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Biladi Resource Final Palestinian Refugees in Lebanon: a photopack We also acknowledge the deceased as well as the survivors of the massacre. The project was supported by the following members of the EMHRN Acknowledgements Human Rights Education Working Group –Ruth Farrugia, Omar Grech, Marit Flo Joergensen, Lina Osseiran Beydoun, Antonia Papadopoulou, Colm regan, UR GRATITUDE AND THANKS IS Mr. Jaber Abou-Hawash, Ms. Kristel Natasha Shawarib, Abdel-Monim Elgak, Halter, Ms. Anika Barnes, Ms. Merrylin Theresia Pedersen and Antonio Stango. OEXTENDED TO THE MEMBERS OF THE Onisko and Mr. Abdallah Ibadi. Thanks are also due to participants in the PHOTOPACK PROJECT COMMITTEE FOR 2003 EMHRN Summer School (held in Furthermore gratitude and appreciation Beirut) for their support and THEIR COORDINATION AND ASSISTANCE is extended to the following Palestinian participation. organisations for their assistance with WITH THE INITIATION AND COMPLETION OF the children’s activities and for feedback Final drafting and design by Theresia THE WORK. during the project workshops: Pedersen of the Danish institute for – Association Najdeh Human Rights, Marit Flo Joergensen of – The National Institution of Social the EMHRN and Colm Regan of 80:20 Care and Vocational Training (Beitt Educating and Acting for a Better World, The photopack committee members in Atfal Assoumoud) Ireland. Lebanon included Mr. Ghassan Abdallah – Child and Youth Center in Shatila (General Director of the Palestinian – The Women’s Humanitarian Our special thanks are due to the people Human Rights Organisation), Dr. Faraj Organisation Sabra and Shatila, the families who Abdallah (Project Director) and Ms. – The Return Center in Lebanon participated, the children of Shatila, the Shiraz Basma (Project Coordinator). The – The Palestinian Human Rights Popular Committees in the Camp and the Director of schools. work would not have been possible Association (Witness) without the professionalism and energy Finally, we acknowledge the financial of both Ms. Rola Badran and Mr. Khaled The project would not have been support of the Euro-Mediterranean Obeid in supporting the fieldwork and possible without the involvement of the Human Rights Network, the Danish the co-ordination of all involved. children of Shatila who provided us with institute for Human Rights, 80:20 Moreover, acknowledgement is extended the inspiration as well as the images; the Educating and Acting for a Better to Mr. Bassam Hubeichi and Ms. Dalal families interviewed during the project; World, Ireland, the Mediterranean Yassine for their assistance in the camp the Popular Committees in camp and the Academy, Malta, the Palestinian during the project workshops. In Director of the schools there, Mr. Khaled Human Rights Organisation, addition, we acknowledge the work of Sarris. Lebannon etc etc etc 2 List of Contents Section 1 – Introducing the Project and Biladi Section 2 – Exploring the Issues Section 3 – Introducing and Using the Photos to Explore the Issues Section 4 – Further Information 3 SECTION 1 Introduction ORN OF PALESTINIAN ORIGIN AND In this context, I welcome the of the members of the Euro- opportunity to collaborate with Mediterranean Human Rights Network, CURRENTLY THE GENERAL DIRECTOR OF B colleagues in an educational exercise the members of the Network’s Human A HUMAN RIGHTS ORGANIZATION, I AM directed to the international community Rights Education Working Group, the to focus attention on three key issues: Danish Institute for Human Rights and INVOLVED IN PROMOTING THE CAUSE OF 80: 20 Educating and Acting for a Better l who are Palestinian refugees? THE ‘RIGHT OF RETURN’ AND SELF- World. In particular, it is my pleasure to l what is the current status of Palestinian express my personal thanks to my DETERMINATION AS WELL AS HIGHLIGHTING refugees in Lebanon? friends Marit, Theresia and Colm for THE CURRENT SITUATION OF PALESTINIAN l what are the rights of refugees? their help and support. REFUGEES IN LEBANON. I AM ALSO Through the educational tool of this MR. G HASSAN ABDALLAH , CONCERNED WITH PROMOTING CIVIL RIGHTS photopack, we seek to highlight the GENERAL DIRECTOR , harsh realities of refugee life as well as PALESTINIAN HUMAN RIGHTS ORGANISATION FOR REFUGEES THROUGH OUR the grief and the sorrow in one of the (PHRO) PROGRAMMES IN THE PALESTINIAN HUMAN best known refugee camps – Sabra and Shatila – infamous for the massacres that RIGHTS ORGANISATION, ESPECIALLY occurred there in 1982. Throughout the THROUGH HUMAN RIGHTS EDUCATION, pack we have been concerned to highlight two key political issues – the NATIONAL AND INTERNATIONAL LOBBYING call for Lebanon to grant refugees their AND ADVOCACY AND INTERNAL DIALOGUE most basic rights and the call to the international community to establish BETWEEN PALESTINIANS AS WELL AS mechanisms to implement UN resolution 194 on the ‘right of return’ for BETWEEN PALESTINIANS AND LEBANESE. Palestinian refugees. It would not have been possible to complete the work without the support 4 We have produced Biladi to share a number of different dimensions of the situation of Palestinian refugees in Lebanon and, specifically, those living in Sabra and Shatila: Editors’ Introduction l some of the history behind their story l some details of the circumstances and situations in which they live today l HIS RESOURCE CAME ABOUT AS A an opportunity to work alongside the l the specific forms of discrimination people (especially the young people) of and exclusion they experience TRESULT OF THE JOINT WORK OF THE the refugee camp – Sabra and Shatila l views and perspectives on the EURO-MEDITERRANEAN HUMAN RIGHTS Sabra and Shatila area is situated in massacre and its legacy southern Beirut, Lebanon and has a total NETWORK EDUCATION WORKING GROUP estimated population of 22,000. The Sabra l the issue of the right to return to Palestine. AND THE PALESTINIAN HUMAN RIGHTS and Shatila camp was established by the International Committee of the Red Cross The situation of the Palestinian people ORGANISATION IN LEBANON. in 1949 to accommodate the hundreds of and the denial of most of their refugees who poured into the area from fundamental human rights are well Galilee in northern Palestine after 1948. It highlighted internationally. Less so the is 1 of 12 current refugee camps in situation of Palestinian refugees and the difficulties they face on a daily basis. The The project that finally led to the Lebanon with an estimated population of 8,184 – UNRWA figures, 2004. The total story of the Palestinians in Lebanon is publication of Biladi had a number of controversial and contested – it involves number of Palestinian refugees in levels and dimensions: not just the Lebanese and the Palestinians Lebanon is officially estimated to be but also the Israelis, the Syrians and, of l individuals and organisations from 399,152, approximately 10% of Lebanon’s course, the international community. It very different backgrounds and total population. involves conflicting accounts and views of contexts learning to work together and history, the Lebanese Civil War (1975 – share ideas and experiences Sabra and Shatila is known internationally 1990), the rights of refugees, the right to l specific interest in sharing because the camp was devastated during return to their homes and, ultimately, the the 1982 Israeli invasion of Lebanon and methodologies and approaches to overall situation of the Palestinian and was the scene of a major massacre in human rights education that are Jewish peoples. September of that year . During the years learner centred and participative of conflict the camp was frequently Biladi is offered as one contribution to l an interest in learning more about the targeted, which resulted in the destruction engaging with some of these issues and as situation of Palestinian refugees in of property, displacement of refugees and part of a broader consideration of a human Lebanon a siege. rights understanding of such issues. 5 Introducing the Project Process T THE OUTSET, WE WERE CONCERNED activity was to inform the people of l high school students were also the camp of the project and its involved in the same art activities - a ATO INVOLVE AS MANY PEOPLE FROM potential contribution and also to number of young volunteer SABRA AND SHATILA AS POSSIBLE IN ORDER ensure involvement from young photographers were asked to people. Hundreds of drawings were photograph aspects of the camp that THAT THE FINAL PRODUCT REFLECTED THEIR collected and then sorted out in the highlighted key issues for them - IDEAS AND PRIORITIES AS MUCH AS THOSE workshops (a representative sample social, health, economic, legal and have been included in the pack). environmental issues etc. OF THE ORGANISATIONS INVOLVED. The project therefore went through a number of different phases before completion – brainstorming and planning sessions, children’s activities, issue-based workshops, fieldwork and input from participants at a Human Rights Education Summer School. The different processes involved included: l project identification and negotiation l selection of the camp - Sabra and Shatila – the outlining and negotiation of an agreed work plan l art activities involving camp-based children - the aim of this latter 6 l the final selection of photos was made in subsequent workhops and during the Summer School referred to l the project also involved discussion and training on the value of images as an educational tool. In developing this element, an action plan on selecting images and content was agreed l the initial draft was ‘tested’ locally as well as with participants in the Summer School especially as regards the selection of images and themes. Issues such as the concept of the ‘right of return’, key terms such as ‘homeland, stateless or country’ were hotly debated l throughout the project, it was agreed that non-violence and non party These themes were agreed following the l To highlight specific and unique political approaches would guide all testing of the photos using a variety of aspects of ‘Palestinian refugees’ discussion. approaches and activities outlined in the l To use dialogue, discussion and text that follows.
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