2nd Generation Israeli and Palestinian Children Growing Up Together

by

ACKNOWLEDGEMENT

I would take this opportunity to thank my research supervisor, family and friends for their support and guidance without which this research would not have been possible.

DECLARATION

I, [type your full first names and surname here], declare that the contents of this dissertation/thesis represent my own unaided work, and that the dissertation/thesis has not previously been submitted for academic examination towards any qualification. Furthermore, it represents my own opinions and not necessarily those of the University.

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ABSTRACT

Throughout history, the world has gone through different devastating times. Wars have killed millions of people, and diseases have, so far, proven to be more devastating than wars and even stronger than humans. Natural disasters have caused the death of thousands of people and left so many others homeless. Violence and peace are then a result of a lifetime education that begins in the mothers' wombs. As such, a new trend in the world has emerged calling for peace through a lifelong peace education. Around the world, interreligious, intercultural education is commonly represented in both public and private institutions. For example, the Seattle Public School system embraces numerous cultures and over one-hundred different languages are spoken. However, in this region of the world, most elementary and secondary education is conducted in religiously and culturally segregated schools. Schools in Israel are divided by religious affiliation and nationality. There are separate schools for religious and secular Jewish children, and separate religious and state schools for Arab children. Children learn best through experience. Living together would engage them in hands on exercises to develop respect for the rights of others. These tools would serve them in their interaction with people of diverse traditions. The aim of this research is to study the second of generation Israeli and Palestinian children growing up together at Neve Shalom/ Wahat al-Salam. This ethnographic dissertation is qualitative in approach relying on participant-observation, in-depth interviews, and secondary materials. Secondary sources were used to corroborate evidence and provide historical context. My ethnographic fieldwork began in 2011 and continued throughout the academic year to 2012. During this time, I stayed in Neve Shalom/ Wahat al-Salam village.

TABLE OF CONTENTS

ACKNOWLEDGEMENTI

DECLARATIONII

ABSTRACTIII

CHAPTER 1: INTRODUCTION1

Background of the Study1

Research Aims and Objectives4

Significance of the Study5

Research Question5

CHAPTER 2: LITERATURE REVIEW6

An Overview of the Jewish-Israeli and Arab Conflict6

Historical and Political Background8

Theoretical Framework20

The Contact Model20

The Information Model22

The Metacognitive Model23

Planned Encounters in the Real World24

Neve Shalom /Wahat al-Salam26

The Community27

Demographics and Community Life28

Governance and Economics29

School Affiliation31

CHAPTER 3: METHODOLOGY33

Ethnographic Discourse33

Data Collection Strategy34

Phenomenology as Method35

The Study Participants36

Summary36

CHAPTER 4: DISCUSSION AND ANALYSIS37

Oasis of Peace37

CHAPTER 5: CONCLUSION53

REFERENCES54

CHAPTER 1: INTRODUCTION

Background of the Study

Throughout history, the world has gone through different devastating times. Wars have killed millions of people, and diseases have, so far, proven to be more devastating than wars and even stronger than humans. Natural disasters have caused the death of thousands of people and left so many others homeless. Over and above, a few powerful people have deprived the citizens of many countries, sometimes including their own, from their rights as ...