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News from the Holy Land Theory and Practice of Reporting Conflict a Peace Journalism Video

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News from the Holy Land Theory and Practice of Reporting Conflict a Peace Journalism Video News from the Holy Land Theory and Practice of Reporting Conflict A Peace Journalism Video Teaching Notes for Discussion and Analysis Contents 1. USING THE VIDEO IN THE CLASSROOM . [leaders] 2. WHO IS THIS FOR? 3. OVERVIEW 4. KEY POINTS 5. FILM INDEX – time code for who is speaking when and where in the film 6. FILM VIEWING QUESTIONS – detailed questions to ask after playing short excerpts from the film 7. DISCUSSION NOTES – to lead a two-hour dialogue about the video, inspired by sections of the film Suggested discussion issues specifically designed for the following groups: · Civil society groups & NGOs · ‘A’ level Courses · Undergraduate & Postgraduate courses 8. THE PEACE JOURNALISM MODEL – Johan Galtung’s original table 9. COMMENTARY ON THE TWO VERSIONS – an excerpt from Peace Journalism Hawthorn Press, 2005 10. IDEAS FOR BIGGER ASSIGNMENTS 11. BACKGROUND NOTES 12. GLOSSARY 13. FURTHER READING 14. WEBPAGES 1. Using the video in the classroom or with groups · View the video before showing it to your pupils/students/participants. · Go through the teaching notes to select the questions/exercise most suited to your pupils/students/participants. · Photocopy any of the background notes you feel are necessary. Some are suggested for use as handouts after initial discussions. · Encourage active listening. Not everyone will agree with the content of the video and it could generate an emotional response from some. It is suggested that you agree ground rules with the group to ensure everybody has an opportunity both to speak and to be listened to. · Have students keep a journal. This is an effective way for them to explore their own shifting attitudes and opinions towards both the Israeli-Palestinian conflict and the media. 2. Who is this for? · NGOs working in the Middle East wanting to campaign for better coverage, with questions and suggestions for preparing campaigns in the media. · Civil society groups – peace groups; Arab and Palestinian support groups; Jewish groups working for peace. The questions are designed to lead into an ongoing project for the group, either supporting grassroots peace actors in the region or designing a media campaign. · ‘A’ level courses – possibly Media, Citizenship, English, Politics and History. There are detailed comprehension questions to facilitate pupils’ engagement with key concepts about both the conflict and the way the media works. These are followed by a broader, more creative set of exercises and ideas for written work. · Undergraduate courses – Journalism, Media & Communications, Politics, International Relations, Peace Studies, Conflict Resolution. · Postgraduate courses – Journalism, Media & Communications, International Relations, Peace Studies, Conflict Resolution, Development. · There are class discussion exercises and also longer assignments for use by graduate and undergraduate tutors. 3. Overview The film is an illustrated call for change in the way the Israel-Palestine conflict is presented to British news audiences. It opens up a set of questions about how any conflict is reported in the media. The documentary shows how the coverage of the past three years has created a pattern of omission and distortion, to the point where it exerts a distorting influence on political process. Jake and Annabel showcase examples of news stories that would help to correct thIS distortion and provide the British people with a more accurate reflection of what is taking place in Israel and on the West Bank. The film begins with a suicide bombing in Jerusalem and two different approaches to the same news story. This helps to give a broader perspective and some context to the Israel-Palestine conflict. Five further examples of news stories follow, with detailed analysis of each. The analytical tools of Peace Journalism can be used for evaluating how other conflicts are covered, not just that between Israel and the Palestinians. 4. Key Points · News focuses on violent events and ignores crucial processes such as such as the everyday reality of life for millions of Palestinians under Israeli military occupation. This gives a misleading view of what is happening in the Middle East conflict, and why it is happening. · Journalists need to find creative ways to convey these processes and the underlying issues of structural and cultural violence which are fuelling the conflict. · A creative reporting strategy would illuminate options for change and possible long-term solutions to key issues in the conflict. · Moderate voices – representing majority opinion in both communities – are routinely missing from news reports, giving the impression that all Israelis and Palestinians hate each other. · Current international news reporting is polarising in its approach and likely to exacerbate the conflict. · International news organisations are not following their own guidelines and rules, which clearly call for a broader range of voices and perspectives. · Despite seeing years of extensive reporting on the Israeli-Palestinian conflict, most viewers do not understand even the basic facts of the situation. 5. Film index Please note times are approximate: they may vary by a few seconds. Total duration: 49’ 30’’. Opening sequence ( 0’ 0’’ - 3'10’’) Classic violent news pictures, with the speakers criticising most news coverage of the Israeli- Palestinian conflict for being too simplistic, lacking context and depicting each side as the 'goodies' one day and the ‘baddies’ the next. News report 1: Suicide bombing – standard version (from 3’ 00’’) Introduction to the story from Annabel. Jake gives a standard news report on a suicide bombing in Jerusalem. We hear from: Ismail Abu Shanab – Hamas spokesman Avi Pazner – Israel Government Spokesman News Report 2: Suicide bombing – alternative version (from 5’ 5’’) Introduction to the story from Jake. Annabel gives an alternative approach to the news report on a suicide bombing in Jerusalem. We hear from: Avi Pazner – Israeli Government spokesman Dr Fahmi Hashash – Qalqilya hospital manager Hanah Barag – Checkpoint Watch Commentary 1 (from 9’ 2’’) Explains the thinking behind the two stories and what the second one adds to our understanding of the situation. We hear from: Carol Sansour – Bethlehem Media Centre Gabrielle Rifkind – Middle East Policy Initiative Forum Hava Halevi – Checkpoint Watch Professor Johan Galtung – Dir ector TRANSCEND Network Cherie Blair – Prime Minister's wife News Report 3: Two brothers, two different paths (from 14’ 45’’) Introduction to the story from Annabel. Jake tells Amer’s story. He is a peace activist, but his brother was a suicide bomber. Explanation of background. We hear from: Amer Daraghmeh – peace activist Ibtisan Daraghmeh – mother Commentary 2 (from 17’ 56’’) We hear from: Carol Sansour – Bethlehem Media Centre Dr Nabil Kukuli – Palestinian Centre for Public Opinion News Report 4: Geneva Accord (from 19’ 45’’) Jake introduces the item. Annabel reports on the Geneva Accord – a chance for everyone in the region to take part in a dialogue about this latest peace plan. We hear from: Yasser Abed Rabbo – Palestinian Authority Rachel Zucker – Israeli settler Mina Zemach – Dahaf Polling Institute Commentary 3 (from 23’ 18’’) We hear from: Professor Gerald Steinberg – Jerusalem Center for Public Affairs Uri Avnery – Gush Shalom News Report 5: The Wall (from 25’ 46’’) Jake introduces the item. Annabel reports on the living conditions of Palestinians, shut in a bit like the animals in a zoo. We hear from: Naim Hassan Shawani – farmer Dr Sami Khader – Zoo director Dr Salim Tamari – Institute for Jerusalem Studies Professor Gerald Steinberg – Jerusalem Center for Public Affairs Robi Damelin – Parents’ Circle Commentary 4 (from 30’ 04’’) We hear from: Professor Greg Philo – Glasgow Media Group Tim Llewellyn – Former BBC Middle East correspondent BBC graphic at 32’ 53’’ Ofcom graphic at 34’ 37’’ Australian Broadcasting Corporation (ABC) graphic at 35’ 24’’ North American version CBC Code graphic at 35’ 31’’ US Supreme Court ruling graphic at 35’ 58’’ News Report 6: Refuseniks – Resisting militarism (from 36’ 11’’) Introduction to the story from Annabel. Jake talks to young Israelis facing trial for refusing to do military service in the Occupied Territories. We hear from: Adam Maor – refusenik Alex Maor – Adam's father Miri Maor – Adam's mother Matania Ben Artzi – father Yoni Ben Artzi – refusenik Commentary 5 (from 39’ 10’’) We hear from: Uri Avnery – Gush Shalom Tim Llewellyn – Former BBC Middle East correspondent Abdel Bari Atwan – Editor, al-Quds al-Araby Professor Greg Philo – Glasgow Media Group News Report 7: Lessons for peaceful citizenship (from 43’ 48’’) Introduction to the story from Jake. Annabel visits a school exploring the origins of the conflict in the classroom. We hear from: Noam Leshem – school teacher Sohil Haj – school teacher Anat Levy-Reisman – Israel Palestine Centre for Research Information Commentary 6 (from 47’ 18’’) Concluding comments from Jake and Annabel. 6. Film viewing questions Suitable for schools and university courses. SUGGESTED USE OF THE TAPE First session · Play the whole tape to the group, without any interruptions. · This may take all of one session. Second & third sessions · The tape is designed so that it can be paused at specific places for direct questions to be puy to the group. · There is a lot of detailed material on both the media and the conflict, so it may take a third session to get through all the questions. · This might take the following form: Play the tape from 0’ 0’’ and pause at 3’ 0’’ (when Jake and Annabel first appear after the graphic of ‘News from the Holy Land – Options and Consequences’) Opening Sequence – pictures and clips of interview Q1 What do the pictures tell us? A1 About violence between Israelis and Palestinians. About the Israelis and Palestinians killing each other. This is usually all we see on the news about the conflict between Israelis and Palestinians. Q2 What do the speakers say about how Israeli-Palestinian problems are usually reported? A2 Coverage is distorted/one-sided and over-simplified. Q3 Do you agree/disagree with them? Why? A3 A chance for students to air their views about what they watch.
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