In this article we problematize the taken-for-granted nature of the dichotomy between Palestinian and Israeli, or Arab and Jew by illustrating how these identity categories are referenced and navigated by Israelis and Palestinians (Arabs and Jews) in their daily life. Using examples from our observations and conversations with individuals in the region, we argue that while the categories of Jewish/Arab and Israel/Palestine serve as dichotomous organizing frameworks, the lived experiences of individuals reveal complexity, variability, and tensions in how these categories are navigated, negotiated, and inhabited. Rather than clear and natural categories, by attending to the specificity of how these categories are discussed and used in everyday life we highlight a middle ground questioning the firmness of this assumed dichotomy. We suggest that attending to the contingent and varied nature of this dichotomy can serve as a starting point to create more inclusive means to discuss identity in the region.
Lazar, Alon, Orna Braun-Lewensohn, and Tal Litvak Hirsch. “Positive Weighing of the Other’s Collective Narrative among Jewish and Bedouin-Palestinian Teachers in Israel and Its Correlates.” International Journal of Psychology (early view; online first).
Teachers play a pivotal role in the educational discourse around collective narratives, and especially the other’s narrative. The study assumed that members of groups entangled in a conflict approach the different modules of the other’s narrative distinctively. Jewish and Palestinian teachers, Israeli citizens, answered questionnaires dealing with the narrative of the other, readiness for interethnic contact, negative between-group emotions and preferences for resolutions of the Israeli–Palestinian (I–P) conflict. Positive weighing of the other’s narrative among Jewish teachers correlated with high levels of readiness for interethnic contact and low levels of negative between-group emotions, across the various modules of the Palestinian narrative. Preferences for a peaceful resolution of the I–P conflict and rejection of a violent one were noted in two of the modules. Among Palestinian teachers, positive weighing of the other’s collective narrative was exclusively noted for the Israeli narrative of the Holocaust, and this stance negatively related to negative between-group emotions and preference for a violent solution of the I–P conflict, and positively related to readiness for interethnic contact and preference of a peaceful resolution of the conflict. Practical implications of these findings for peace education are discussed.
Nobody Home: Writing, Buddhism, and Living in Places / Human Nature & Jewish Thought / Jews and Genes: The Genetic Future in Contemporary Jewish Thought / Balancing on a Planet: The Future of Food and Agriculture / The More Beautiful World Our Hearts Know Is Possible / Capitalism: A Ghost Story/Restoring the Soul of the World: Our Living Bond with Nature’s Intelligence / Nobody Home: Writing, Buddhism, and Living in Places / Human Nature & Jewish Thought / Jews and Genes: The Genetic Future in Contemporary Jewish Thought / Balancing on a Planet: The Future of Food and Agriculture / The More Beautiful World Our Hearts Know Is Possible / Capitalism: A Ghost Story/Restoring the Soul of the World: Our Living Bond with Nature’s Intelligence / Nobody Home: Writing, Buddhism, and Living in Places / Human Nature & Jewish Thought / Jews and Genes: The Genetic Future in Contemporary Jewish Thought / Balancing on a Planet: The Future of Food and Agriculture / The More Beautiful World Our Hearts Know Is Possible / Capitalism: A Ghost Story/Restoring the Soul of the World: Our Living Bond with Nature’s Intelligence / Nobody Home: Writing, Buddhism, and Living in Places / Human Nature & Jewish Thought / Jews and Genes: The Genetic Future in Contemporary Jewish Thought / Balancing on a Planet: The Future of Food and Agriculture / The More Beautiful World Our Hearts Know Is Possible / Capitalism: A Ghost Story/Restoring the Soul of the World: Our Living Bond with Natur