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Palestinian Youth Perceptions of the Palestinian-Israeli Conflict

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Palestinian Youth Perceptions of the Palestinian-Israeli Conflict Palestinian Youth Perceptions of the Palestinian-Israeli Conflict Husam Alsousi [email protected] Thesis Submitted to the Faculty of Human Sciences In Partial Fulfilment of the Requirements For the MA in Conflict Studies 2014 © Husam Alsousi, Ottawa, Canada, 2014 PALESTINIAN YOUTH PERCEPTIONS OF THE PALESTINIAN-ISRAELI CONFLICT Acknowledgements First and foremost, I thank God for every day I have to live and every day I am granted for my journey to being a good person spiritually, intra- and interpersonally. I must thank three very special women in my life. The first is of course Mama, Asma Barakat. Thank you Mama for helping me through my constant hurdles in academia, for waking me up early in the morning countless times, encouraging me, having faith in me and loving me so much. Secondly, I want to thank お母さん, Hisae Sato. Thank you so much for taking care of me, giving me great memories and treating me with the utmost consideration and thoughtfulness. I will never forget all that you have done for me. Last but not least, I want to thank mi madre Sandra Usho. Thank you so very much for always pushing me just enough to get my work done, reminding me of the important things in life and always being there for me when I need help. I cannot wait to see all three of you soon! I wish to also thank my aunt Samiha Barakat, who always encouraged me to move forward with my thesis with unbroken confidence in my abilities and a strong sense of reinforcement for the work I am doing. Of course, I must thank Professor Vern Redekop, without whom this thesis would have never been possible. Thank you for your expert advice, direction, guidance and interest in my thesis! ii PALESTINIAN YOUTH PERCEPTIONS OF THE PALESTINIAN-ISRAELI CONFLICT Table of Contents Acknowledgements…………………………………………………………………...ii Table of Contents……………………………………………………………………iii Tables and Figures………………………………………………………………...…v Abstract……………………………………………………………………...............vii Chapter One: Introduction 1.1 Problematique……………………………………………………………………...1 1.2. Research Question………………………………………………………………...2 1.3 Limitations of Research…………………………………………………………...4 1.4 Outline of Chapters………………………………………………………………..4 Chapter Two: Historical and Political Context 2.1 Outline of the Chapter……………………………………………………………..7 2.2 An Anomaly in the Neighbourhood……………………………………………….8 2.3 Fateh and Hamas…………………………………………………………………12 2.4 The Rise and Fall of Fateh…………………………………………………….…14 2.5 Islamic Collective on the Rise…………………………………………………...17 2.6 Mannheimian Generational Fragmentation……………………………………...19 2.7 From intifada to Peace to intifada……………………………………………….20 2.8 Palestine and Israel Today 1) The West Bank……………………………………………………………22 2) The Gaza Strip……………………………………………………….……26 3) Israel………………………………………………………………………28 4) Refugee Camps……………………………………………………………30 2.9 Summary…………………………………………………………………………32 Chapter Three: Theoretical Methodology 3.1 Outline of the Chapter……………………………………………………………34 3.2 Mannheim Generations…………………………………………………………..35 3.3 Participatory Action Research…………………………………………………...40 3.4 Ethnography……………………………………………………………………...41 3.5 Summary…………………………………………………………………………48 Chapter Four: YOUCAN Facilitation/PAR Practical Methodology 4.1 Outline of the Chapter……………………………………………………………50 4.2 YOUCAN Facilitation Model……………………………………………………51 4.3.0 YOUCAN Facilitation Guide.…………………………………………………54 4.3.1 Introduction in Facilitations + Brainstorming 101……………………..54 4.3.2 Sample Brainstorm Questions Used in the Palestinian Youth Facilitations…………………………………………………………....55 4.3.3 Theming and Prioritising………………………………………………56 4.3.4 Closing Circle for the Palestinian Youth Facilitations…………………57 4.4 Grounded Theory…………………………………………………………...……57 4.5 Summary…………………………………………………………………………60 Chapter Five: What is the Palestinian-Israeli Conflict? Palestinian Youth Themes of Problems 5.1 Outline of the Chapter……………………………………………………………62 iii PALESTINIAN YOUTH PERCEPTIONS OF THE PALESTINIAN-ISRAELI CONFLICT 5.2 Narrative of Execution of Facilitation Sessions………………………………….63 5.3 Prioritisation………………………………………………………………...……68 5.4 Prioritised Super Themes………………………………………………………...70 1. Ideological, racism and differentiation problems…………………………80 2. Political problems…………………………………………………………83 3. Land, separation and dispersion problems………………………………...86 4. Economic problems………………………………………………………..88 5. Rights and freedom problems……………………………………………..90 6. Security problems…………………………………………………………92 7. Cultural problems………………………………………………………….93 8. Media problems……………………………………………………………95 9. Social problems……………………………………………………………96 5.5 Summary…………………………………………………………………………97 5.6 Word Cloud………………………………………………………………………98 5.7 Conclusion……………………………………………………………………...100 Chapter Six: Political Affiliation Identity Groups/Mannheimian Generation Units 6.1 Outline of the Chapter………………………………………………………….104 6.2 Mannheimian Generational Units Causing Political Affiliation-Based Identification………………………………………………………………………..105 6.3 The Six Generational Units/Political Affiliation Groups 1. Political Islam……………………………………………………………111 2. Apolitical Islam……………………………………….………………….113 3. Nationalist………………………………………………………………..114 4. Marxist…………………………………………………………………...116 5. Veiled Political Islam…………………………………………………….118 6. Veiled Apolitical Islam…………………………………………………..118 6.4 Comparative Analysis of the Six Generation Units…………………………….120 6.5 Political Affiliation Identity Group/Generation Unit Comparison and Contrast……………………………………………………………………………..123 6.6 Ethnographic Personal Reflections……………………………………………..124 6.7 Conclusion……………………………………………………………………...130 Chapter Seven: Conclusion 7.1 Overview of Research Findings………………………………………………...133 7.2 Limitations……………………………………………………………………...137 7.3 Future Research………………………………………………………………...138 References………………………………………………………………………….139 iv PALESTINIAN YOUTH PERCEPTIONS OF THE PALESTINIAN-ISRAELI CONFLICT Tables and Figures Table 1. Number of Participants and Average Age of Participants in the Nine Group Facilitated Sessions in Palestine, Israel and Jordan……………………………….....65 Figure 1. Palestinian Youth Perceptions of Themes of Problems of the Palestinian- Israeli Conflict. Nine facilitated sessions along with 4, 5 or 6 themes of problems self- produced by the groups………………………………………………………………66 Figure 2. Palestinian Youth Perceptions of Themes of Problems of the Palestinian- Israeli Conflict. Nine facilitated sessions with themes of problems self-produced and self-ranked by the groups in order of importance …………………………………...67 Table 2. Palestinian youth perceptions of the priority of themes of the Palestinian- Israeli conflict. Number of themes within the super themes, the number of ideas within each super theme (Grounded), Grounded Rank, Prioritised Points and subsequent Rank with and without the 5th and 6th themes…………………………...68 Figure 3. Super Themes of Problems based on Palestinian Youth Perceptions of the Palestinian-Israeli Conflict. Nine super themes of problems encompassing the forty- three self-produced group themes of problems………………………………………71 Figure 4. Ideological, Racism and Differentiation Super Theme of Problems…...…72 Figure 5. Political Super Theme of Problems………...…………………………......72 Figure 6. Land, Separation and Dispersion Super Theme of Problems...…………...73 Figure 7. Economic Super Theme of Problems……………………………………...73 Figure 8. Rights and Freedom Super Theme of Problems……...………………......74 Figure 9. Security Super Theme of Problems…...………………………………......74 Figure 10. Cultural Super Theme of Problems………………………………………75 Figure 11. Media Super Theme of Problems………………………………………...75 Figure 12. Social Super Theme of Problems……...…………………………………76 Figure 13. Network Representation of Super Theme Groundedness. A colour gradient from yellow to green, where bright yellow represents a super theme that encompasses many ideas and dark green encompasses few colours…………………………….....77 Figure 14. Network Representation of Super Theme and Theme Groundedness. The number of ideas is listed with each of the group self-produced themes. A colour gradient from yellow to green, where bright yellow represents a super theme that encompasses many ideas and dark green encompasses few colours…………………77 v PALESTINIAN YOUTH PERCEPTIONS OF THE PALESTINIAN-ISRAELI CONFLICT Figure 15. What is the Palestinian-Israeli Conflict? Palestinian Youth Super Themes Prioritised Bar Chart. Total priority points as assigned by Palestinian Youth for the Super Themes of Problems………………………………………………………......78 Figure 16. What is the Palestinian-Israeli Conflict? Pie Graph of Super Themes Prioritised Based on the Percentage of Priority………………………………………78 Figure 17. What is the Palestinian-Israeli Conflict? Pie Graph of Super Themes Prioritised Based on the Percentage of Priority Excluding Themes #5 and #6………79 Figure 18. Word Cloud of the top quoted words by Palestinian Youth in the facilitated sessions...……………………………………………………………….....99 Figure 19. Breakup of the nine facilitated groups into the six major Mannheimian generation units/political affiliation identity groups………………………………..109 Figure 20. Network representation of the six major generation units/political affiliation identity groups encompassing the different participants in the nine facilitation sessions………………………………………………………………....110 Table 3. The Six Palestinian Youth Political Affiliation Identity Groups/Generation Units Compared and Contrasted……………………………………………………123 vi PALESTINIAN YOUTH PERCEPTIONS OF THE PALESTINIAN-ISRAELI CONFLICT Abstract Key Words: Palestinian youth, Palestinian-Israeli conflict, Mannheim,
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