualism in Anti-Racist Education. InterActions: UCLA Journal of Education and Information Studies, 6(1). Retrieved from http://escholarship.org/uc/item/5fm4h8wm
  16. Duncum, P. (2009). Thinking Critically About Critical Thinking: Toward a Post-Critical, Dialogic Pedagogy for Popular Visual Culture. International Journal of Education Through Art, 4(3), 247–257.CrossRefGoogle Scholar
  17. Feagin, J. R., Vera, H., & Imani, N. (1996). The Agony of Education: Black Students at White Colleges and Universities. New York: Routledge.Google Scholar
  18. Golan-Agnon, D., Rosenfeld, Y., Ben Yosef, S., Knaane, H., Rosenfeld, Y., Schwartz, B., & Shrira, D. (2005). Students Engagements for Social Change: Mapping the Existing for the Future. Jerusalem: The Hebrew University. [In Hebrew].Google Scholar
  19. Gurin, P., Nagda, B. A., & Lopez, G. (2004). The Benefits of Diversity in Education for Democratic Citizenship. Journal of Social Issues, 60, 17–34.CrossRefGoogle Scholar
  20. Halabi, R. (Ed.). (2000). Identities in Dialogue, Arab-Jewish Encounters in Wahat al-Salam/Neve-Shalom. Tel Aviv: Hakibbutz Hameuchad. [In Hebrew].Google Scholar
  21. Hall-Cathala, D. (1990). The Peace Movement in Israel: 1967–1987. New York: St. Martin’s Press.CrossRefGoogle Scholar
  22. Hammack, P. L. (2006). Identity, Conflict, and Coexistence: Life Stories of Israeli and Palestinian Adolescents. Journal of Adolescent Research, 21(4), 323–369.CrossRefGoogle Scholar
  23. Helman, S. (2002). Monologic Results of Dialogue: Jewish – Palestinian Encounter Group as Sites of Essentialization. Identities: Global Studies in Culture and Power, 9, 327–354.CrossRefGoogle Scholar
  24. Herz-Lazarowitz, R., & Kupermintz, H. (1996). Encounter Workshops Between Arab and Jewish Youth in the Shadow of the Intifada. Yunim Bechinuch, 1(2), 35–70. [In Hebrew].Google Scholar
  25. Holstein, A. J., & Gubrium, J. F. (1997). The New Language of Qualitative Method. New York: Oxford University Press.Google Scholar
  26. Kaplan, A., Abu-Sa’ad, I., & Yonah, Y. (2001). Jewish–Arab Relations in Israel: Perceptions, Emotions, and Attitudes of University Students of Education. Intercultural Education, 12(3), 289–307.CrossRefGoogle Scholar
  27. Katz, Y., Dor-Haim, P., Mazliach, E., & Jakob, L. (2007). Academy-Community Partnership for Social Change – A Study and Evaluation of Eleven Academic Courses. Jerusalem: Zofnat Institute.Google Scholar
  28. Kuttab, J. (1988). An Exchange on Dialogue. Journal of Palestine Studies, 17(2), 84–108.CrossRefGoogle Scholar
  29. Lisak, M. (1990). The Intifada and the Israeli Society. Social Thought, 14, 7–20. [In Hebrew].Google Scholar
  30. Markovich, Y. D. (2015). Does Teaching About the ‘Other’ in Teachers’ Training Really Matter? Palestinian and Jewish Students in Inter-Cultural Educational Activity. In H. Smits & R. Naqvi (Eds.), Framing Peace, Thinking About and Enacting Curriculum as ‘Radical Hope’ (pp. 215–229). New York: Peter Lang.Google Scholar
  31. Oron, Y. (2010). Israeli Identities: Jews and Arabs Against One Another. Tel Aviv: Resling. [In Hebrew].Google Scholar
  32. Rabinowitz, D. (2001). Natives with Jackets and Degrees’: Othering, Objectification and the Role of the Palestinians in the Co-Existence Field in Israel. Social Anthropology, 9(1), 65–80.CrossRefGoogle Scholar
  33. Sagy, S., Steinberg, S., & Diab, K. (2006). The Impact of the Political Context on Discourse Characteristics in Jewish–Arab Encounters in Israel: Between Peace Talks and Violent Events. Mifgash, 24, 9–30. [In Hebrew].Google Scholar
  34. Salomon, G., & Cairns, E. (Eds.). (2010). Handbook on Peace Education. New York: Psychology Press.Google Scholar
  35. Shabat, S. (2007). ‘Pedagogy of Positions’: Processes of Change Among University Students from Different Social Positions. Unpublished M.A. Tel Aviv: Tel Aviv University. [In Hebrew].Google Scholar
  36. Soen, D., Davidovitch, N., & Kolan, M. (2007). A Question of Identity: On the Israeli Identity of Arabs and Jewish Students on Two College Campuses. Education and Context, 29, 167–182. [In Hebrew].Google Scholar
  37. Sonnenschein, N., Bekerman, Z., & Horenczyk, G. (2010). Threat and the Majority Identity. Group Dynamics: Theory, Research, and Practice, 14(1), 47–65.CrossRefGoogle Scholar
  38. Suleiman, R. (2004). Planned Encounters Between Jewish and Palestinian Israelis: A Social Psychological Perspective. Journal of Social Issues, 60(2), 323–337.CrossRefGoogle Scholar
  39. Survey. (2007). Evaluation of the Academic Program of Academy-Community Partnership for Social Change. Unpublished.Google Scholar
  40. Survey. (2008). Evaluation of the Academic Program of Academy-Community Partnership for Social Change. Unpublished.Google Scholar
  41. Survey. (2009). Evaluation of the Academic Program of Academy-Community Partnership for Social Change. Unpublished.Google Scholar
  42. Survey. (2010). Evaluation of the Academic Program of Academy-Community Partnership for Social Change. Unpublished.Google Scholar
  43. Swidler, A. (2001). What Anchors Cultural Practices. In T. R. Schatzki, K. Knorr Cetina, & E. Von Savigny (Eds.), The Practice Turn in Contemporary Theory (pp. 74–92). London: Routledge.Google Scholar
  44. Tzameret-Kertcher, H. (2010). All of the Above: Identity Paradoxes of Young People in Israel, the Third Youth Study of the Friedrich-Ebert-Stiftung Changes in National, Societal and Personal Attitudes. Herzliya: Friedrich-Ebert-Stiftung.Google Scholar
  45. Weiner, A., Arnon, B., & Weiner, Y. (1992). The Abraham Found Directory of Institutions and Organizations Fostering Coexistence Between Arabs and Jews in Israel. New York: Abraham Found.Google Scholar

Copyright information

© The Author(s) 2019

Authors and Affiliations

  1. 1.Department of EducationBeit Berl CollegeKfar SabaIsrael

Personalised recommendations