Dialogue with conflict. Jewish-Palestinian educational projects in Israel

Hansen, AH, 2003. Dialogue with conflict. Jewish-Palestinian educational projects in Israel. PhD, Nottingham Trent University.

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Abstract

The thesis explores the complications of dialogue between parties in conflict. The aim is to examine whether changes of perception and identity are occurring in particular educational cooperative projects in Israel, and to assess what is accomplished in the projects and by what means. It adopts the work of Bakhtin (1981 and 1994), Ricoeur (1983 and 1999), and Bhabha (1992), to analyse unfoldings of self and other and expressions of longing, belonging, space and power. The key-concepts upon which the investigation is structured are Bakhtin's heteroglossia and the dialogic, Ricoeur's narrative and re-configuration and Bhabha's hybridity and third space.

Field research was conducted at a few well-established co-operative settings in the country: The educational centre Givat Haviva and the School for Peace at the Jewish-Palestinian Arab village Neve Shalom/Wahat al-salam. The empirical material concentrates on work between Jews and Palestinian Arabs with Israeli citizenship. Two projects of different duration and approach were chosen for closer investigation: a two-year junior high school project at Givat Haviva, and a short, three days long encounter project for high school students provided at both settings.

Narrative and oral history methods, drawing upon Portelli (1996), are used to analyse often compound and condensed narratives in interviews, and the concepts of self and other are addressed in relation to the role of historical narratives and memories in the formation of national identities.

The analysis is related to recent writing and research on contemporary Jewish-Palestinian relations in Israel, as for example Nir and Galili (2000), on the historical construction of national narratives, e.g. Kimmerling (1998) and Khalidi (1999), and on the development of educational co-operative projects, e.g. Abu-Nimer (1998), Rustin (1998), Maoz (2000), Hall- Cathala (1989), and Halabi (2001). By this the thesis attempts to contextualise the close-up work at a few settings in a wider, diachronic/historical as well as synchronic/spatial and contemporary analysis.

The thesis, which builds on four visits to Israel over three years - before as well as during the second intifada - furthermore addresses pedagogical philosophies on the social nature of learning, and on learning as practice. The theories on learning and practice, Freire (1996), Lave (1991), and Bourdieu (1990), are used as a stepping stone to characterise and critique the educational methods.

Item Type:	Thesis
Creators:	Hansen, A.H.
Date:	2003
ISBN:	9781369314847
Identifiers:	Number Type PQ10183218 Other
Divisions:	Schools > School of Arts and Humanities
Record created by:	Jill Tomkinson
Date Added:	30 Sep 2020 14:18
Last Modified:	03 Aug 2023 11:10
URI:	https://irep.ntu.ac.uk/id/eprint/41037

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