The Conceptual Development of the Palestinian National Identity
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Conceptual Descriptors of Enduring Interstate Rivalry: the Unremitting Conflict in the Middle East
Journal of Global Peace and Conflict December 2015, Vol. 3, No. 2, pp. 13-37 ISSN: 2333-584X(Print), 2333-5858(Online) Copyright © The Author(s).All Rights Reserved. Published by American Research Institute for Policy Development DOI: 10.15640/jgpc.v3n2a2 URL: http://dx.doi.org/10.15640/jgpc.v3n2a2 Conceptual Descriptors of Enduring Interstate Rivalry: The Unremitting Conflict in the Middle East Ali Alghafli1 Abstract This paper describes the multiple concepts commonly used to designate lingering interstate conflicts, and proposes an integrative conceptual approach that synthesizes components introduced by ‘protracted conflict’ and ‘enduring rivalry’ conceptualizations. Facts and events pertaining to the Middle East conflict before and after the introduction of the peace process are interpreted through three conceptually-driven propositions suggested by the integrative approach. In addition to validating the characteristic longevity of the Middle East conflict, the proposed integrative approach facilitates understanding major events of interstate and domestic violence in the region, ascertains the role of nongovernmental forces in maintaining the endurance of interstate rivalries, and identifies the geographic enlargement of the conflict. Keywords: Enduring Rivalry, Conceptual Descriptors, Middle East Conflict, Peace Process Introduction The Middle East encompasses several unresolved conflicts. The Palestinian Problem continues to persist as the tricky core of the outstanding conflict, causing conflict between Israel and the majority of Arab states to endure. After the outbreak of the Islamic Revolution in Iran more than three decades ago the lingering conflict in the Middle East enlarged to include the knotty rivalry between Israel and Iran. Unresolved tensions between Israel and Turkey have further expanded the lingering conflict in the region. -
Geography and Politics: Maps of “Palestine” As a Means to Instill Fundamentally Negative Messages Regarding the Israeli-Palestinian Conflict
Intelligence and Terrorism Information Center at the Center for Special Studies (C.S.S) Special Information Bulletin November 2003 Geography and Politics: Maps of “Palestine” as a means to instill fundamentally negative messages regarding the Israeli-Palestinian conflict The maps of “Palestine” distributed by the Palestinian Authority and other PA elements are an important and tangible method of instilling fundamentally negative messages relating to the Israeli-Palestinian conflict. These include ignoring the existence of the State of Israel, and denying the bond between the Jewish people and the Holyland; the obligation to fulfill the Palestinian “right of return”; the continuation of the “armed struggle” for the “liberation” of all of “Palestine”, and perpetuating hatred of the State of Israel. Hence, significant changes in the maps of “Palestine” would be an important indicator of a real willingness by the Palestinians to recognize the right of Israel to exist as a Jewish state and to arrive at a negotiated settlement based on the existence of two states, Israel and Palestine, as envisaged by President George W. Bush in the Road Map. The map features “Palestine” as distinctly Arab-Islamic, an integral part of the Arab world, and situated next to Syria, Egypt and Lebanon. Israel is not mentioned. (Source: “Natioal Education” 2 nd grade textbook, page 16, 2001-2002). Abstract The aim of this document is to sum up the findings regarding maps of “Palestine” (and the Middle East) circulated in the Palestinian areas by the PA and its institutions, and by other organizations (including research institutions, charities, political figures, and terrorist organizations such as Hamas and the Palestinian Islamic Jihad). -
FILMS on Palestine-Israel By
PALESTINE-ISRAEL FILMS ON THE HISTORY of the PALESTINE-ISRAEL CONFLICT compiled with brief introduction and commentary by Rosalyn Baxandall A publication of the Palestine-Israel Working Group of Historians Against the War (HAW) December 2014 www.historiansagainstwar.org Licensed under Creative Commons Attribution – NonCommercial – ShareAlike 1 Introduction This compilation of films that relate to the Palestinian-Israeli struggle was made in July 2014. The films are many and the project is ongoing. Why film? Film is often an extraordinarily effective tool. I found that many students in my classes seemed more visually literate than print literate. Whenever I showed a film, they would remember the minute details, characters names and sub-plots. Films were accessible and immediate. Almost the whole class would participate and debates about the film’s meaning were lively. Film showings also improved attendance at teach-ins. At the Truro, Massachusetts, Library in July 2014, the film Voices Across the Divide was shown to the biggest audiences the library has ever had, even though the Wellfleet Library and several churches had refused to allow the film to be shown. Organizing is also important. When a film is controversial, as many in this pamphlet are, a thorough organizing effort including media coverage will augment the turnout for the film. Many Jewish and Palestinian groups list films in their resources. This pamphlet lists them alphabetically, and then by number under themes and categories; the main listings include summaries, to make the films more accessible and easier to use by activist and academic groups. 2 1. 5 Broken Cameras, 2012. -
Palestinian Authority Textbooks: the Attitude to Jews, Israel and Peace (Update, June 2018)
המרכז למורשת המודיעין (מל"מ) הממררככזז להמומירדשע ת להמומדוידעייןע יןו ל(טמרלו"רמ ) מרכז המידע למודיעין ולטרור Palestinian Authority textbooks: the attitude to Jews, Israel and peace (Update, June 2018) July 22, 2018 Overview Right: Representing the Western Wall (al-Buraq Wall1) as sacred exclusively to Muslims: "...the al-Buraq Wall is part of the western wall of al-Aqsa mosque and right to it belongs exclusively to Muslims" (from the fifth grade textbook Islamic Education, part 1 (2017), page 54).2 Left: Demonizing Israel and accusing it of excavating under the Temple Mount to topple the mosques (Social studies textbook for the seventh grade, part 1 (2017), page 64). This report updates the previous study about how Jews, Israel and peace appear in Palestinian Authority (PA) textbooks.3 The study was conducted by Dr. Arnon Groiss and commissioned by the Center for Near East Policy Research, directed by David Bedein. The previous study was based on 150 textbooks dealing with various subjects, most of which were printed in the PA between 2013 and 2017. In 2016 the PA began a project for the new publication of the textbooks in use in its schools, which necessitated an update. When the textbooks for the first to tenth grades had been updated and printed, a further study was done by Dr. Groiss and the results appear below. The current study covers 118 textbooks, 1Al-Buraq was the name of the animal which, according to Muslim tradition, carried Muhammad during his night flight from Mecca to Jerusalem, from which he rose to heaven. -
Three Perspectives on the Second Intifada
Three Perspectives on the Second Intifada Perspective I: “What Caused the Current Wave of Palestinian Terrorism?” Source: Israeli Ministry of Foreign Affairs; http://mfa.gov.il/MFA/MFA-Archive/2003/Pages/Israel- %20the%20Conflict%20and%20Peace-%20Answers%20to%20Frequen.aspx#terror The wave of terrorism that began in September 2000 is the direct result of a strategic Palestinian decision to use violence - rather than negotiation - as the primary means to advance their agenda. Despite Palestinian claims to the contrary, Israel's so-called "occupation" of the territories is not the true cause of the terrorism, as negotiations could have peacefully resolved all aspects of the Palestinian-Israeli conflict well before the violence started. When the wave of violence and terrorism began in September 2000, the Palestinians originally claimed that it was a spontaneous reaction to the visit of then-opposition leader Ariel Sharon to the Temple Mount. However, later statements by Palestinian leaders in the Arab-language media contradicted this assertion. Neither did the report issued by the Mitchell Committee, composed of American and European leaders, give support to the earlier Palestinian claim. Consequently, Palestinian spokespersons changed their tactics and instead began to assert that the violence was a response to Israel's "occupation" of the West Bank and Gaza. This claim ignores events both before and after 1967 (when Israel came into control of the territories during a war of self-defense) that prove that the "occupation" is not the true cause of Palestinian terrorism. Not only did Palestinian terrorism precede Israel's presence in the West Bank and Gaza; it has often hit brutally at those moments, as in 1994-1996, when the peace process was making the greatest progress. -
General Assembly Distr.: General 6 September 2011
United Nations A/AC.183/SR.332 General Assembly Distr.: General 6 September 2011 Original: English Committee on the Exercise of the Inalienable Rights of the Palestinian People Summary record of the 332nd meeting Held at Headquarters, New York, on Tuesday, 19 April 2011, at 3 p.m. Chair: Mr. Diallo ..................................................... (Senegal) Contents Adoption of the agenda Update on developments since the previous meeting of the Committee The situation in the Occupied Palestinian Territory, including East Jerusalem, and developments in the political process Report of the Chair on the United Nations Latin American and Caribbean Meeting in Support of Israeli-Palestinian Peace and the United Nations Meeting of Civil Society in Support of Israeli-Palestinian Peace, Montevideo, 29 to 31 March 2011 United Nations Seminar on Mobilizing Assistance to the Palestinian People, Helsinki, 28 and 29 April 2011 Accreditation of civil society organizations to the Committee This record is subject to correction. Corrections should be submitted in one of the working languages. They should be set forth in a memorandum and also incorporated in a copy of the record. They should be sent within one week of the date of this document to the Chief, Official Records Editing Section, room DC2-750, 2 United Nations Plaza. Any corrections to the record of this meeting and of other meetings will be issued in a corrigendum. 11-30418 (E) *1130418* A/AC.183/SR.332 The meeting was called to order at 3.20 p.m. Government had approved the construction of 500 houses in the West Bank. Adoption of the agenda The situation in the Occupied Palestinian Territory, 1. -
Terrorism and Counterterrorism SEPTEMBER 17, 2015 – DECEMBER 2, 2015
Terrorism and Counterterrorism SEPTEMBER 17, 2015 – DECEMBER 2, 2015 DEFINITION OF TERMS HANDOUT We've taken these definitions from the following: 9/11 Commission Report, Wikipedia, Encyclopedia Britannica, Merriam-Webster, Marie-Helen Maras (Counterterrorism), Psychwiki, Mitchell Silber (The Al-Qaeda Factor), Andrew Kydd and Barbara Walter (Strategies of Terrorism), Federation of American Scientists, CIA Guide to the Analysis of Insurgency, Bruce Hoffman (Inside Terrorism), Janes Insurgency & Terrorism Centre, U.S. Department of Defense, Council on Foreign Relations, PBS, Harry Henderson (Global Terrorism), Harry Henderson (Terrorism), Israeli Ministry of Foreign Affairs, The Encyclopedia of the Arab-Israeli Conflict: A Political, Social, and Military History, ed. Spencer C. Tucker, Priscilla Roberts, Hussain Haqqani (Pakistan: Between Mosque and Military), Contemporary World Issues: U.S. National Security: A Reference Handbook, Second Edition, "Homeland Security: Legal and Policy Issues," Cornell Law School's Legal Information Institute, USLegal, The 9/11 Encyclopedia: Second Edition, the Denver Post, Harvey W. Kushner (Encyclopedia of Terrorism), Federal Judicial Center, Counterterrorism Data Mining, Gus Martin (Understanding Terrorism: Challenges, Perspectives, and Issues), and West Point's Combating Terrorism Center. At times we modified them based on course content, and in others we used text, at times exact, from these sources. Should you wish to know the particular sourcing of any term, please contact Marc Meyer at [email protected]. Section Key Term Definition Index 1,2 9/11 Attacks On September 11, 2011, nineteen terrorists, directed by Al-Qaeda, high jacked four commercial passenger jets, killing almost 3,000 people and injuring thousands more. Two of the airliners crashed into the World Trade Center in New York City, causing both buildings to collapse, while a third plane crashed into the Pentagon outside of Washington, D.C. -
United Arab Republic 1 United Arab Republic
United Arab Republic 1 United Arab Republic ةدحتملا ةيبرعلا ةيروهمجلا Al-Gumhuriyah al-Arabiyah al-Muttahidah Al-Jumhuriyah al-Arabiyah al-MuttahidahUnited Arab Republic ← → 1958–1961 ← (1971) → ← → Flag Coat of arms Anthem Oh My Weapon[1] Capital Cairo Language(s) Arabic [2] Religion Secular (1958–1962) Islam (1962–1971) Government Confederation President - 1958–1970 Gamal Abdel Nasser United Arab Republic 2 Historical era Cold War - Established February 22, 1958 - Secession of Syria September 28, 1961 - Renamed to Egypt 1971 Area - 1961 1166049 km2 (450214 sq mi) Population - 1961 est. 32203000 Density 27.6 /km2 (71.5 /sq mi) Currency United Arab Republic pound Calling code +20 Al-Gumhuriyah al-Arabiyahةدحتملا ةيبرعلا ةيروهمجلا :The United Arab Republic (Arabic al-Muttahidah/Al-Jumhuriyah al-Arabiyah al-Muttahidah), often abbreviated as the U.A.R., was a sovereign union between Egypt and Syria. The union began in 1958 and existed until 1961, when Syria seceded from the union. Egypt continued to be known officially as the "United Arab Republic" until 1971. The President was Gamal Abdel Nasser. During most of its existence (1958–1961) it was a member of the United Arab States, a confederation with North Yemen. The UAR adopted a flag based on the Arab Liberation Flag of the Egyptian Revolution of 1952, but with two stars to represent the two parts. This continues to be the flag of Syria. In 1963, Iraq adopted a flag that was similar but with three stars, representing the hope that Iraq would join the UAR. The current flags of Egypt, Sudan, and Yemen are also based on Arab Liberation Flag of horizontal red, white, and black bands. -
Re-Mediating the Israeli-Palestinian Conflict: the Use of Films to Facilitate Dialogue." Dissertation, Georgia State University, 2007
Georgia State University ScholarWorks @ Georgia State University Communication Dissertations Department of Communication 5-3-2007 Re-Mediating the Israeli-Palestinian Conflict: The Use of Films ot Facilitate Dialogue Elana Shefrin Follow this and additional works at: https://scholarworks.gsu.edu/communication_diss Part of the Communication Commons Recommended Citation Shefrin, Elana, "Re-Mediating the Israeli-Palestinian Conflict: The Use of Films to Facilitate Dialogue." Dissertation, Georgia State University, 2007. https://scholarworks.gsu.edu/communication_diss/14 This Dissertation is brought to you for free and open access by the Department of Communication at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Communication Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. RE-MEDIATING THE ISRAELI-PALESTINIAN CONFLICT: THE USE OF FILMS TO FACILITATE DIALOGUE by ELANA SHEFRIN Under the Direction of M. Lane Bruner ABSTRACT With the objective of outlining a decision-making process for the selection, evaluation, and application of films for invigorating Palestinian-Israeli dialogue encounters, this project researches, collates, and weaves together the historico-political narratives of the Israeli- Palestinian conflict, the artistic worldviews of the Israeli and Palestinian national cinemas, and the procedural designs of successful Track II dialogue interventions. Using a tailored version of Lucien Goldman’s method of homologic textual analysis, three Palestinian and three Israeli popular film texts are analyzed along the dimensions of Historico-Political Contextuality, Socio- Cultural Intertextuality, and Ethno-National Textuality. Then, applying the six “best practices” criteria gleaned from thriving dialogue programs, coupled with the six “cautionary tales” criteria gleaned from flawed dialogue models, three bi-national peacebuilding film texts are homologically analyzed and contrasted with the six popular film texts. -
Final Research Paper
TOPICS IN INTERNATIONAL DEVELOPMENT REFUGEES: CITIZNESHIP AND DISPLACEMENT IN THE MIDDLE EAST INTD 497 FINAL RESEARCH PAPER Submitted by: Sara Awad – 260552571 Submitted to: Prof Diana Allan th Submitted on: December 7 2015 Today, 6 million Palestinian refugees live in different countries around the world. At a micro-level, Egypt hosts over 120,000 Palestinian refugees (0.1% of the population) in different cities like Alexandria, Cairo, and Al-Arish (UNHCR, 2014). While the majority arrived after the Nakba (1948) and the 1967 war, more recent refugees arrived from Gaza following major Israeli raids. Although Egypt’s responsibility as a host state is to ensure Palestinian refugees a decent life, assistance efforts have not been consistent over time. Since the 1940s, the Egyptian government has been refusing to have any permanent refugee camps fearing that Palestinians would stay permanently. As a result, unlike Lebanon and Jordan, Palestinians in Egypt live within the Egyptian community in the urban setting (Abed, 2009). Additionally, although UNRWA is the official assistance and protection provider to Palestinian refugees, Egypt does not fall under its scope of operations. Palestinian refugees report directly to UNHCR whose efforts have been either insufficient or curtailed by government’s constraints. Due to a void of international and local protection, Palestinian refugees have been vulnerable vis-à-vis government’s laws which have been fluctuating according to the preferences of the regime in power. While Nasser’s regime equated Palestinian refugees to Egyptian nationals and allowed them to enjoy different rights, subsequent regimes retracted these rights and increased their alienation and financial burdens. -
Table of Contents Children and Terrorism
Arna’s Children A Study Guide Compiled by Roberta McNair for the California Film Institute A Place in the World Table of Contents Children and terrorism .................................................................................................. 3 Objective .................................................................................................................... 3 An allegory for the Israeli-Palestinian question ......................................................... 3 About the Film .............................................................................................................. 4 Arna’s Children: How the children of a Palestinian theater group got involved in the Intifadah ............................................................................................................... 4 Subjects for Discussion and Research ........................................................................ 4 About the Directors ...................................................................................................... 6 Subjects for Discussion and Research ........................................................................ 7 Background on Jenin ..................................................................................................... 8 Subjects for Discussion and Research ...................................................................... 11 The “Battle of Jenin” ................................................................................................... 12 The Battle ................................................................................................................ -
Putting Citizens First
Final Draft State of Palestine: 2017-22 National Policy Agenda Putting Citizens First December, 2016 This English-language version of the State of Palestine’s 2017- 22 National Policy Agenda: Putting Citizens First is based on the Arabic version approved by the Council of Ministers. Every attempt has been made to accurately reflect the intended meaning and spirit of that text. However, if any differences between the two versions exist, the Arabic version would take precedence. TABLE OF CONTENTS Foreword.......................................................................................................................1 Chapter 1: Putting Citizens First...................................................................................1 Chapter 2: Breaking the Vicious Circle.........................................................................2 Chapter 3: National Policy Agenda...............................................................................4 National Vision..........................................................................................................4 Pillar 1: Path to Independence..................................................................................4 National Priority 1: Ending the Occupation; Achieving Our Independence...........5 National Priority 2: National Unity.........................................................................7 National Priority 3: Strengthening Palestine’s International Status.......................9 Pillar 2: Government Reform...................................................................................11