THE Olive Branch Fall 2009 Teacher’s Guide Educational Supplement to the Youth Magazine of Seeds of Peace

Tools for Educators From the editors Daniel Noah Moses & Inessa Shishmanyan

elcome to the third issue of The Olive ulty members include the core faculty of the Palestinian Branch Teacher’s Guide. If you are Model Schools Initiative, along with special guests. For reading this, you probably value edu- example, Fatma Elshobokshy, the Delegation Leader cation. The editors and contributors to summer program coordinator, and Ajay Noronha, Indian this Guide do, too. We believe that by Delegation Leader (Session I, ’08), traveled to Ramallah Wworking together in communities and across lines of con- to do a film-making workshop for 25 Palestinian educa- flict, educators will make the difference. We believe that tors from across Jerusalem and the West Bank. education is essential if there is to be a better future. In this current issue, Fatma writes about the Camp ex- To work for a better future, education must encourage perience that motivated her to make her visit; Ajay writes respect for one another and for our diversity; it must about his visit with Israeli and Palestinian Delegation encourage communication skills, leadership skills, civic Leaders. engagement, cross-cultural understanding, and the Winter & Summer Camps for West Bank Children peaceful transformation of conflict. To put it another way, For a short essay about the first camp, held in Jericho we need to figure out better ways to live together on what in January 2008, see Karen AbuZant’s piece in the first often feels like a shrinking planet. issue of The Olive Branch Teacher’s Guide. This Guide is part of a range of projects started in Sep- tember 2007 with the support of USAID. These projects Cross-Border Educators’ Workshops build on the foundation of the Seeds of Peace Delegation These workshops are precious opportunities for Pales- Leaders summer program—the intense program for adult tinian and Israeli (and sometimes Jordanian) Seeds of educators from regions of conflict. Peace educators to meet, to share experience and knowl- Together these USAID programs strengthen and enlarge edge, to make friends, to be reenergized with hope. the circle of Seeds of Peace Educators, while also reach- Workshops have been held in Wadi Rum, Jordan, in ing out to youth and to the broader public. Tiberius, and outside of Jerusalem. The second issue of The Olive Branch Teacher’s Guide focuses on the work- USAID-Supported Educational Projects shop held in Tiberius in June 2009. for Palestinians & Israelis Seeds Café Teaching Tolerance in Palestinian Schools: Each month, Seeds of Peace organizes a forum in Jeru- A Model Schools Initiative salem to present and discuss cultural and political issues The idea behind this, and its Israeli counterpart, is to relevant to Palestinians, Israelis and the international nurture centers of Seeds of Peace activity—learning envi- public. These cafés are a rare opportunity to engage in ronments that encourage the values and skills embodied this kind of dialogue with such a range of people. by Seeds of Peace. On page 12, we feature an in-depth article about this The Olive Branch & Olive Branch Teacher’s Guide The final project funded by USAID: two types of educa- project by faculty members. On page 16, American tional material. The Olive Branch is a magazine produced faculty member Deb Bicknell interviews her Palestinian by “Seeds” (graduates of the Seeds of Peace Camp for colleagues, Oraib Waari and Jihad Sirhan. teenagers in the US). The Olive Branch Teachers Guides Teaching Tolerance in Israeli Schools: are … well, take a look. As always, we welcome your A Model Schools Initiative comments, suggestions, ideas, and connections. Look for an essay by Tali, an Israeli Model Schools par- ticipant, in the fourth issue of The Olive Branch Teacher’s For additional information about the Delegation Lead- Guide. ers Program and its various projects for Seeds of Peace Workshops on Peaceful Learning Environments Educators, including older issues of The Olive Branch With the support of USAID, Seeds of Peace has orga- and Teacher’s Guide, as well as wonderful short film nized six workshops a year across the West Bank; in about the Delegation Leaders summer program, visit our August 2009, we organized a workshop in Gaza. Fac- website at www.seedsofpeace.org.

2 The Olive Branch Teacher’s Guide Fall 2009 TOP Delegation Leaders at the Seeds of Peace Camp. BELOW A Model Schools Initiative classroom in Hebron.

Fall 2009 Volume II, Issue II

The Olive Branch Teacher’s Guide is a magazine written, edited and produced by members of the Seeds of Peace program. All opinions expressed on these pages are those of the individual writers and are not necessarily shared by Seeds of Peace, any government, The Olive Branch or its staff, or USAID. Teacher’s Guide Staff Managing Editor Daniel Noah Moses, Ph.D.

Deputy Managing Editor Inessa Shishmanyan

Editors/Consultants Walid Muhammad Abed Errahman Rachel Brophy Myra Small Ben Mueller Fatma Elshobokshy

Contributors Bobbie Gottschalk Sarah Norton Steven Brion-Meisels Sonia Linda Brion-Meisels Pious Ali Sumaya & Faten Guy Mendilow Carol Daniel Kasbari Deb Bicknell Zoe Marinkovich Ajay Noronha Ismail Mukbil Margie Arsham Orly Kalinsky Elisabeth Mallin Amany & Daniel Danny Metzl The Olive Branch Teacher’s Guide is designed by Eric Kapenga and printed by V&V Communications. It is made possible by a grant from the US Agency for International Development and the American people.

COVER PHOTOS (CLOCKWISE, TOP LEFT): BOBBIE GOTTSCHALK, AJAY NORONHA, RACHEL BROPHY, BOBBIE GOTTSCHALK. BACK COVER: AJAY NORONHA. ABOVE: BOBBIE GOTTSCHALK. LEFT: STEVEN BRION-MEISELS

The Olive Branch Teacher’s Guide Fall 2009 3 Collective memory Camp & empathy at Camp

By Fatma Elshobokshy Camp. I told myself: I am an Egyptian, an Arab and a Muslim, so I am aware of I will always remember the Arab culture. Likewise I am aware of summer of 2008. It was intense, full Jewish culture because I received my BA of emotion, hesitation, and challenges. in Hebrew Literature. In addition, I have When I started at the Seeds of Peace lived in the US for the last four years, so I International Camp, I thought that being am able to interact with Jews and Israelis. there wouldn’t affect me. I had just received my Masters in Inter- But it did, because I am drawn to, and cultural Relations, so I’ve had experience intrigued by, collective memory. with cross-cultural understanding. “I think we need to do some affirma- The mission of Seeds of Peace matches My motivation to work with Seeds of tions,” I said, in true camp counselor my passion for promoting coexistence Peace was simply to use my background fashion. My sister and I were returning among Arabs and Israelis. Through Seeds to help both sides get the best experience from a weekend in Tahoe. It had been of Peace, people from conflict regions out of Camp. I was also curious to watch a year since my father had died and we work together to explore their common how the three weeks at Camp might decided to spend some time together to humanity and to further cross-cultural simulate coexistence—something that honor and to reflect. understanding. took me years to reach. And we did. It left us, though, with Therefore, when I accepted the posi- In short, I thought that while I would incredible anxiety. tion of Program Coordinator for the participate in the process, I would not The car ride down the mountain was Delegation Leader program, I thought it discover anything new that would change full of nervous energy and stress, driven by internal pressures to accomplish, to would be a “piece of cake.” I thought that my views. achieve. Living up to a father’s expecta- the Camp mission did not apply to me Over the summer, I not only interacted tions when those expectations are frozen because my life experiences had allowed with Israelis and Palestinians, but also in time, no longer able to adjust with me to live this mission before arriving at listened to their everyday dialogue, which the changes that dictate life, is ... well ... difficult. “OK, what are you most proud of?” she asked me. “My work at Seeds of Peace,” I said Seeds of Peace facilitation: without hesitation. “Me too,” she responded. A perspective for educators I am a better person for my experi- ‘ences at Seeds of Peace. I am a better listener, a better friend, a better leader, By Danny Metzl a better citizen of this planet. And I realize (again) that this is all my father Facilitation is the skill of aiding, ever really asked of me: “Be a good rendering, bringing from latent to fore- person, Zoe. And lead others to be bet- front. Facilitation is usually much more ter people.” than mere dialogue. Dialogue, which is Seeds of Peace is the best way I know how to do this. so often lacking between conflicting so- — Zoe (Counselor) cieties and its peoples, is viewed as the primary goal to be reached, and, in most groups, it is viewed as a basis from which further growth can be achieved. Most of the group work done by Seeds of Peace facilitators is of the encounter group type: Participants encounter their own and others’ ideas, emotions, and be- haviors, as well as the concepts and reali- ties of conflict, peace, cultures, identities, alternative to violent conflict and an roles, etc. of the conflicting societies. equally firm belief that peace cannot be This type of facilitation is a specific ap- reached by psychological change alone. plication of psychology. It does require For peace to replace conflict, actual some psychological skills, yet it does not concrete, physical changes have to take require the full knowledge and skill train- place in the region. Facilitated encounter ing of a psychologist. It also requires facil- experiences can bring about a process of itators’ prior processing of the culture of “people’s enpeacement,” which is essen- conflict in the region and good first-hand tial to the development of lasting peace, knowledge of the history, the narratives but cannot bring about peace by itself and and the on-going details of the conflict. should not be confused with peace. It requires a firm belief in peace as an First and foremost, group encounter fa- PHOTO CREDITS: AJAY NORONHA, BOBBIE GOTTSCHALK, WALID MUHAMMAD ABED ERRAHMAN 4 The Olive Branch Teacher’s Guide Fall 2009 had a huge impact on me. It was the first stant fear of their surrounding neighbors, time I watched the two sides together for the first time I felt something inside arguing about their lives, their rights, and me shaking and moving my own human- their own history. ity. I struggled to push that feeling aside It was often intense, full of emotion, until I chose to calm down and allow and stress. The thing that touched me the myself to experience it. Once I recog- most was that their frustration hindered nized it, I started to feel equal empathy them from being able to express their for both sides. anger in words. I could feel the dissatis- At the end, I realized my assumption faction on both sides, particularly from that I would be at Camp only to affect the their body language. participants’ experience was wrong. Even It is surprising that I came to feel empa- though I had interacted with Israelis be- thy for both sides. My initial empathy was forehand, I found myself challenged, and more for the Palestinians, which arose ultimately changed, by my experiences from the process of collective memory. with Seeds of Peace. I came to realize it Collective memory is memory that is is possible to step outside one’s collective held by a group of people that is passed tive memory, which blocked my feeling memory in order to see the other as a hu- on from generation to generation. toward the other side and caused me to man being and feel empathy. Because I am Arab, I grew up feeling avoid discussion because it would chal- In my opinion, feeling empathy will not empathy toward the Palestinian situation, lenge our history. change one’s experiences in the conflict, not toward the Israeli, although I did not During my time at Camp, I had many but it might change how we handle the directly interact with either group during opportunities to listen to the Palestinian conflict. my childhood. and Israeli participants battling with each I hope that my newfound empathy will Once I moved to the US and met other. I was present for sessions during move me to be an effective advocate for Israelis for the first time, I could not feel which participants shared their stories. I the transformation of the Arab-Israeli empathy for them when the conflict was found myself emotionally torn. I listened conflict. discussed. Sometimes I kept quiet and to the Palestinian stories about the per- other times I just changed the subject. I sonal details of their suffering and felt the Fatma Elshobokshy worked as the 2008 & thought to myself that I understood, but natural connection to them. ’09 Program Coordinator for the Seeds of Peace my heart couldn’t feel it. On the other hand, when the Israelis Delegation Leaders Program. She also works at I believe this resulted from my collec- told their stories and I sensed their con- Lesley University in Cambridge, Massachusetts.

Facilitation is at the heart of the Seeds of Peace Camp experience—for Seeds and Delegation Leaders. Facilitation is also crucial for the programs we do after Camp, in home communities. Facilitation can be highly useful in educational settings. This is an introduction to facilitation for educators who are cu- rious about our pedagogy (methods of teaching) and who might be interested in using these methods in their own classrooms or communities. The facilitation program at Camp has changed over the years. In 2006, Seeds of Peace established a 15- month facilitation course based in Jerusalem for Palestinians and Israelis interested in how to become facilitators. Since then, two cohorts of Palestinian and Israeli students have graduated. Students study, work at Camp, take part in regional activities with Seeds of Peace and with other organizations, and set up their own new, adult facilitation groups. Some graduates are already employed in the field. cilitation requires a facilitator who deeply other internal and external stimuli—and providing a safe and trustful environ- cares for human beings, who honors, re- process them. Processing is the task of ment; by gently coaxing materials (such spects and dignifies them. Such a person each individual, of the subgroups and of as thoughts, feelings, attitudes, general- believes in the healing power of facing the group as a whole. Processing means izations, etc.) from the participants’ lives truths, and has empathy, open-minded- gathering stimuli, bringing them into to become stimuli for themselves and ness and tolerance. conscious awareness, developing them others; by leading the group to create Professionally, facilitation is usually into something meaningful to oneself and norms of honor, respect, and dignity; by associated with various kinds of group deciding how this new awareness will fit encouraging open, honest and direct dia- dynamics, better known as “group work.” into one’s life. logue and the expression of feelings; and From a psychological view point, a The groups with which the Seeds of by encouraging members to either draw “working group” is composed of people Peace facilitators work concentrate upon conclusions, “take home” new ideas for who tend to their task, and who establish processing stimuli which are associated further pondering, or take action. relationships, roles, norms, communica- with conflict and peace in general, and Another major task of the facilitator is tion skills and codes. specifically with those in the Middle East, “to sew up the worlds,” to connect the in- The task of the Seeds of Peace facilita- especially as they relate to participants’ ner world of a person with his expressed, tion groups is to gather information—as- own lives. external self, with that which has oc- sumptions (often referred to as “facts”), The facilitator’s role and task is to make experiences, thoughts, feelings and processing possible. This is achieved by See “FACILITATION” on page 23» The Olive Branch Teacher’s Guide Fall 2009 5 Cooking dialogue through food Daniel Noah Moses Ph.D. Managing Editor

ood brings people together. People around the world like to eat and they like to talk about what they eat. People give meaning to food. We eat particular foods because they mean something to us. We eat special foods for particular holidays Fand at specific times of the year. John Wallach, the founder of Seeds of Peace, said that “the enemy” has a face. Yes—and this so-called enemy also has a mouth and a stomach, and legs for dancing after the meal.

Over these last years, Delegation Leaders at the Seeds of Peace Camp in Maine have been cooking for one another, for the Seeds, for the counselors and facilitators, and for the local people who welcome them and spend time with them. Through this cooking and sharing and eating, we learn about one another.

“You are what you eat,” goes an American proverb. If we eat the food our friends from around the world cook in the spirit of hospitality and love, it means something good.

Little by little, Seeds of Peace educators are creating a Seeds of Peace cookbook. You will find recipes and stories in each of the Olive Branch Teacher’s Guides. And little by little, slowly, we figure out recipes for peace.

Fatta You could ask your students Amany, Egyptian What is your favorite meal? What do you eat at weddings, at the most impor- Delegation Leader (2009) tant holidays? What do you eat for breakfast? When do you sit for the longest Fatta is dish made for meal? How do you slaughter animals for meat? Who cooks in your house? What both Christian and Muslim are the rituals surrounding the meals? What are the meals like? How many celebrations. It is primarily times do you have to say, “no thank you, I’m full” until the host or hostess stops eaten in the morning, or feeding you? after religious services. 1 kilo (2½ lbs) of beef (red), It is easy to take such questions for granted until one comes face-to-face with cubed those who do these things differently. 2 cubes or 1 tbsp of beef stock As educators, how do we learn and teach about other cultures? It is important 2 onions 10 pieces of crunchy/dried to ask your students: What is happening in these stories? What is the cultural pita bread (can be made by context of these stories? Food provides us with one concrete way to bring other putting pita in the oven) cultures into a tangible learning experience. It is important to make the food 1 kilo of white rice about more than tastes and smells—to also make it about personal stories, butter people’s lives, cultures and humanity. 2 tbsps of minced garlic

PHOTO CREDIT: BOBBIE GOTTSCHALK

6 The Olive Branch Teacher’s Guide Fall 2009 ½ cup of white vinegar aluminum foil and cook. salt Daniel, an Israeli Delegation Leader, 4. Water down the tahina black pepper says: by mixing it with diluted lemon juice and water. 1. Boil the meat cubes, This is a Hasidic folk-tale. The name of Then add on top of the beef stock, and one whole the story is “A Spice That’s Called Shab- cooked meat and veg- onion (peeled) with salt bat.” etables and place back into and black pepper for sea- Once upon a time, a king visited one of his the oven. soning. cities. He was invited to eat with the rabbi 5. Let the dish boil for a 2. Cook the rice. of the city, on Shabbat. The rabbi’s wife little while until topping is 3. Fry the garlic. After prepared a stew. browned. fried, add the white vin- The king ate it and was impressed—it was egar. very tasty. He told his cook to get the recipe Arab Vegetable Salad 4. Take the meat out of the water once cooked, from the rabbi’s wife, so the cook did exactly 2 tomatoes save the broth. what the king asked. He wrote down the 2 cucumbers 5. Fry the cooked meat recipe, with all of the ingredients and how to parsley, chopped with the other onion prepare the stew. mint, chopped (minced). After some time, the king asked his cook to 3 lettuce leaves 6. Place the pita bread prepare the same stew that he’d had at the 1½ lemons in a bowl and mix with rabbi’s house. The king tasted the stew. It 2 big spoons of olive oil leftover broth until the pita was good, but not as good as what he had salt bread becomes soft, but not ‘ soaked. eaten at the rabbi’s house. 1. Chop all the vegetables 7. Add garlic and vinegar He called the cook and asked if the cook into small pieces. Place in a mixture to the pita bread. had done exactly what the rabbi’s wife said big bowl and then add the Place in a serving dish. to do. The cook explained that he had done parsley and lettuce. 8. Put the cooked rice on exactly the same thing. The king went back 2. In a separate bowl, top of the pita mixture. to the rabbi’s house. He asked the rabbi’s prepare the dressing by 9. Put the cooked meat on wife if she’d forgotten a spice or some small taking the lemon juice and top of the rice and serve. detail. They compared recipes, but they were mixing it with the oil, salt exactly same recipe. He again asked if some and mint. § 3. Dress the salad. spice was missing. Kilta with Tahina Then the rabbi understood the problem. § Turning to the king, he asked, “On what Sumaya, Palestinian day did you eat the stew that your cook Shakshouka Delegation Leader (2009) prepared?” The king did not remember the exact day—but he remembered it had been a Orly, Israeli Delegation 1 kilo (2½ lbs) of minced day in the week. The rabbi smiled. THAT Leader (2008) beef was the problem. The king’s cook had missed pinch of parsley 4 red onions, chopped into pinch of salt the special ingredient: Shabbat. small bits 3-4 onions This story illustrates how the food that we 1 kilo tomato 2-3 green peppers like is related to our emotions at the time 8 eggs 3-4 tomatoes that we eat it. 1 can of mushrooms 3-4 potatoes When Jews eat special food for Shabbat, chopped garlic tahina the holy day gives it a special meaning. The 1 kilogram sweet pepper of lemon juice food becomes tastier because you have time different colors sliced black pepper to eat it. You are not in a rush to work. You olive oil Middle East spices (pack- eat it calmly. When you eat it, when you Salt, black pepper, chili pep- aged together) per, cumin celebrate Shabbat, when you do the bless- Tomato paste 1. Mince two medium- ings, you come to eat in another state of sized onions with the mind. This state of mind is the special ingre- 1. In a pan we cook all minced meat. Add in dient that you add to the food. the ingredients together the Middle East spices, For example, birthday cake will always except the eggs and add all parsley, black pepper, and taste different from a cake you eat on a the spices to it. a pinch of salt. Place the day that is not your birthday. Or think of a 2. Mix the water with mixture at the bottom of a wedding. If you are happy for the couple, the tomato paste and then add baking pan. it to the rest of the ingre- 2. Slice the potatoes, to- food will be tastier than if you eat the same dients in the pan to be matoes, onions, and green dish at home alone. cooked. Leave it to boil. peppers and add, in layers, The reader can find many examples of how 3. With a fork, make on top of the meat layer. the experience of eating can change. A meal holes in the cooked 3. Cover the pan with that you eat with your family is so different from a meal that you eat alone. CONTINUED» The Olive Branch Teacher’s’ Guide Fall 2009 7 vegetables. Add the eggs Raed, a Palestinian Delegation Leader, says: 1 lb long-grain rice into these holes. Cover it The thing that I miss most during my time here lettuce and hard-boiled eggs for 10 minutes. to garnish (For a different version, see in the US is Arabic coffee. To me, it became a the first issue of The Olive tradition to have my strong Arabic—some people 1. Cut meat, lamb, or Branch Teacher’s Guide). call it Turkish coffee—in the morning. In our chicken into cubes and sea- region, people are known for their love of coffee. son with salt and pepper. Cucumber They usually drink it more than two or three Cover and allow to stand & Yogurt Salad times a day. In my family, on certain occasions, for 1-2 hours. we prepare a very special coffee. We roast cof- 2. Heat oil in frying pan 3 cucumbers fee beans and crush them. We then add a lot of and fry the meat pieces ½ cup yogurt special spices and boil it for three or more hours. until brown. Remove meat chopped green mint from oil and add to the salt stock in a large, heavy- based saucepan. Simmer 1. Chop the cucumbers on low heat until meat be- into small cubes. gins to soften, then remove 2. In a deep bowl we from heat. add to the cucumber, the 3. Drain excess oil from yogurt, chopped mint and fry pan, leaving enough oil salt, and mix all together. to fry onions, garlic and 3. Serve cold. ‘ chillies (hot peppers) until golden. § 4. Add tomatoes, tomato paste, half the combined Jollof Rice (Ghana) Hanaa, an Egyptian Delegation Leader, says: vegetables and (8 fl oz) Fool (brown beans) is the best breakfast in of stock from the meat Pious Ali, Delegation ’mixture. Stir well, adjust Leader facilitator (2008) Egypt—it’s a protein meal. The whole family seasoning and simmer on gathers around for fool. low heat for 10 minutes. Jollof Rice is among the It can be prepared in lots of ways. Normally, 5. Add this vegetable best-known West African you boil the beans for a while until tender. You sauce to the meat mixture dishes, not only because always eat it with oil, cumin, lemon and salt. in the saucepan and sim- it is delicious and easy You can add tahina or hummus. Sometimes mer gently. to prepare, but because people like to eat it with onion. 6. Finally, stir in the the ingredients are read- Whenever you eat it, you feel sleepy. Yet uncooked, long-grain ily available in Western everyone likes fool. Whenever you have big rice. Adjust the seasoning countries. groups, you have fool. again, cover and simmer Its origin, however, slowly on low heat for remains a bone of conten- You can eat it for other meals, but usually it’s about 15 minutes. tion between several West a breakfast dish. You eat and eat until you get 7. Arrange the remaining African nations. full—you cannot stop in the middle of the meal. vegetables on top of the There are many regional I love fool. rice and continue to sim- cooking variations—this mer until the rice absorbs version is my Grandmoth- all the stock, softens and er’s. cooks, and the meat is ten- ‘ der. It may be necessary to 1 lb lean beef, lamb or sprinkle additional water chicken. mix to help the rice cook. salt & ground white pepper, If so, use small amounts at to taste a time of approximately (8 vegetable oil for frying fl oz) lightly-salted water. 1 liter (1¾ pint) stock or 8. Serve hot, garnished water with 3 crushed stock with chopped lettuce, cubes parsley or fresh coriander 3 large onions, finely (cilantro) and hard-boiled chopped Haya, an Israeli Delegation Leader, says: eggs. 4 cloves garlic, peeled and My family comes from Egypt. We add eggs’ and finely chopped parsley to the fool. In my family, after eating § 2-3 chillies (hot peppers), the fool, the women would sit together drink- finely chopped ing coffee, laughing, sharing family stories. The Fatoush 4 large tomatoes, blanched, peeled and blended or mashed husbands were sent to the balcony. They used to Sonia, Israeli Delegation 3 tbsps tomato paste open the first two buttons of their pants and lie Leader (2009) 8 oz each assorted chopped down peacefully and silently until the fatigue left vegetables like carrots, green them. Then the women would talk. I remember Arab culture has a wide beans, and capsicums (sweet myself as a child, hearing the first time about range of delicious foods. or bell peppers) divorce—about family affairs. Most of these foods require 8 The Olive Bran‘ch Teacher’s Guide Fall 2009 ’ long preparation times, but Rasha, an Egyptian Delegation Leader, says: this particular dish does Although I’m from a Christian family, our tradition is to gather on not. Fatoush is a salad that Friday around breakfast. My husband, children and myself, spend Friday can be prepared in 5-10 with my family. My father prepares us a very traditional Egyptian dish minutes; it is very nutri- for breakfast consisting of smashed kidney beans with garlic and olive oil. tious and can be served at Along with the beans we have scrambled eggs and Basterma (meat). This any time of the day. custom has continued in the family for decades. It is highly recommended for vegetarians.

1 pita 2 tomatoes 3 cucumbers 1 small onion parsley to taste fresh mint olive oil salt lemon juice feta cheese ‘Faten, a Palestinian Delegation Leader, says: 1. Cut the pita into small For us in Nablus, knafe is not something to buy in the store. We prepare pieces and fry them in deep it for ourselves at home. The knafe in the store is for visitors. ’ oil. Leave them aside to cool I remember when we were children, my uncle used to make knafe for the 2. Cut tomatoes, cucum- whole family—for his immediate family and for my father’s family. The bers, onions, parsley and children used to watch him while he prepared. mint into small pieces and First, he would melt butter on the tray. He colored the butter with orange mix well. dye, because knafe is supposed to be orange. I don’t know why, but that’s 3. Add the salt, lemon just the way it is. juice and olive oil to the He would then start with the dough. He would make the dough very soft, cut vegetables and mix then put the first layer on a tray. We don’t use the oven; we use coal. We them well. put the coal outside, and when it becomes very hot, we bring it back inside. 4. Pile the fried pieces of On one side, we warm ourselves, on the other side, we have a sweet treat. pita on top of the vegetable After the layer of dough, he would spread the white cheese. It’s a special salad. cheese—a sweet cheese. We get this sweet cheese by taking salty cheese and 5. Sprinkle the feta cheese cutting it into small pieces and putting them in water. Every 20 minutes, on top of the fried pita. we change out the water. This takes the salt out, so the cheese becomes § sweeter. If the cheese is salty, it’s not good for knafe. After the cheese, my uncle would put another layer of dough. He would ‘check the dough from above and below to make sure that it had a good Olive Oil color, that it wasn’t burned. When he decided that it was enough, he would bring an empty tray of the same size and put it upside down. He would Ismail, Palestinian keep checking. He would give it about 20 minutes. Delegation Leader When the knafe was hot, he would prepare the sugar syrup (kater). It (2007 & 2009) was essential that both the knafe and the syrup be hot. Olive oil is made of olive Within five minutes, the knafe would suck up all of the syrup. Then it fruit. It is healthy, delicious would be ready to eat. and nutritious. There are The process of cooking the knafe takes two hours. But eating it takes less different kinds of olive oil. than ten minutes … They are different in color and taste. Most Palestinian dishes contain olive oil. Most Pal- estinian breakfasts contain olive oil. It is used in hum- mus dishes, in vegetable salad, in labaneh (thick yogurt). The most popular dish is za’tar (thyme) and olive oil. It is eaten with Arabic bread. PHOTO CREDITS: RACHEL BROPHY, AJAY NORONHA ’ The Olive Branch Teacher’s Guide Fall 2009 9 Programs in the region Text & Reflections|Pho tos by AJA Y NORONHA A Delegation Leader from India travels to the Middle East he Seeds of Peace Camp was an experience of a lifetime for me. Those three weeks of living, dialoguing, sharing, playing, crying, laughing with “the other” have stayed alive ever since. It almost seems like yesterday when my colleague Saroj Merani and I shepherded a bunch of Indian Seeds into the thickly-wooded Tcampsite by the lake. The disparate gathering of nationalities under those trees could not have been more vola- tile. Yet we all reached out to each other and scaled those seemingly insurmountable walls of distrust, anger and fear. Those we viewed with suspicion at first ended up becoming our friends. That is how I met some of the most beautiful people in the world. During dialogue sessions, I remember being drawn into the Israeli-Palestinian conflict. I would frequently jump into the inner circle and be part of the ensuing discussion. I had never met anyone from the region before this and knew very little about the complexities of the situation there. The passion, distrust and helplessness was all too apparent, and the situation was clearly far worse than the “con- flict” between India and Pakistan. Yet behind the anger and those tears lay a resolute will to somehow find peace. By the end of Camp, I felt an irresistible urge to go there, visit the region, and see things for myself. So, in April 2009, I lept at the FROM TOP Delegation Leaders hold a dialogue session at Camp by the lake. | Ismail (2007 Palestinian Delegation Leader) directs his “actors.” | At the Bethlehem checkpoint, re-entering Jerusalem.

10 The Olive Branch Teacher’s Guide Fall 2009 opportunity to conduct a filmmaking workshop quite understand what he meant. in Ramallah. This was my chance to meet all The enormity of that phrase dawned on me when I was being driven across a “checkpoint” on my way to the West my Delegation Leader (DL) friends once again Bank. I wasn’t merely crossing a “checkpoint,” or a border, but and experience life like they had so vividly and an immeasurable chasm between civilizations, histories and disturbingly described. peoples. I began to think of myself as very lucky. Each side The workshop itself arose out of a desire was eager to hear about my impressions of the other side and expressed by a group of Palestinian educators see the photographs I had taken. And so begun my leaps across history and geography as I who wanted to learn how to make educational crisscrossed between Ramallah, Jerusalem, Tel-Aviv, Jaffa, films. They came from across the West Bank Bethlehem, Haifa, Akko and the Dead Sea. At each place, one —from Hebron, Bethlehem, Jenin, Tulkarem of the Palestinian or Israeli DLs took turns hosting me and and Ramallah. showing me around. Upon arrival in Ramallah, Walid (DL ’07) who I had never Over three days, Fatma Elshobokshy (who also works with met before, embraced me warmly and immediately took me Seeds of Peace) and I helped them explore the magical world home. Over 20 years ago, he had come to India to study eco- of film. It was an intensive hands-on workshop where the par- nomics! He practiced his rusty Hindi with me and we talked ticipants brainstormed ideas, wrote scripts, learned how to use late into the night. It’s a tough life here, he said, and he needs a digital video camera and even edited their own films. to work more than one job, sleeping barely 5-6 hours a day. Not surprisingly, the “teachers” came up with very didactic Even if you aren’t a photographer/filmmaker, the differ- themes for their workshop films: the ill-effects of smoking on ence between the Palestinian side and Israel is quite clear. The family life, the importance of educating girls, the relevance of West Bank is teeming with people, apartment blocks with the olive tree in Palestinian life, etc. It ended up being a hectic, plastic water tanks and frenetic construction activity all over. stressful, but fun-filled three days. I learned a lot myself, espe- The Dheisheh Refugee Camp outside Bethlehem I visited cially about staying positive in a seemingly hopeless situation seemed a lot better than many of the poorer and “disturbed” with limited resources. parts of India. But the stories of injustice and suffering were Meeting my Palestinian DL friends in the West Bank felt un- just as depressing. real. We never imagined we’d meet so soon after Camp. Plans The images on both sides often seemed similar—a plea for were quickly made and invitations extended to visit their the return of a loved one taken hostage or an homage to respective villages. Maysoon (DL ’08), who also works with someone killed in the conflict. I was surprised to see heavily the UNHCR, arranged a visit to a refugee camp. Avi (DL ’08), armed troops patrolling the streets on both sides, but the Pal- a supervisor at the Israeli Department of Education, invited estinian soldiers seemed friendly and were happy to meet an me home for Pesach Seder. But the reality that all of us—Pal- Indian, unlike the Israelis, who were more guarded. But that, estinians and Israelis—could never meet together saddened me. In fact, when Daniel invited me to “jump worlds,” I did not See “REFLECTIONS” on page 23»

CLOCKWISE FROM TOP Graffiti in a Palestinian refugee camp. | By the Mediterranean Sea atAkko. | At the Rosh Hanikra beach with Carmit (2008 Israeli Delegation Leader) and a flag of Hamas-held IDF soldier Gilad Shalit. | Pesach Seder with Avi (2008 Israeli Delegation Leader).

The Olive Branch Teacher’s Guide Fall 2009 11 Steven Brion-Meisels, Linda Brion-Meisels, Deb Bicknell with support from Jihad Sirhan, Tools peace games Oraib Waari, James Noonan & Casey Corcoran Supporting peaceful learning environments in the West Bank Reflections from a cooperative Seeds of Peace/Peace Games project eeds of Peace has long worked to promote dialogue and civic engagement in regions around the world that have experienced conflict. Although most of the work done by Seeds of Peace has focused on young people (including its Camp program in Maine), there is a growing awareness that successful change for young people requires support for adults—parents, educators and civic leaders in their Slocal communities as well as in government leadership. This organizational commitment led to the development of the Delegation Leaders Program. In turn, efforts to build the Delegation Leaders program led to a set of projects made possible with the support of USAID. The USAID funding included Model Schools Initiatives in both Palestinian and Israeli schools, and workshops on “peaceful learning environments” across the West Bank. This article focuses on work done by a team of Palestinian and US educators in several West Bank communities from February 2008 through June 2009 to support the Model Schools Initiative.

The goal these coordinated projects supported is to “cultivate an environment of tolerance, dialogue and civic engagement in Palestinian and Israeli schools and youth organizations.” Peace Games was contracted to work with the Palestinian schools to help them build “peaceful learning environments” with a focus on a set of specific skills that focused on communication, multiple perspectives, conflict resolution and civic engagement.

Our work has included seminars, school visits and individual support for school leaders in many West Bank communities, including East Jerusalem, in and around Jenin, Nablus, Tulkarem, Ramallah, Bethlehem, and Hebron. Palestinian school principal “Our project was designed to help raise children to be leaders of our community, and to help our society in the future. Our recycling project started with the children, and then they talked with their parents who then became supporters. For 5 months, we used civic education classroom and after school time with 26 9th-grade students who worked in four teams. Next year, we will work with new 7th- and 8th-grade students. Students are ready to cooperate with teachers and help the community. They have power and energy. To discover this power and energy and move it in positive directions—this is the role of the teacher.” Promoting peaceful learning environments: Our frameworks

As we began our work with Aboriginal activist: ential education activities and pedagogy Palestinian educators, we carried three “If you have come to help me, you are as a backbone for our workshops, and connected but distinct frameworks. wasting your time. But if you have come we also worked with educators to apply The first developed as a result of a 17- because your liberation is bound up with these strategies in their own, local, cul- year collaboration called The Peaceable tural contexts. Schools and Communities Project. This mine, then let us work together.” The third framework is based in work framework suggests that promoting done by Peace Games—which uses ex- peaceful learning environments requires nents of the framework into our plan- periential education strategies in school four actions: starting with the self ning, workshops and site visits. contexts to help young children develop (respect for and celebration of cultural The second framework is rooted in the skills of peacemaking: communica- diversity), understanding the roots of programs that focus on experiential tion, cooperation, conflict resolution violence and peace, democratic practice education and youth development. This and civic engagement. This framework (working with instead of doing to), and framework focuses on the importance of sees children as peacemakers rather than transformational leadership. Our frame- engaging learners actively in designing problems, focuses on the strengths and work has been used with several thou- and implementing their own learning. assets that children bring to the school, sand educators and community workers The framework contributes in special and emphasizes the importance of teach- to help them build and sustain school ways to youth development work, but it ing children the skills of peacemaking and community contexts that integrate also has important applications for work as an antidote to cultural messages that peacemaking and social justice. with adult learners. In our work with glorify violence. Peace Games provided In our work with Palestinian educa- Palestinian educators, we used experi- core classroom activities for our work. tors, we incorporated all four compo- USAID supported the work.

 For more on this model, see Brion-Meisels et al. (2007).  For more on this framework, see Dewey (1916), Freire (1998),  For more information about Peace Games and our work, please Nakkula & Toshalis (2006). visit our website: www.peacegames.org. 12 The Olive Branch Teacher’s Guide Fall 2009 Third, we began to identify ways in Working across cultures which US-based and Middle Eastern Steven Brion-Meisels, Linda Brion-Meisels, peacemaking strategies share values, Deb Bicknell with support from Jihad Sirhan, As we began the project, we Zoughbi Elias Zoughbi principles and practices. Oraib Waari, James Noonan & Casey Corcoran were deeply aware of our limitations as “In any foreign country, you are always For example, the Quran and Haddith well as the resources we brought. Our an outsider. No matter what your attitude provide teachings and practices related team worked solely with Palestinian and position regarding this conflict or that, to “ta-aruf ”—the Islamic commitment to schools and communities.1 As we began respect for the humanity of others. to read, reflect, plan and prepare, we you are a foreigner. And no matter what Peacemakers in both cultures rely on carried with us a few key themes and you do, no matter what you represent, no multiple perspectives, patience, commu- guidelines. matter what your ideology, philosophy or nication, and mediation. They practice First, we believed that peacemaking principles, you can be part of the struggle, what Karen Armstrong has called “the and conflict resolution without a com- but the struggle is not yours.” 2 compassionate ethic.” 3 mitment to cultural understanding and Fourth, we understood the need for social justice are problematic, and in fact lence and peacemaking, create strategies cultural competence as an important can promote new cycles of violence. for classroom meetings and peaceful part of our own toolbox. We read, We wanted to use our skills to pro- discipline, and helped create frameworks talked, listened and tried to remain open mote democratic partnership with our that emphasized prevention rather than to the questions that we would encoun- colleagues—rather than expert-driven, reaction to school climate problems. ter. We tried to remain humble, and to lecture-type presentations. For example, Second, we believed that important dif- approach this work as visitors—in the we partnered with our Palestinian col- ferences between American and Middle spirit of what Lederach and colleagues leagues in the development and presen- Eastern peacemaking and conflict describe in their Handbook of Interna- tation of the workshops, created struc- resolution approaches need to be re- tional Peacebuilding (2002). tures that emphasized small-group work spected and understood. These include, Finally, we carried a belief (sometimes and team-building, and work in Arabic for example, the role of village elders a hope) that new integrations of US- rather than English. as peacemakers, the value of collective based peacemaking strategies could be We also wanted to help Palestinian rather than individualistic approaches useful for our colleagues in the West educators learn how to promote self- to conflict resolution, the politics of Bank. We had each worked in cross- governance and decision-making with conflict resolution in communities that cultural settings, and had spent time their students rather than simply control have experienced decades of political listening to colleagues, so we had confi- over behavior (including peer violence). strife and military rule, and the role of dence that our approach to the work had For example, we helped workshop emotional components like pride, anger possibilities for contributions. participants explore the roots of vio- and trauma in peacemaking. 3 For more on these ideas, see Armstrong (2006), Abu-Nimer 1 A separate team worked with Israeli educators, along (2003), DeRosa and Johnson (2002). approximately the same timeline. 2 In Lederach and Jenner (2002)

Adam Curle pedagogies to work with youth in urban Building a team “I would advise [the peace builder] to be and rural communities. open, proceed very gradually, and wait Casey Corcoran and James Noonan Our work was only possible for the development of relationships. You brought a decade of experience using co- operative games in classrooms, primar- because of the leadership and skills will need mutual understanding, trust and provided by a cross-cultural team based ily through their work at Peace Games. confidence with the people who are involved Because this team was created specifi- in the region. in the situation into which you are moving. Daniel Moses provided immense cally for this project, it was important to Building relationships with people who are spend time understanding our individual cross-cultural wisdom and was also the 1 key organizer with the various con- already active in the field is key.” resources so that we could create a com- stituents—from USAID to the Seeds of prehensive and culturally competent ap- Peace offices to local educators in the six environments for the participants, as proach to the Model Schools Initiative. West Bank communities. well as in bridging traditional Palestin- Our teaching team spent intense time Inessa Shishmanyan provided admin- ian educational practices with these new learning about each other, planning our istrative support for this work, as well approaches. She welcomed us into her work together, exchanging ideas and as wisdom in the field of cross-cultural school, created peer mediation teams, perspectives, and creating a leadership peace building. and helped the training team adapt our structure that was both democratic and Nabil Kayali, founder and director of frameworks to local realities. empowering. In this effort, we relied the Bridge Academies in East Jerusalem, As a high school teacher in East especially on the Peaceable Schools was a critical ally and coach, especially Jerusalem, Oraib Waari brought special framework. We explored the roots of in his ability to bridge Islamic teaching skills related to classroom applications. our work in our own experiences, our with the kinds of experiential and demo- Her deep commitment to dialogue (as approaches to social justice work, and cratic pedagogies on which we relied. evidenced by her annual work leading our understanding of the challenges that Nadr Aljoni became a crucial outreach Palestinian-Israeli dialogue groups), was faced Palestinian teachers. worker for the project; his knowledge both a resource and an inspiration. In We worked with each other: we lis- of Palestinian culture, as well as his addition, she brought a genius for using tened, shared power, evaluated our strat- ability to work well with a broad range cooperative games to teach peacemaking egies, and changed our plans to meet of individuals and communities, opened skills, and generously helped the Ameri- new needs and opportunities. And we important doors and made the work pos- cans navigate bi-lingual facilitation. tried to practice transformational leader- sible. Each of these individuals brought The US team was itself a blend of expe- ship: we rooted our work in the fertile their special contributions to the col- riences and backgrounds. Linda and Ste- ground of allies, walked beside each laboration. ven Brion-Meisels brought a combined other on this important journey, took The key partners for our work as US 80 years of experience in classroom risks and supported each other when educators were Jihad Sirhan and Oraib and school-climate work, as well as the we made mistakes, and kept focused on Waari. As a principal at the Jerusalem Peaceable Schools framework that con- our common goals: to help Palestinian nects peacemaking with social justice. colleagues promote and sustain peaceful Bridge Academy, Jihad Sirhan’s commit- 2 ment to democratic practice was critical Deb Bicknell brought 20 years of ex- learning environments. perience adapting experiential education 2 In these areas, we drew deeply on transformational in our efforts to create effective learning leadership work done by Ulric Johnson and Joyce Shabazz 1 In Lederach and Jenner (2002) – members of the Peaceable Schools and Communities group. The Olive Branch Teacher’s Guide Fall 2009 13 • Skill-building sessions. Partici- Our work with Palestinian educators pants were offered focused sessions on specific skills needed to create peaceful The Model SchoolS Initiative communities, including the topics of Palestinian principal communication, creating and leading was designed to expand the circle of “My team and I faced many obstacles. But Palestinian and Israeli educators and workshops, and classroom climate. the workshops gave us ideas to build on a • Small group discussions. The community leaders who are committed, plan I had before the workshops. We were competent and connected in their efforts small groups helped participants identi- to promote peaceful learning environ- successful. The Prime Minister honored fy key classroom and school challenges, ments. our project, and it is in a book of examples discuss them, and create strategies for During the fall of 2007, Nabil Kayali for other schools.” addressing them back home. worked with Daniel Moses at Seeds of • Presentations. A theoretical frame- Peace to identify interested Palestinian distributed to 1,000 educators in Israel work for understanding the pedagogy of schools. and the West Bank to provide concrete experiential education was offered, and In February 2008, four members of materials for classroom integration. strategies for employing this pedagogy the team worked with educators from In February 2009, two members of the in the classroom were modeled—with a several West Bank communities in an training team visited the six schools to focus on de-briefing cooperative games. outreach workshop that introduced five assess progress on the previous sum- • Action planning. In June 2008, par- key components of a peaceful learning mer’s action plans, to provide support, ticipants were organized into six teams environment: multiple perspectives, ef- and to identify needs for the final train- by virtue of the schools in which they fective communication, decision-making ing in June 2009. worked, and the workshop built towards and problem-solving, peaceful conflict All of the workshops used consistent identification of team outcomes for the resolution, and civic engagement. structures and activities designed to upcoming academic year, a point person, In June 2008, five members of the teach and adapt experiential educational and action plans for each team. training team worked with approxi- pedagogies in ways that support peace- During the ’09 workshop, school/com- mately 25 principals and teachers from ful learning environments. munity teams presented and discussed the Yamoun Boy’s Basic School (outside In addition to the academic goals of the the projects they completed during the Jenin), a community center in Jenin, 2009 workshop, time was spent allow- 2008-2009 academic year. Discussions two public schools in Bena Na’im (near ing school teams to share the outcomes allowed other participants to explore Hebron), two (private) Bridge Schools of their action plans and to discuss the how these projects might be relevant to in East Jerusalem, and several UNRWA applicability of their projects in other their own communities. In addition, the schools from Jerusalem and its environs. settings. teams had time to review, amend and ex- As a part of the June (2008) workshops, The workshops included: pand action plans for the year ahead. six school teams created action plans to • Games and activities. Cooperative • Networking. The workshops offered help promote peaceful learning environ- games and other experiential educa- opportunities for participants to create ments and civic engagement, including tion strategies were used as a way to and strengthen support systems that three-, six- and 12-month benchmarks. build community, strengthen core skills they can continue to use after the end of Following the workshop, an e-mail related to the USAID goals, and provide the USAID project. listserve was created and maintained by opportunities to practice experiential 1 Participants identified, discussed and shared strategies for dealing with three important challenges: peer violence, apathy and Peace Games; this Teacher’s Guide was education classroom strategies. hopelessness among students, and school-family connections.

Military checkpoints are everywhere: Challenges and opportunities they can transform a 10-mile commute into a 2-3 hour odyssey. Pass systems, Challenges that crossed settlements, barbed wire, and the 25- Palestinian teacher foot barrier, all separate individuals cultural differences “What you are teaching us is not real. During both the formal workshop and families even within the West Bank We have 40 students in one room and our itself. sessions and informal conversations, we schools are often surrounded by tanks. Our learned a great deal about the education- In addition to these daily problems, al, clinical and bureaucratic challenges children suffer much trauma. I have notes students live with violence close at that our Palestinian colleagues face. from students about their own funerals.” hand—including the death, imprison- In many ways, these challenges are ment, and deportation of family mem- quite similar to under-resourced school reel from these social stresses; un- bers and colleagues. settings within the US. der-trained teachers and bureaucratic (Since 2001, there have been legal and Some of these challenges are cultural: systems that can be inefficient. military obstacles against most cross- families for whom new pedagogic strate- In addition, many of the students see border contacts, with dire results for gies are disconcerting and problematic, no compelling need to learn or study, cross-cultural understanding and com- hierarchical authority relationships that because employment prospects are munication.) can make student dialogue and demo- bleak and military violence is a constant These factors contribute to a sense cratic practices both new and difficult to threat. that many young Palestinians feel no implement, family and village rivalries Challenges rooted motivation to study or learn. Life can be that spill into the school, and cultural in the local context dangerous and unpredictable; the future practices that model violence even while We also learned about the very specific seems bleak, and for many young people they preach respect and solidarity. challenges faced by Palestinian educa- education seems largely irrelevant. Our colleagues also face the predict- tors in this particular historical and In the face of these immense challeng- able challenges of economically im- political context. Although we were es, our Palestinian colleagues shared poverished communities in the US and careful to adhere to the boundaries and their efforts to teach academic and social abroad. These include 40 students in a agreements of our contract, which called skills, provide young people with oppor- classroom and the lack of basic materi- for us to focus on the classroom skills tunities for leadership and civic engage- als; high levels of unemployment that of the Palestinian educators rather than ment, support non-violence and under- contribute to domestic violence, depres- broad cross-border or political issues, standing, and create local communities sion and substance abuse; lack of support it was impossible to ignore the realities that help provide their children with a services for children and families who around us. safe, healthy and peaceful future. 14 The Olive Branch Teacher’s Guide Fall 2009 history teacher, and colleagues ex- What we accomplished and learned panded and strengthened a five-year effort to develop a student parliament The Model SchoolS Initiative at the school. Shu’afat Refugee Camp Palestinian teacher has faced significant problems related accomplished important outcomes in a “When I read traditional Muslim short period of time. Close to 40 educa- to substance abuse and youth violence, literature, say from the 16th and 17th and the student parliament has helped to tors in six West Bank communities centuries, I find amazing things to support learned about, practiced and began to foster some important changes in young adapt the core skills of peaceful learning the kind of educational approaches we are people’s behaviors. environments. learning in these workshops. We may have This specific expansion of the project They also identified aspects of their to adapt traditional teachings, but there are focused on increasing student input into own personal, cultural and professional no contradictions. We have this treasure, the functioning of the parliament, devel- experiences that they can use to promote but we don’t use it.” opment of outreach and educational ma- peaceful learning environments. terials (including a brochure, video and They explored some of the roots of with community leaders to implement a internet connection), and educational students’ violent behavior from psycho- community-wide recycling project. activities (including a student-produced logical, social and cultural perspectives The project addressed a critical need play about the work that also helped —and equally importantly, they identi- of this village outside Hebron, because raise funds to support their project). fied the roots of peacemaking in their there are few recycling programs in the Students helped identify candidates for own personal, cultural and professional area. the student parliament, identify school backgrounds. and community issues on which the The six teams from 2008 created and School safety and violence parliament might focus, elect represen- began to implement action plans in their prevention (Bena Na’im) tatives for the parliament, and develop own communities. Projects included structures for their meetings. school discipline codes, student me- Principal Omar Khadour and his team diation programs, student governance focused on issues of school safety, con- Peer mediation and school climate projects, curriculum integrations and flict resolution and student mediation. (Bridge Academy, East Jerusalem) community service learning projects. His efforts to reduce school violence During the next year, more than 1,000 included professional development, Led by their principal Jihad Sirhan, students in the six communities benefit- individual student counseling, classroom teachers began to identify strategies to ted from these projects. work, training student peacemakers, incorporate what they learned in the In June 2009, the teams described their family and community outreach. June 2008 workshop into their daily projects: The outreach focused on a community practice as teachers and administrators. event that used cooperative games to They held staff meetings, incorporated School safety and violence strengthen school-family connections cooperative games in the curriculum, prevention (Yamoun Basic Boys and provide a safe outlet for students’ identified and celebrated student leader- School, outside of Jenin) concerns following the war in Gaza. ship, and began to develop ideas for service projects. Principal Faisal Jaradat designed an Student leadership They also offered workshops to col- action plan to target the increase of (UNRWA Basic School) leagues in their own and other Bridge student violence—in part, in response to Academy schools. the pressures of community life (unem- The principal and his team developed In February 2009, two members of the ployment, individual and community a student government that is responsible training team led a four-hour workshop trauma). He and his team recruited and for a number of school and community on peer mediation with 15 students in trained a core group of student play- initiatives, including work on communi- the upper grades. ground peacemakers whose role was ty problems, civic engagement projects, The team’s report in June 2009 sug- to intervene in and mediate problems peer mediation and the development of gested that their efforts had reduced before they escalated into physical fights media resources. conflicts on the playground, provided (including weapons) on the playground One outcome of these efforts included important learning opportunities for the or in the community. a handbook that outlined rights and mediators, improved school climate, and In February of 2009, and again in June, responsibilities for students. opened new avenues for student leader- he reported a significant decrease in The handbook resulted from months ship. school violence as a result of his project. of conversations, outreach and planning Our work also helped to strengthen that connected students, faculty, families regional networks. For example: Classroom democracy, school safety and community leaders. • A Teacher’s Guide distributed to Pal- & civic engagement (Bena Na’im) The principal shared this story about estinian and Israeli educators included the project he coordinated during the a section based on our workshops: the Assistant Principal Mohammed 2008-2009 school year: section included games, guidelines and Manasra and his team focused on three “The code of conduct has generated a resources for classroom peacemaking. projects. much better sense of community. And • An on-line network was created; They used strategies from the June parents understand that discipline is not despite challenges of technology and 2008 workshop to help students and revenge; it is a way to have a safe envi- language, this network helped connect teachers develop classroom guidelines ronment and a good quality of education participants during the two years of the for in-school behavior and academic for students. Parents thought it might be initiative. achievement. a trick, but we helped them understand • Materials from the workshops are They helped teachers use cooperative that all developing countries want good currently being translated into Arabic, games in classrooms and on the play- learning and teaching. The inclusion of so that the workshop participants can ground to support conflict resolution all parents helped them understand the use them in their own communities. and communication skills. importance of this work.” • Principals and teachers committed Their most ambitious effort involved to gathering to share their work locally the development of a community service Student leadership & civic and regionally after USAID funding project where a team of 28 students engagement (Shu’afat/UNRWA) ends. identified community problems, chose one as a focus (pollution), and worked Mua’yad Salahadine, a high school CONTINUED» The Olive Branch Teacher’s Guide Fall 2009 15 CONTINUED approaches to democratic education and and change: Journal of Peace Research, 21 (1), » » peaceful learning environments. 22-40. Armstrong, K. (2006). The great transforma- Palestinian principal In the process, the US team also af- tion: The beginning of our religious tradition. firmed our belief that cross-cultural New York: Random House. “The way I treat people has changed. I Brion-Meisels, L., Brion-Meisels, S., & Hoff- have become more patient. I can see other learning is possible, productive and transformative for all involved. In fact, man, C.B. (2007). Creating and sustaining peace- points of view and put mine aside to listen able school communities. Harvard Educational … I have a better connection with students. it is essential that if we are to build a Review, 77 (3), 374-379. foundation for peace that supports social Brion-Meisels, S., Chhabra, M., Cortright, D., They can put themselves in others’ shoes, Steele, D., Gunderson, G., & Long, E.L. Jr. (2008). they help each other and they study as justice. The strategies and frameworks that we Use cooperative conflict resolution. In G. Stassen groups … A piece of advice for new teach- (Ed.), Just peacemaking: The new paradigm for ers doing this: being successful is not easy. used in the West Bank are only one set the ethics of peace and war. Cleveland, Ohio: The of tools in what needs to be an increas- Pilgrim Press. Know it is hard, but know that you can do DeRosa, P., & Johnson, U. (2002). The Ten it and you will. You will taste the rewards ingly diverse peacemaking toolkit. They are only useful if they are used well. C’s: A model of diversity and social change. The later and this taste is so delicious.” Brown Papers, 6 (5), 1-15. Boston, MA: The Two simple adages may help bring this Women’s Theological Center. idea home. Practitioners of social change Dewey, J. (1916; 1944). Democracy and educa- Perhaps the most lasting outcome of tion. New York: The Free Press. our work has been the change in how often remind us: “If the only tool you have is a hammer, everything looks like Freire, P. (1998). Pedagogy of freedom: Ethics, our Palestinian colleagues understand democracy and civic courage. New York: Row- and talk about their role as teachers. a nail.” man and Littlefield. Everything is not a nail, so it is critical Lederach, J.P., & Jenner, J.M. (Eds.) (2002). Principal Faisal Jaradat put it this way: Handbook of international peacebuilding: Into the “My team and I faced many obstacles. that we have more than one tool to build new structures for peaceable learning eye of the storm. San Francisco: Jossey-Bass. But the workshops gave us ideas to build Nakkula, M., & Toshalis, E. (2006). Understand- on a plan I had before the workshops. environments, as well as a more peaceful ing youth: Adolescent development for educators. We were successful; the Prime Min- and just world. Cambridge, MA: Harvard Education Press. ister honored our project and it is in a Second, every carpenter knows that the same hammer can be used to destroy Jihad Sirhan is principal of the Bridge book of examples for other schools. All Academy in East Jerusalem. Oraib Waari is the world is a village, and we here in as well as to build. Tools are used by people. Like other tools, peacemaking a teacher in East Jerusalem who also facili- Palestine have some good traditions as tates Israeli-Palestinian dialogue groups. well as some bad. We can change some and conflict resolution strategies are constructive only when they are used to Deb Bicknell is an independent consultant of the bad traditions and still keep the and trainer who has worked for 20 years in good ones.” help promote social justice. Our responsibility as US-based peace- youth development and community organiz- We did not create these professional ing. attitudes or commitments; they were makers and educators is to use our tools not to suppress or control the forces of Linda Brion-Meisels is professor of Psy- already present. We affirmed beliefs chology and Education at Lesley University that our Palestinian colleagues held very social change, but to promote—peace- fully, carefully, respectfully and with in Cambridge, Mass. deeply, even though they needed support Steven Brion-Meisels has worked at the in articulating these ideas in their own modesty—continued progress toward a peace that includes social justice. Peace Games Institute for the past nine communities. years, along with Casey Corcoran and James We helped strengthen the foundations References Noonan. and frameworks with which they will Abu-Nimer, M. (2003). Non-violence and peace Linda and Steven are founding members continue this work in the future, inte- building in Islam: Theory and practice. Gaines- of the Peaceable Schools and Communities grating their own cultural values with ville, Florida: University of Florida Press. project, a collaboration of educators and ac- these “new” (perhaps newly-packaged) Abu-Nimer, M. (1996). Conflict resolution in Islamic context: Some conceptual questions. Peace tivists who have worked together since ’92. Walking the Talk Two educators speak about their experiences ince June 2007, at a workshop in Jenin, I have had the opportunity to work with a group of impressive educators through the Seeds of Peace Model Schools Initiative. This Initiative works with Palestinian educators to create more peaceful classrooms and school environments. Through this experience, I had the honor to Swork with Oraib Waari and Jihad Sirhan, two Palestinian colleagues. skills, in team-work, in examining issues shop. I really enjoyed it and learned a They are a fantastic team. from multiple perspectives. lot. I stayed in touch with the facilitator Ms. Sirhan is the principal of the Bridge What follows are some snippets from and just started having conversations School in Beit Hanina, Jerusalem; Ms. those conversations, highlighting both with people and thinking about this type Waari is an English teacher and a fa- their experiences and their advice for of thing. cilitator. Both of them are core Seeds of teachers who are interested in getting In 2005, I was invited to participate in Peace faculty members. involved in this type of work. the Seeds of Peace Arab Educators pro- Over the last three years, they have gram and then came back to the Region done workshops across the West Bank. Deb: What attracted you to this and began doing some workshops when They have so much to share about how type of work? I got back. to introduce training and curriculum Oraib: At first I was just a regular that teach students invaluable lessons teacher, and then a friend invited me to Jihad: I was invited to attend the Seeds in creative thinking, in communication go to Turkey to a cross-cultural work- of Peace Arab Educators program. Be-

16 The Olive Branch Teacher’s Guide Fall 2009 fore this program I was just going along living my life and teaching, I really knew nothing about this type of thing. From the very beginning, though, I could imagine myself putting all of this into practice. I promised myself after the program that I would change my school. I started with my students right away. In the beginning it was very hard for them and me—there were times I wanted to stop, but didn’t. Some of the teachers also put up bar- riers, but after the first semester they could tell that my students were totally different. On the last day of school, one of my students gave me a letter of thanks that I will never forget. It made me cry. Now, three years later, I am principal of my school so it is easier to implement all of this. Why do you think this type of work is important? Oraib: I think this type of work is re- ally important. It is really important to MODEL SCHOOLS COLLEAGUES Jihad Sirhan (left) and Oraib Waari. hear the narrative of the other, it helps you to hear the other voice, it is our duty to express our voice … sitting together each other. They can put themselves in What are the challenges of being may be part of the solution or it may not, another’s shoes, they help each other, a woman peacemaker/educator? Are but it is important to hear both sides of and they study as groups. they different from men’s challenges? the conversation. Oraib: I’m not sure if it is different What do you want other educators between men and women—it might be. Jihad: Because I want this country to in Palestine and Israel to know about Men can be/might be more closed to live in peace—I want to stop the conflict your experience? this. If you’re strong, you can do what- through the schools. Oraib: Use these materials in your ever you want though—blocks push me class, don’t use violence. You are a model to continue and move forward. They just What skills and/or attitudes do for the students—you will never affect motivate me to work harder. you think it takes to do this type of or influence others unless you change work? yourself. Jihad: I think it might be easier be- Oraib: Tolerance is key. You need to cause I am a woman. It may be harder have cool nerves, to be open, to absorb Jihad: That students are human beings, for men, not because they don’t want to and not always show your emotion. You so don’t order them. They need sharing understand. need to be open-minded, to want to and they want to feel important. A piece know and understand others. of advice for new teachers doing this: Anything else you want to share? being successful is not easy. Oraib: Sometimes it can be hard to Jihad: Teachers need help. They need Know it is hard, but know that you can really express yourself and what you resources and mentors, to be a part of a do it and you will. You will taste the re- believe. It is important to help people to community in order to do this work. It wards later and this taste is so delicious. express themselves and to teach others is important to find others who you can to not be afraid to be open to other’s share your new ideas with. Do you think American educators ideas, to get out of the “bottle.” are different than you? You must gain trust and we must work What changes have you noticed in Oraib: No, I don’t think American edu- to build peaceable environments for our yourself? cators are so different. They’re the same. children, teaching people how to com- Oraib: I can understand other people municate with all, then maybe commu- better. I can put myself in another’s Jihad: Yes, they look at their classes nities will be more at peace. Let people shoes now. I can understand more. differently. It is harder here I think, but see the good in you, express yourself teachers here are really interested. They —really try and look at every situation Jihad: The way that I treat people has are hungry for these types of teaching and whenever you can be yourself, be changed—I have become more patient, methods. yourself. I can see other points of view and put mine aside to listen. I have a real desire What made you apply this learning Jihad: I am here to talk about my to help others. in your classroom? What did it take? experiences and to share what happened Oraib: Feeling I am doing something as a result. It is important to talk about What changes have you noticed good—seeing the effect of my work on your experiences. The students and with your students? others, being complimented … these all teachers know that I care about them. Oraib: The students really seem to re- motivated me. They thank me and I can see that they spect me more—they are more willing. I feel this. can communicate better, even when I am Jihad: Seeing the moments I have mad or in a tough spot. touched somebody, seeing that they Deb Bicknell works at a non-profit believed me. I knew this not just by organization in Maine that focuses on sup- Jihad: They/we have more of a connec- words, but also by their feelings. It takes porting community change. She also does tion. We can talk about problems with focusing on the positive and not just the consulting with organizations and busi- negative. nesses including work with Seeds of Peace. PHOTO CREDIT: LINDA BRION-MEISELS

The Olive Branch Teacher’s Guide Fall 2009 17 Tools music By Guy Mendilow Teaching through music Using the joy of music to foster cooperation & communication

or a long time, I had difficulty making a choice Drum Jam between community responsibility and music. On Students’ age: 13-adult the one hand, I felt that it was important to work Size of group: A maximum of 15. When groups are larger, try splitting towards a more just and equal society, while on the group into two and leading each the other hand, my love was music. I was sure that group in turn. Fwhat we needed were people, especially in the younger Requirements: • A drum, or simple stick percussion generation, who could “think outside the box,” (creatively) instrument, for each student. If drums are not available, instruments can be and who could be leaders. improvised from everyday items. For ex- ample, a large plastic water bottle, a pot But how do we inspire such indepen- or a bucket can make an excellent drum. dent, creative thinking? And what was • Teacher’s comfort playing simple, my place in that inspiration? The further repetitive patterns on the drum. I examined successful communication • A sense of rhythm and beat. and self-confidence, and the more I worked as a music performer and educa- Goals for the students: tor, the more I saw that art, and music in • Be able to play short patterns on the particular, can play an important role in drum. teaching these important skills. • Remember the patterns that each Eventually, I combined my interests of student plays. leadership education and music: not just • As a group, be able to echo and play to perform and teach music, but to teach back patterns played by others. leadership through music. • Be able to work together, playing one This article is intended for educators drum pattern on top of others. asking similar questions: What are some • Be able to lead the group, signaling new and innovative ways to teach young “loud,” “soft,” “start,” and “stop.” people effective communication? And 1. Sit in a circle. Hand out drums or how can we help foster the self-esteem improvised instruments. The teacher and confidence they need to be future experience. People who improvise often leads brief echo (play back) game, creat- leaders? ing a simple pattern of four beats at a I am not arguing that music, by itself, will tell you that the secret of success in group improvisation is listening. This is medium speed. The group echoes the is the solution. However, I suggest that beat and plays the four beats back. The music can make a unique contribution listening in a deep sense—requiring and improving the ability to tune-in, listen teacher creates a few more patterns, towards teachers’ efforts to improve encouraging the group to echo the pat- communication and leadership in their and cooperate with the other members of the group. This is because good impro- terns correctly. Keep patterns four-beats classrooms. long in order to establish a pattern This article explores why musical visation is a process in which individual participants work closely together in a length. improvisation can be helpful in the class- After a while, decide on one pattern room and in life, and will offer some joint project. It is a thrilling, exciting process of in-the-moment creativity and and repeat it. Use verbal instructions practical examples that teachers can try, as little as possible. Try to lead without as well as giving teachers some sugges- discovery. When I improvise music with someone talking at all, just using body language tions about ways to create their own new to communicate to the participants how games. else, “He doesn’t know where I’m going, I don’t know where he’s going, yet we to echo your beat—quick or slow, soft or anticipate, sense, lead and follow each loud. I. Improvisation as a tool 2. Using a flat palm (rather than a for communication & cooperation other” (Nachmanovitch 94). Improvisers must be ready to find their way through pointed finger), the teacher points to a musical twists and turns together, and student. The student plays a pattern. Music offers some opportunities that The group repeats and echoes. may be helpful to classroom teachers; for this to happen, they must be open to the many types of information ex- Go back and forth between people, this article discusses improvised music, coming back to students for a second or music made by a group of students changed back and forth, from sounds to gestures and eye contact. or third time. When a student remem- who are creating something new with- bers the pattern she/he played, praise out any previous planning or practice. Group members must, in other words, adjust to one another, carefully watch- their good memory. This will encour- Improvised music can help groups age other participants to remember one of people listen to and communicate ing, sensing, listening and changing their own behavior. pattern and to return to it each time you with each other, connecting in ways point to them. that continue after the music-making Here is an example of a simple impro- visation game: The important thing as a teacher is to PHOTO CREDITS: CRAIG HARRIS, WALID MUHAMMAD ABED ERRAHMAN 18 The Olive Branch Teacher’s Guide Fall 2009 stick to one pattern—but it is best to • Use eye contact and body language music, but it does not come just from allow the participants to “arrive” at this to let participants know whom you are any one player. “Nor does the work come on their own, rather than telling them to directing. from a compromise or halfway point … do so. Using the same flat palm gesture, • By raising your flat hand, you can but from a third place that isn’t neces- keep pointing to individuals that have communicate an increase or decrease in sarily like what either one of us would already played as you go around the volume. do individually. It is … not a matter circle, to reinforce their memory and • Make up a clear hand signal that will of meeting halfway. It is a matter of keep the group’s attention. (They must mean “stop.” developing something new to both of us” pay attention because you might call on • To add someone to the playing (Nachmanovitch 94-5). anyone at any time!) group, count to four on the beat (you can Cooking is a useful comparison. Each 3. Using a flat palm, the teacher ges- use fingers to count, instead of speak- one of our patterns in this game is tures toward a participant (choose some- ing). On the fourth beat, raise your arms simple and repetitive, like an ingredi- one with good beat) and uses a ‘stop’ and shoulders high and inhale. Then ent, like a potato or an onion. Try eating hand motion to the rest of the group to exhale with a strong “phew” and bring only onions, or only potatoes, and you’ll stop them from echoing. The teacher your hand back down, pointing to that quickly be bored. But if you put the points to the same participant and that person as he or she starts drumming. Be onion and the potato together, and add participant plays her/his pattern alone. very big and animated! some spices, it is the start of something With your hand, motion to that person How to conduct: new and delicious. to keep playing the same beat pattern. • Conduct individual students, telling In creating this new music, each player Choose another participant (again, them to play louder or softer. must listen to, and work with, the group. one with a strong beat!) and point to • Conduct any part of the group or the To succeed, I must listen to you and fit them, bringing them in, and motion to whole group. my part to yours. You must do the same the two students to bring their patterns • Tell any part of the group to stop or with me. And the next participant must together. start again. listen to your part and to my part and Using your hands, gesture to the two Once all are playing, experiment with then add her part, making changes so playing students to watch and listen to different things. Try taking just one that it fits, and so on with other play- one another. student out and leaving only a few in. ers. If the players stop listening to one After a minute, point to a third stu- Gradually add people back in. another, the rhythm will quickly turn dent, signal them to add their pattern 5. As the teacher who is conducting the into chaos. to the others, and gesture to the three class, find an ending for the drum song Just as each ingredient is necessary for playing students to watch and listen to that your class has made. the soup, each player’s part is important one another. 6. Brief discussion with the students: to the group. The music could not be Gradually add other students, layering What worked? What can we improve what it is without each person’s con- the drum patterns. Do not be afraid to next time? tribution, making each participant an take students out if their pattern does 7. Lead the group in practicing by equally valuable player. Also, successful not work—some patterns are good for conducting a stop and a start, and an improvisation is a process of coopera- the base and some are good for extra increase and decrease in volume, as you tion. Working together requires musical decoration. Bring these in later! just did. Then invite a guest conductor group members to accept and support The teacher can use words if needed: from the group to take over your job. the ideas of other members while also “Listen carefully to each other. If your 8. Repeat with different students con- making their own contribution. Impro- pattern doesn’t work, change it so it fits. ducting the class. visation can be seen not only as a com- Keep feeling the beat inside you. What’s munity activity, but also as a celebration that beat we had at the beginning? Stick II. Lessons from this game of individuals’ different contributions. to it!” It is important to remember that com- 4. Once several participants are play- As this game shows, improvised music munication in musical improvisation is ing, try some simple conducting (leading is larger than each of its different parts. or directing the musicians): Each person adds to the final piece of See “MUSIC” on page 22» The Olive Branch Teacher’s Guide Fall 2009 19 Tools social change By Deb Bicknell Portland, Maine This summer, I spent time at the Seeds of Peace Camp talking with youth and adult educators about how to make change

or many of us, when we experience a life-changing event or are faced with pain and hardship, we are filled with inspiration or outrage and we find within us a sincere desire to make change. We sit with those feelings, talk about them per- haps, wonder and imagine. Yet at times the world can seem so big, problems or obstacles utterly insurmountable. Deciding to take the issue or topic that you are Fmost inspired by or outraged by at this moment and breaking it down to explore the com- ponents of how to make a change can be a helpful way to move from dreaming to doing.

There are numerous models for doing rounded perspective on your communi- look like (appreciation certificates given this, for making change within com- ties needs. to students and staff, a student of the munities—service learning, various Using assessment tools like surveys, day award, etc.). In other words, how community organizing models, action or focus groups, interviewing individuals would you know that you had created strategic planning models, etc. and/or groups can be helpful in this a place where all students and staff No one way is the “right” way. Most process. Whether or not you are doing felt safe and peaceful? What elements models share similar components. Below a larger community assessment, or are would be included? What does it look are some steps for creating change with working on an issue that is personally like? Sound like? What are the external some additional thoughts about each meaningful to you, be sure to clearly factors? phase. identify the issue and be sure you can This is a good time to really think Whether you are a teacher, a young speak to what your evidence is for this about why this problem exists, to ex- person, a community member—whoever and how you gathered this information. plore potential root causes of the issue. you are, whatever “hat you wear” at the Why, in your estimation, does this issue moment, if you feel inspired to create 2. What is your vision? exist in your school at this time? positive change in the world and you are This gives you an opportunity to de- wondering how to go about doing so, I Once you have identified the issue you cide whether or not you want to address hope these ideas might be a catalyst for will be working on and what the key a root cause of the problem, or want to you to step out into the world and do need is, the next step is to imagine your work on an element of the problem that just that. long term vision. If we are talking about is more immediate and less systemic violence at school, perhaps your vision is and long term. Both approaches can be 1. Identify the issue that your school will be a place where all beneficial in different ways. students feel comfortable and safe both Be sure also to invite many different First it is helpful to identify the issue emotionally and physically. types of people to give input about their you are focusing on. For example, maybe It is important to write down your creative solutions—don’t exclude any- your community has a problem with vio- intention/goal, being sure to write it one because you think they might not lence at school. Be as specific as possible down in the affirmative. For example: know enough or might be too young or when identifying the issue(s) you want “Our school is a safe and peaceful for any other reason. to work on or are inspired/outraged by. environment for all students, staff and Interestingly, some of the most cre- In all stages of creating change, being parents.” ative and ingenious ideas come from the specific can be a real tool for creating the Writing your goal in the affirmative least expected places. Plus, the more cre- kinds of change you want to see happen. helps us to focus on what we do want to ative ideas you have, the more good ideas For example, if you believe that violence create instead of what we don’t want to you have to chose from. Take all ideas is a big issue in your school, think about create. seriously and never put anyone down for what kind of violence you are talking their idea seeming too outrageous, or by about, when it happens, where it hap- 3. Think creatively suggesting that will never work—this pens, etc. phase is not the time for culling ideas It is also helpful to discover what oth- Often times, the things we want to that might not be doable. ers in your community think about this change are long term, systemic prob- That comes next … issue—do they agree that it is an issue? lems. Even if they are not, creating Assessing what issues are important lasting positive change can take lots of in a community can be a very valuable creative thinking and imagining. Once 4. Choose one idea process: What do others think need to you have a sense of the big picture of Once you have spent time thinking be changed and why? Is there some sort what you hope to create, allow yourself creatively about solutions and have of consensus or group decision about (and invite others) to imagine how to gathered these ideas, now is the time what the needs of the community are get there. for narrowing down what you and/or and what ought to be addressed first? Let’s stay with the violence in schools the group who is working on this issue Who are you asking to help with your example. We know we want to create wants to do about it. assessment? a peaceful school environment. Invite This is the moment of “choosing an Make sure to ask as many different yourself and others in your community idea”—picking the idea that you think people and types of community mem- to share any and all ideas about how that best begins the process of creating your bers as possible in order to get a well- might be created and what that might vision—remembering again to be as

20 The Olive Branch Teacher’s Guide Fall 2009 specific as possible. Once you have an 5. Plan it out doable—the tasks action oriented and idea of where you are headed remember realistic—in order to set the group and that this is a step along the way and you Continuing our example of creating each person up for little successes along don’t have to tackle it all (nor can you) peaceful environments in schools, let’s the way. at once—the thousand mile journey say that after a good brainstorming ses- begins with that first step and decision sion, the group decides to pick the idea 6. Name allies & resources of where and how to step. of creating a peer education program to The selection of an idea can be done provide peer-to-peer education on how As you are creating your plan, think anonymously, if need be, in order to to reduce violence in their schools. about what you will need to do next— keep personalities and politics out of the The next step in working toward the tasks and steps. This, however, is decision as much as possible. If you are creating that change is to make a plan of only one part of the plan. As important a small group, or all feel comfortable, how exactly this will happen. This is an- as the “what” and the “how” is the “who”: there are a number of ways to decide other stage where it’s good to be specific the people who will both be doing the as a group. These might include a hand and also very task- and action-oriented. work, as well as others who are your vote, sticker voting (with sticky dots), or If you are creating a peer education supporters and allies. any other way you can find that works program for example, asking the group Using the example of creating a peer to come to a group decision. to identify what needs to be done first, education program in your school, It works best if more than one person second, and third etc. is the best place imagine the other people who might be can decide on the idea or plan because to start. Also identifying who is respon- important, like the principal, if he or she usually it takes more than one person to sible for doing each task and being clear is not already involved. Name all of the complete a plan efficiently, and if people about when the group hopes each task people and resources that you have avail- like the plan, or feel invested, or in will be done can be very advantageous able to you right now. Think big and try agreement with it, from the beginning, to staying on course. to push yourself to “think outside of the the more support there will be for the Be sure to know how you will reach box.” project in the long run. your goal/idea. Each step ought to be It can be helpful to write down all of the things that you need—a kind of wish list—and then write next to each item somebody or some group of people who might be able to help with each item or need.

7. Evaluate Evaluation of the change you are hop- ing to make is often a step that people want to skip or don’t think about unless they are involved in some kind of more formal change efforts. It is really impor- tant, even at the beginning when you are envisioning your dreams and plans, to imagine and note how you will know when you have accomplished your goal. What needs to happen in order for you to know that you are successful? This is another place where being specific can be helpful. Using tools such as surveys before, during and after the change efforts, or other types of evaluation re- sources like in-depth interviews, can be useful in gathering information to help evaluate your change. 8. Celebrate & sustain Celebrating successes is one of the most important aspects of creating change. Noticing and marking accom- plishments helps people to keep moti- vated and feel good about the changes that are occurring. Be sure to cheer each other on, encour- aging yourself and others as each one of your steps is completed. Celebrating publicly through a community event can also be really helpful as it can also draw support and attention to the project that can help with long-term sustainability. Another aspect of celebrating can be to formally thank people who have helped to create change—this both makes people feel good, but it also gives SEE “CHANGE” NEX T PAGE» The Olive Branch Teacher’s Guide Fall 2009 21 “CHANGE” CONTINUED way possible. This may mean needing to before moving forward again. » » revise your plan. Often people get side- One of the most important truths tracked and/or discouraged if they start about making change is that change is more positive attention to the change their plan and obstacles arise or they feel inevitable. What is not inevitable is what and the fact that you and your commu- overwhelmed. kinds of change will happen and who nity are doing something to make the Abandoning a plan too soon is one of will benefit or not benefit from these world a better place … and although we the biggest downfalls I see in people and changes. Being part of creating change might not all agree on what that looks communities trying to make change. in your own life or in your community is like, we all feel good about the idea of Making mistakes and “falling down” is noble and worthwhile. trying. part of the process, and like the Chinese Although change can often take time Very often during the change process, proverb states “fall down seven, get up and a lot of work, remembering to think people encounter “bumps in the road,” eight;” the key is to “get back up.” both long and short term is important. obstacles they imagined or did not imag- Getting back up can include reassess- It is essential to stay positive and believe ine they might find. It is essential to not ing your needs or your plan, asking and in your vision. just hit these bumps, but to meet them acquiring more help, or just remember- You and your allies can keep you mov- and then ride right over them in the best ing to congratulate yourself and others ing forward one step (or two) at a time.

» » “MUSIC” CONTINUED mostly nonverbal. Rhythm, melody and harmony, and body movement are the shared messages, letting people work together even if they do not speak the same language. Such nonverbal commu- nication also does not have the problems that come from normal speech, like misunderstandings; this is important for individuals who often disagree or compete with each other. A few additional observations may be useful to teachers wishing to try such games. One of the unique parts of group music making is that the music is a reward on its own. The pleasure of good music can motivate students. When it succeeds, the music is thrilling. And once participants begin to experience the joy of the group’s music making, they usually want to make it succeed and ity because they free participants from ing with other people in these musical do well. The learning, communication asking “what next?” out of many, many ways, a person’s thoughts about other and cooperation become a way of reach- options; instead, limits allow the player’s group members might change: they can ing this musical goal, so teachers do not energy to be directed towards the way become important contributors; we can need to tell the students that the goal of one makes the few moves allowed, not cooperate with them; and it can be use- the experience is the strengthening of which move to make. ful to listen to them. cooperative communication skills. Let “If you have all the colors available, you However, music should not be alone their goal be the excitement and fun of are sometimes almost too free. With one in working to create such cooperative good music. dimension constrained, play becomes communication. Other activities, such Secondly, it is important to understand freer in other dimensions” (Nachmano- as sports, outdoor activities and coop- that the individual drum parts repeat vitch 85). erative classroom games, also provide themselves because predictability (ex- In this game, players can only repeat opportunities for learning these skills. pecting that someone will do something patterns of four beats—not any number Work cited: before he or she does it) is important for of beats. Nachmanovitch, Stephen. Free Play: The Power players to work together. While change Finally, each musical improvisation is of Improvisation in Life and the Arts. Los Ange- is valuable, it is difficult to work in an a chance to talk as a class about what les: Jeremy P. Tacher, Inc, 1990. environment that is constantly differ- worked and what could be improved. If ent. It can become random, unorganized simple recording equipment is available, Guy Mendilow has worked with Seeds of and chaotic, and players will become it is useful to record each improvisa- Peace since 2006, sharing approaches for confused and not know how to work tion, then listen to it and look for areas using music as a tool for communication with the music or each other. Repeti- of strength and improvement. Not only with Delegation Leaders. tion of simple drum patterns is a helpful does this help students realize areas of He has performed professionally since solution. Also, it is important to realize strength and weakness, it also acts as a age 10 and currently directs a world music that improvisation can be frightening to focusing tool: When you are recorded, ensemble, leads workshops, residencies and those who are new to it. everything you do “counts.” This can teacher trainings on empowering uses of For beginners, successful music impro- be particularly helpful for groups that music, and teaches at the Lesley Ellis School visation games give just a few limited become distracted. in Arlington, Mass. choices. Limits are important because Mendilow holds a Masters degree in they create a sense of safety. Participants III. Conclusion Music and International Dalcroze Eurhyth- are not asked to do “just anything.” As mics Teaching Certification from the Longy my own teacher says, controlling choices Experience with musical improvisa- School of Music in Cambridge, Mass. Please is the difference between improvisation tion, when continued over a long time, visit www.guymendilow.com for more. that is scary and improvisation that is can affect other parts of a person’s life. exciting. Limits also inspire creativ- As one practices listening and work- PHOTO CREDIT: SARAH BIGNEY

22 The Olive Branch Teacher’s Guide Fall 2009 “FACILITATION” CONTINUED handling its task directly and efficiently. organization’s culture. The notion is to » » The facilitator is also responsible for apply all of these skills to structured at- cured “here and now” in the group (with the design of the proper setting for each tempts at changing the culture of conflict- another person, subgroup, entire group particular group. The facilitator reminds ing societies. or facilitators) and in the daily “out of the the groups of the pre-established theme The Peace Facilitator profession will, room” real world. This is both an integra- (peace & conflict, for example), the of necessity, deal with analyzing national, tion of the materials—the stimuli—and unique members of the group, the sub- bi-national and international situations an integration of one’s life. groups, and the time allotted, and helps and processes, and with seizing relevant The facilitator is keenly aware of re- establish realistic goals to be reached. windows of opportunity. It must develop specting a participant’s defenses, yet She/he then designs the means to reach small inter-connected structures, such as works to challenge previously held posi- these goals and systematically leads the encounter groups, discussion groups, ex- tions and invites the participants to reach group, to learning and growth, while hibitions, demonstrations etc., which will their own conclusions. aiding the members in reaching their per- ultimately lead to a massive change in the The facilitator searches for previously sonal goals. status quo of a conflict. unknown, suppressed, or denied materi- All of this must occur while respect- Work with children and youth peace als, and searches also for opportunities ing the other participants’ difficulties. It education is extremely important and for “the corrective experience,” (the op- is not easy; a natural part of the leading should be systematically developed, in portunity to correct or readjust some- process is the opposition of the group to parallel to facilitation, to be effective in thing with other members, with him/ the facilitator. bringing about and maintaining peace. herself or with the “real” world). As reflection, self analysis, expression Societies with a culture of conflict prob- The facilitator will invite participants to of feelings and experiences, and personal ably need to introduce a systematic alleviate their burdens, at times merely by changes can be painful, the group often kindergarten-to-university peace studies venting and sharing, and at other times by opposes and resists the facilitator in her/ program to replace the dominant culture processing. his attempts to bring out these difficult of conflict. The facilitator deals mostly with group but important parts of the experience. An example of such a program is the de- process and members’ processing. She/he The facilitator must come to the group Nazification programs used in post-World rarely deals with content, does not “cor- as “clean” as possible, meaning that she/he War II Germany. Facilitation is one of the rect” introduced materials, and keeps has already worked through and person- skills that can be used by such a school her/his views, opinions, and needs out of ally processed most of the materials likely system to achieve the described goal, but the group. to arise during the group’s work. it cannot be the sole tool. The emphasis It is the facilitator’s responsibility to This is achieved by a long training pe- of the Peace Facilitator is the society at see to it that each participant has an op- riod which offers opportunities to face large. portunity to grow, and to make sure that the conflicting participants, their stances, All changes happen in the mind and are no participant leaves the group in worse attitudes, emotions, behavior, assump- then acted out in reality. If we want to shape than when he/she began the en- tions, etc. improve reality, we must effect the minds counter. The facilitator must challenge yet The training period also enhances the and hearts of the people. Imagination, “do no damage!” facilitator’s sensitivities, skills and knowl- determination, a systematic approach, The group work spirals, while often edge so that she/he is prepared for the analyzing, processing and acting are the dealing with the same or similar materials task. “Cleanliness” is maintained by super- keys to effecting change via facilitation. from different points of view or levels of vision of both the facilitator and the work “maturity.” Skills, bonds, understandings, group’s performance. Danny Metzl is Co-Director of the Seeds and sensitivities grow throughout the pro- A further development of this technique of Peace facilitation courses, along with his cess. Connections are formed between is presently evolving. It is the develop- colleague Farhat Agbaria. The two facilitated emotions, assumptions, relationships, ment of a new profession—the “Peace at the Seeds of Peace cross-border educators’ stances and people, both as individuals Facilitator.” Such a profession will be workshop on facilitation in Wadi Rum in and as groups. Learning, change, growth based upon these facilitation, mediation January 2008. Participants included Palestin- and application to life is the name of the and coaching skills, as well as the knowl- ian, Israeli, and Jordanian Delegation Leaders game. As the group progresses over time, edge and skills used by organizational and Palestinian and Israeli participants in the it becomes more and more capable of consultants as they attempt to change an Seeds of Peace facilitation course.

“REFLECTIONS” CONTINUED learned more about the complexities of of Peace for some more time to come, » » life in these parts. that until both sides accept each other I soon realized is just a front, a deter- Later, I traveled further north, up to as equals in this conflict, be it India- rent. Behind the armor, they were just as Akko where I was surprised to find Ar- Pakistan or Israel-Palestine, there is not welcoming and hospitable. abs and Jews living together. Similarly in going to be enduring peace. In fact, the most heartening thing the ancient city of Jaffa, I got a glimpse Until then, we as Delegation Lead- about this trip was meeting a wide range of how life used to be not so long ago. ers will need to continue planting more of people on both sides who, more than As I traveled around, I was struck by Seeds and nurture them carefully. anything else, wanted peace. how completely enmeshed people’s lives At the Pesach Seder at Avi’s family are, their histories and their places of home, it was my privilege to be seated at worship. I wondered how they’d ever Ajay Noronha was a Delegation Leader the head of the table, right next to Avi. be able to carve the land up into two. in the summer of 2008. He works as a Here, I partook of an important fam- Wouldn’t it be easier to learn to live freelance cameraman for television and is a ily ritual commemorating the Israelite together with mutual respect, peace and documentary filmmaker. exodus from Egypt. It felt like home understanding? But I also know that Ajay teaches film and video production at —togetherness, prayers, good food, wine this is easier said than done. a post-graduate mass communications course and song. By the end of my trip, I began to feel in Mumbai. He also conducts film-related I stayed with Avi in his home and that we’re still going to need Seeds workshops across India.

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Cultivating the Environment

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