Where Mlk Really Stood on Israel and the Palestinians
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The Palestinian Right to Self-Determination and Statehood
Ouachita Baptist University Scholarly Commons @ Ouachita Honors Theses Carl Goodson Honors Program 1984 The Palestinian Right to Self-Determination and Statehood Beth Holland Ouachita Baptist University Follow this and additional works at: https://scholarlycommons.obu.edu/honors_theses Part of the International Relations Commons, and the Islamic World and Near East History Commons Recommended Citation Holland, Beth, "The Palestinian Right to Self-Determination and Statehood" (1984). Honors Theses. 625. https://scholarlycommons.obu.edu/honors_theses/625 This Thesis is brought to you for free and open access by the Carl Goodson Honors Program at Scholarly Commons @ Ouachita. It has been accepted for inclusion in Honors Theses by an authorized administrator of Scholarly Commons @ Ouachita. For more information, please contact [email protected]. TABLE OF CONTENTS INTRODUCTION . 5 PART I. HISTORICAL OVERVIEW Chapter I. PALESTINE BEFORE THE BRITISH MANDATE (3500 B.C.-A.D. 1922 ) .•.. 10 II. PALESTINE DURING THE BRITISH MANDATE (1922-1947 ) .•.... 15 III. THE PALESTINIANS AFTER THE PROCLAMATION OF THE STATE OF ISRAEL (194q-l9S4 ) .•......•.• 32 PART II. THE OFFICIAL PERSPECTIVES CONCERNING THE PALESTINIAN RIGHT TO SELF-DETERMINATION AND STATEHOOD I V. THE ISRAELI PERSPECTIVE •••• 43 V. THE UNITED STATES' PERSPECTIVE . 49 VI. THE FRONTLINE ARAB STATES ' PERSPECTIVE 55 CONCLUSION • 61 . BIBLIOGH.APHY . • ~ 65 ILLUSTRATIONS MAP OF THE MIDDLE EAST . MAP OF PALESTINE • 3 3~ ' ACKNOWLEDGEMENTS I would like to express my heartfelt thanks to Martin Ziebell, Dr. IRandall O' Brien, Dr. Fran Coulter, and Dr. Raouf Halaby, who graciously corrected my mistakes and en couraged me. Thanks are also due my family and Vicki Smith for withstanding my many complaints and for aidinp me in the menial tasks which often accomnany research. -
Israel and the Palestinians
University of Chicago Law School Chicago Unbound Journal Articles Faculty Scholarship 1989 Israel and the Palestinians Gidon A. G. Gottlieb Follow this and additional works at: https://chicagounbound.uchicago.edu/journal_articles Part of the Law Commons Recommended Citation Gidon A. G. Gottlieb, "Israel and the Palestinians," 68 Foreign Affairs 109 (1989). This Article is brought to you for free and open access by the Faculty Scholarship at Chicago Unbound. It has been accepted for inclusion in Journal Articles by an authorized administrator of Chicago Unbound. For more information, please contact [email protected]. Gidon Gottlieb ISRAEL AND THE PALESTINIANS Ihe rush of notable events set into motion by the uprising nearly two years ago of Palestinian Arabs in the West Bank and Gaza is impressive. Two decades of near tranquility in Israel's occupied territories were shattered. The intifadeh pro- voked Jordan's King Hussein to relinquish his claims to the West Bank, which his grandfather had annexed in 1951. It led the Palestine Liberation Organization to declare Palestinian independence, to renounce terrorism and to accept Israel's right to exist, which in turn paved the way for the diplomatic dialogue between the United States and the PLO. Finally, in Israel, it led the Likud-Labor coalition to adopt an initiative for elections in the occupied territories for transitional self- rule to be followed by negotiations on their final status. Op- ponents on all sides rallied in an effort to cripple Prime Minister Yitzhak Shamir's initiative. These events, and more, were crammed into a short period of time, creating a sense of unparalleled passion and fluidity, of fears among some and euphoria among others. -
Jerusalem: City of Dreams, City of Sorrows
1 JERUSALEM: CITY OF DREAMS, CITY OF SORROWS More than ever before, urban historians tell us that global cities tend to look very much alike. For U.S. students. the“ look alike” perspective makes it more difficult to empathize with and to understand cultures and societies other than their own. The admittedly superficial similarities of global cities with U.S. ones leads to misunderstandings and confusion. The multiplicity of cybercafés, high-rise buildings, bars and discothèques, international hotels, restaurants, and boutique retailers in shopping malls and multiplex cinemas gives these global cities the appearances of familiarity. The ubiquity of schools, university campuses, signs, streetlights, and urban transportation systems can only add to an outsider’s “cultural and social blindness.” Prevailing U.S. learning goals that underscore American values of individualism, self-confidence, and material comfort are, more often than not, obstacles for any quick study or understanding of world cultures and societies by visiting U.S. student and faculty.1 Therefore, international educators need to look for and find ways in which their students are able to look beyond the veneer of the modern global city through careful program planning and learning strategies that seek to affect the students in their “reading and learning” about these fertile centers of liberal learning. As the students become acquainted with the streets, neighborhoods, and urban centers of their global city, their understanding of its ways and habits is embellished and enriched by the walls, neighborhoods, institutions, and archaeological sites that might otherwise cause them their “cultural and social blindness.” Jerusalem is more than an intriguing global historical city. -
Boundaries, Barriers, Walls
1 Boundaries, Barriers, Walls Jerusalem’s unique landscape generates a vibrant interplay between natural and built features where continuity and segmentation align with the complexity and volubility that have characterized most of the city’s history. The softness of its hilly contours and the harmony of the gentle colors stand in contrast with its boundar- ies, which serve to define, separate, and segregate buildings, quarters, people, and nations. The Ottoman city walls (seefigure )2 separate the old from the new; the Barrier Wall (see figure 3), Israelis from Palestinians.1 The former serves as a visual reminder of the past, the latter as a concrete expression of the current political conflict. This chapter seeks to examine and better understand the physical realities of the present: how they reflect the past, and how the ancient material remains stimulate memory, conscious knowledge, and unconscious perception. The his- tory of Jerusalem, as it unfolds in its physical forms and multiple temporalities, brings to the surface periods of flourish and decline, of creation and destruction. TOPOGRAPHY AND GEOGRAPHY The topographical features of Jerusalem’s Old City have remained relatively con- stant since antiquity (see figure ).4 Other than the Central Valley (from the time of the first-century historian Josephus also known as the Tyropoeon Valley), which has been largely leveled and developed, most of the city’s elevations, protrusions, and declivities have maintained their approximate proportions from the time the city was first settled. In contrast, the urban fabric and its boundaries have shifted constantly, adjusting to ever-changing demographic, socioeconomic, and political conditions.2 15 Figure 2. -
Studies of the Eastern World Page 1 of 4
IUPUI/IMA Community Project > Activities > Instructional Units > Studies of the Eastern World Page 1 of 4 Studies of the Eastern World by Aimee Burman and Elizabeth Danville Middle School Danville Community School Corporation Studies of the Eastern Worlds presents aspects of Eastern culture through the presentation and viewing of visual images. Students will view artwork from Thailand, China, Indian, Japan, Pakistan, Burma, Indonesia, Philippines, and Korea. Students will be challenged to discover similarities and differences in the culture of each of the countries by looking at the art from each country. The students will test their hypothesis and assumptions through further research in the media center. The final presentation of their research will include the creation of a cultural map of the Eastern World. Lesson Plan Title: Studies of the Eastern Worlds: Cultural Maps Keywords: Eastern World/Cultures/History/Geography/Interdisciplinary Curriculum Area: Cultures Grade Level: Seventh grade Appropriate Group Size: Whole Class Time Expected to Complete Instructional Plan: 5 days Instructional Objectives: 1. Students will learn of aspects of eastern culture by viewing various artworks. 2. Students will determine similarities and differences of eastern culture in the various countries by viewing the artworks. 3. Students will work successfully in cooperative learning groups. 4. Students will discover religion, language, life styles, and historical figures in various eastern world countries through researching. 5. Students will present the material they discover to classmates using visuals. Indiana State Proficiencies: Indiana State Social Studies Proficiencies Guide Geographical Relationships: Explain the relationship between physical and cultural features on the earth’s surface. Economics: Demonstrate the influence of physical and cultural factors upon the economic systems found in countries of the Eastern World. -
Once Upon a Country: a Palestinian Life Free Ebook
FREEONCE UPON A COUNTRY: A PALESTINIAN LIFE EBOOK Sari Nusseibeh,Anthony David | 560 pages | 03 Sep 2009 | Halban Publishers | 9781905559145 | English | London, United Kingdom Once Upon a Country: A Palestinian Life by Sari Nusseibeh Conflicting or irreconcilable narratives mean that works which tell the story of, and from, both sides, are rare. Here are ten others which in different ways and at different times have made a significant contribution to illuminating this unending story. Storrs was the first British military governor of Jerusalem after the Ottoman surrender in December His memoir is elegantly if pretentiously written. Storrs was in Palestine at the time of the Balfour Declaration and in the early Mandate years. Benvenisti, who was born in Palestine inis one of the most astute Israeli Jewish writers about the conflict. His father was a geographer who instilled a deep love for the country in him. Rather than ignoring the Palestinians, as many Jews do, he focuses intensely on them and especially on how the landscape of his youth was transformed as Arab villages were destroyed or renamed in Hebrew. Benvenisti served as deputy mayor of Jerusalem after He was also an early proponent of the argument—from the s onwards—that the occupation was irreversible and a two-state solution unachievable. He was attacked for this, but events in recent years seem to be proving him right. This autobiography is by the son of a patrician Jerusalem Arab family. The Oxford-educated philosopher taught at Bir Zeit University in the West Bank, where resistance to occupation was the norm. -
[email protected] Bloomington, in 47405 Website
JASON SION MOKHTARIAN Department of Religious Studies Indiana University 230 Sycamore Hall, 1033 E. 3rd St. Email: [email protected] Bloomington, IN 47405 Website: www.jasonmokhtarian.com ACADEMIC EMPLOYMENT Indiana University, Associate Professor with tenure (2018-present; Assistant Professor, 2011-2018), Department of Religious Studies Director, Olamot Center for Scholarly and Cultural Exchange with Israel (2018– present) Core Faculty, Borns Jewish Studies Program Adjunct Professor in Central Eurasian Studies, History, Near Eastern Languages and Cultures, Ancient Studies, and Islamic Studies EDUCATION University of California, Los Angeles Ph.D., Dept. of Near Eastern Languages and Cultures (Late Antique Judaism), 2011 University of California, Los Angeles M.A., Dept. of Near Eastern Languages and Cultures (Ancient Iranian Studies), 2007 Hebrew University of Jerusalem Research Fellow in Talmud and Iranian Studies, 2006 University of Chicago Divinity School M.A., History of Judaism, 2004 University of Chicago B.A./A.M., English and Religious Studies, 2001 RESEARCH INTERESTS Rabbinics, ancient Iranian studies, Talmud in its Sasanian context, comparative religion, ancient Jewish magic and medicine, Aramaic magic bowls, Zoroastrianism, Middle Persian (Pahlavi) literature, Judeo-Persian literature, religious interactions in early Islamic Iran, Jews of Persia RESEARCH LANGUAGES Hebrew, Aramaic (Talmud), Old Persian, Middle Persian, Modern Persian, Avestan, Arabic, French, German MOKHTARIAN, Curriculum Vitae 2 ______________________________________________________________________________________________ PUBLICATIONS BOOKS Rabbis, Sorcerers, Kings, and Priests: The Culture of the Talmud in Ancient Iran. Oakland: University of California Press, 2015. Medicine in the Talmud: Natural and Supernatural Remedies between Magic and Science. Under review. JOURNAL ARTICLES “Zoroastrian Polemics against Judaism in the Škand Gumānīg Wizār (Doubt-Dispelling Exposition).” Mizan: Journal for the Study of Muslim Societies and Civilizations 3 (2018). -
Under the Patronage of Her Majesty Queen Rania Al Abdullah About the International Publishers Association (IPA)
Under the Patronage of Her Majesty Queen Rania Al Abdullah About the International Publishers Association (IPA) The International Publishers Association (IPA) is the world’s largest federation of national, regional and specialist publishers’ associations. Its membership comprises 81 organisations from 69 countries in Africa, Asia, Australasia, Europe and the Americas. Through its members, IPA represents thousands of individual publishers around the world who service markets containing more than 5.6 billion people. Based in Geneva, Switzerland, IPA represents the interests of the publishing industry in international fora and wherever publishers’ interests are at stake. IPA was founded in 1896 in Paris by the leading publishers at the time. Its initial aim was to ensure that countries throughout the world showed respect for copyright, and properly implemented the `Berne Convention for the Protection of Literary and Artistic Works’. The promotion and defence of copyright is still one of IPA’s main objectives. IPA also promotes and defends freedom to publish, a fundamental aspect of the human right to freedom of expression. IPA also stands for the promotion of literacy and reading and has always been a meeting place for publishers to network, exchange views and conduct business. IPA is an accredited non-governmental organisation (NGO) enjoying consultative relations with the United Nations. 01 Rewrite the Future of the Region at Amman’s Most DAY 1 Important Publishers Seminar Monday, 30th of September 2019 The International Publishers Association (IPA) and the Union of Jordanian Publishers (UJP) are hosting a first-of-its-kind Middle East publishers’ 8:00am – 9:00am Registration seminar in Amman. -
THE POLITICAL CULTURE of ARAB-ISRAELI CONFLICT By
THE POLITICAL CULTURE OF ARAB-ISRAELI CONFLICT by William A. Gamson University of Michigan November, 1981 CRSO WORKING PAPER NO. 251 Copies available through : Center for Research on Social Organization University of Michigan 330 Packard Street Ann Arbor, Michigan 48109 - ' The Political Culture of Arab-Israeli Conflict William. A. Gamson University of Michigan November, 198 1 Paper presented at Seventeenth North American Peace Science Conference, Peace Science Society (International), philadelphi& November 1981. The .Political Culture of Arab-Israeli Conflict Listen to the -language of Arab-Israeli conflict. The Yom Kippur War. The..War' of Ramadan. Zionism is the national liberation movement of the Jewish people. Zionism is racism. The administered territories. The occupied territories. The West Bank. Southern Syria. Judea and Samaria. Sometimes it is said of a conflict that . it is meiely symbolic. As .if symbols ' were not central to .most conflicts and . fundamentally inseparable from the material aspects. Every conflict takes place in a particular symbolic environment. ' Political discourse surrounding Arab-Israeli conflict draws .on a cat'alogue of available idea elements, and makes use of a variety of .symbolic devices to express these' ideas. This set of' idea elements, org&ized arid clustered in various ways, comprises the political culture of the conflict. This culture is rooted' in time' zind space. '. The political culture of Arab-Israeli conflict is not the same today as it was in 1948. There is one political culture in , '. Israel, a different one in ~rabcountries, and still another in the United States. The catalogue from which the Gush Emunim in Israel draw .their symbolism has no counterpart in the United States. -
Administration of Barack Obama, 2013 Remarks at the Jerusalem International Convention Center in Jerusalem, Israel March 21
Administration of Barack Obama, 2013 Remarks at the Jerusalem International Convention Center in Jerusalem, Israel March 21, 2013 Shalom. Thank you so much. Well, it is a great honor to be with you here in Jerusalem, and I'm so grateful for the welcome that I've received from the people of Israel. Thank you. I bring with me the support of the American people and the friendship that binds us together. Over the last 2 days, I've reaffirmed the bonds between our countries with Prime Minister Netanyahu and President Peres. I've borne witness to the ancient history of the Jewish people at the Shrine of the Book, and I've seen Israel's shining future in your scientists and your entrepreneurs. This is a nation of museums and patents, timeless holy sites, groundbreaking innovation. Only in Israel could you see the Dead Sea Scrolls and the place where the technology onboard the Mars Rover originated at the same time. But what I've most looked forward to is the ability to speak directly to you, the Israeli people—especially so many young people who are here today—to talk about the history that brought us here today and the future that you will make in the years to come. Now, I know that in Israel's vibrant democracy, every word and every gesture is carefully scrutinized. [Laughter] But I want to clear something up just so you know: Any drama between me and my friend Bibi over the years was just a plot to create material for "Eretz Nehederet." That's the only thing that was going on. -
English/Language Arts I (9Th G
Course ID Course Name Course Description Course Level Course Subject Area 01001 ELA I (9th grade) English/Language Arts I (9th grade) courses build upon students’ prior knowledge of grammar, vocabulary, word usage, and the mechanics of writing and usually include the four aspects of Secondary English Language and Literature language use: reading, writing, speaking, and listening. Typically, these courses introduce and define various genres of literature, with writing exercises often linked to reading selections. 01002 ELA II (10th grade) English/Language Arts II (10th grade) courses usually offer a balanced focus on composition and literature. Typically, students learn about the alternate aims and audiences of written Secondary English Language and Literature compositions by writing persuasive, critical, and creative multi-paragraph essays and compositions. Through the study of various genres of literature, students can improve their reading rate and comprehension and develop the skills to determine the author’s intent and theme and to recognize the techniques used by the author to deliver his or her message. 01003CC ELA III (Common Core) (11th grade) English/Language Arts III (11th grade) Common Core courses provide instruction designed to prepare students for the Regents Exam in English Language Arts (Common Core). Secondary English Language and Literature 01004 ELA IV (12th grade) English/Language Arts IV (12th grade) courses blend composition and literature into a cohesive whole as students write critical and comparative analyses of selected literature, continuing to Secondary English Language and Literature develop their language arts skills. Typically, students primarily write multi-paragraph essays, but they may also write one or more major research papers. -
Architecture, Body and Performance in the Ancient Near Eastern World S
AE0201 S02 Problems in Old World Archaeology Architecture, Body and Performance in the Ancient Near Eastern World Artemis A.W. and Martha Sharp Joukowsky Institute for Archaeology and the Ancient World Brown University Fall 2006 S y l l a b u s Meets Fridays 3:00-5:20 pm (the so-called O-hour) in Joukowsky Institute Seminar Room 203 Instructor: Ömür Harmansah (Visiting Assistant Professor) Office Hours: Tuesday 10-12 am. (By appointment) Office: Joukowsky Institute (70 Waterman St.) Room 202 E-mail: [email protected] Tel: 401-863-6411 Course Description This seminar investigates the relationship between bodily practices, social performances and production of space, using case studies drawn from ancient Mesopotamia, Anatolia and Syria. Employing contemporary critical theories on the body, materiality and social practices, new theories of the making of architectural spaces and landscapes will be explored with respect to multiple geographical, historical contexts in the Ancient Near East. Contemporary discourses on body and performance in cultural studies and social theory have flourished drastically in the last two decades and continue to offer new avenues of research in the social sciences and the humanities. In this seminar, our goal is, on the one hand, to explore these new theoretical writings on embodiment, agency, subjectivity, bodily practices, social performances, spectacles, materiality and spatiality of body. On the other hand, we will review recent archaeological work, historical and literary sources from the ancient Near East, and consider their scholarly interpretations influenced by contemporary discourses. Our task remains to be posing new research questions to the material culture of the ancient Near Eastern world in the light of our theoretical readings and attempt to device alternative approaches in understanding this corpus of archaeological evidence.