Thesis (Ph. D.)--University of Chicago, Department of Anthropology, June 2000. / Includes bibliographical references. Also available on the Internet.

Thesis (M.A. in National Security Affairs)--Naval Postgraduate School, March 2005. / Thesis Advisor(s): James A. Russell. Includes bibliographical references (p. 60-64). Also available online.

The Israel-Palestine conflict constitutes one of the longest standing conflicts in modern times. Its continuation has often been attributed to the very nature of the conflict: two peoples pursuing an incompatible goal-ownership of the same piece of land. Violence has constituted a characteristic feature of this struggle, widely employed by the two peoples. The analysis of violence, however, has often been limited to acts of direct and physical violence that can be attributed to an individual subject. This thesis investigates violence in the conflict going beyond this traditional conceptualisation of violence. It employs Johan Galtung’s conceptual and theoretical framework, in which he identifies three types of violence: direct, structural and cultural. This thesis argues that all three types of violence are symbiotic in nature. The underlying assumption in this thesis is simple: violence breeds violence. Thus, in order to understand the persistence of the conflict, it is essential to analyse all three types of violence. The thesis proposes the hypothesis that the continuing failure to address all forms of violence, as well as omitting or minimising the importance of any of them, prevents the possibility of resolving the conflict, and thus has contributed to the protraction of the conflict. In order to examine this assumption empirically, the thesis investigates the violence in the conflict, concentrating on the Israeli barrier. The study poses two central research questions. The first asks what led to the construction of the barrier. The second asks why the barrier remains, and the Israeli occupation continues. The answers to the research questions and the account of violence have been the subjects of two contrasting narratives: Israeli and Palestinian. In order to provide both Israeli and Palestinian contributions to these questions, the thesis is divided into two accounts: Palestinian narrative and Israeli narrative. The empirical analysis of violence in the conflict, embedded in the theoretical framework of Galtung's conceptualisation of violence, and divided into the two narratives, reveals a complex cycle of violence in the conflict. It demonstrates the interconnection between the three types of violence and shows the impact of the violence on the intractability of the Israel-Palestine conflict.

Magister Legum - LLM / The Palestinian government made an ad hoc declaration accepting the jurisdiction of the International Criminal Court in 2009. Three years later, the Office of the Prosecutor of the International Criminal Court rejected the declaration. It decided that it is not within the competence of the Office of the Prosecutor, but up to the United Nations Secretary General or the Assembly of States Parties, to determine the Statehood of Palestine. This research paper analyses the 2009 Palestinian ad hoc declaration accepting the jurisdiction of the International Criminal Court and the decision of the Office of the Prosecutor. It critically examines the legal basis of the Palestinian ad hoc declaration, the Procedure followed by the Prosecutor and the Statehood issue of Palestine. The study concludes that although there are enough supporting evidences to hold the Palestinian ad hoc declaration acceptable, the approach adopted and the conclusion reached by the Prosecutor are highly questionable in light of the Rome Statute and Conventional law.

In a democratic world, newspapers serve the role of one of the biggest and most important contributions about knowledge of events and conflicts. This is why this thesis analyzes how Palestine-Israel conflict is framed in three major Swedish newspapers, Aftonbladet, Svenska Dagbladet and Dagens Nyheter. Using key search terms 22 editorials have been identified during the month of October 2023 and analyzed using the framing theory to identify differences in their framing. In the analysis it was found that while there were some. Conflicts have for a long time been a focal point of newspapers reporting which is why it has been studied on many occasions. Research suggests that they report on different topics with different amounts of bias, as it has been deemed impossible to completely avoid it, however, differences come in how they decide to frame and discuss these differences. The study concludes that the different newspapers do have different ways of framing the conflict, with each having a strong focus on different parts of it. However, they all share a strong anti-Hamas and anti-suffering angle, no matter the ideology of the paper.

This thesis examines the role emotions play in the practice and sociality of Palestinian solidarity activism in Israel and Palestine. It finds that emotion is a subtle and sophisticated, and often ambiguous, form of knowledge and perception which is implicit in forming, appraising and adjusting the relationships participants have with intimates, fellow dissenters and public discourses on identity and the regional conflict. Fieldwork was based in and around Jerusalem and carried out over twelve months in 2011-12. This is a highly diverse transnational field where Palestinians, Israelis and Internationalists come together at specific times and places to practice various forms of dissent, largely but not exclusively against the socio-political conditions of the Palestinians vis-à-vis Israeli State policy. I present three separate propositions on Weirdness, Wrongness and Love, which relate to three different affective dimensions; perception, morality and loyalty. Each proposition also develops upon what Hannah Arendt defined the innate political faculties or activities of the human condition; thinking, action and judging. The perceptive quality of finding something Weird is found to produce doubt in the subjective mind, the purpose for which Arendt believed thinking to be a political act. The moral appraisal that something is Wrong, underwrites concerted political action in the public realm. Finally judging, as the attempt to understand the world from the perspective of another, is facilitated by the discourse of Love in the long-term loving relations activists have with friend and family, who are antagonistic to the aims of solidarity activism. Taken together these feelings are found to flow through and inform one another, constituting a nuanced affective understanding and appraisal of our world, one that is producing and maintaining a politically engaged transnational community of dissent. This community has been fostered to a large degree by the insistence and perseverance of a small number of Palestinians in villages across the West Bank and East Jerusalem, who call upon peoples of all creeds, colours and places to witness and experience the repression of non-violent resistance. If as researchers we are to understand the complexities of human life and practices, I believe we must carefully attend to this sophisticated form of emotional reasoning and begin to think not just about feelings, but also with feelings.

The Israel/Palestine question, and its resonance for international peace and security, has turned into a central interest of the modern world. It also raises much controversy in the academic community. The Western support for Israel, a key factor in Israel's survival, is a significant feature of this issue. It has been revealed, through preceding studies, that Western policies towards Israel, foreign human rights policy for instance, are biased. The West appears biased, also, in what it produces about the question. Western products in the cinema and the mass media examined in this regard. How knowledge produced in the West is influenced by the pro-Israeli environment has been an academic concern. No empirical investigation, at the same time, has been made into how academic knowledge at university level treats the Israel/Palestine question. The popular belief about the scientific and impartial characteristics of Western knowledge has probably contributed to such a state of affairs. A sample of the most popular college level textbooks on the history of the Israel/Palestine question has been selected, through an extensive survey, to represent relevant Western knowledge. The selected textbooks have been analysed through a method of 'Historical Narrative Analysis' against a Zionist/pro-Israeli structure of Israel's history. The immediate context of the histories produced, the relevant historians and their background, are analysed to answer the second part of the key question of the research: ‘How the knowledge of history of the Israel/Palestine question is presented in Western academia, and why it has been presented in that particular way. The results of the first analysis, a textbook analysis, support the claim that textbook knowledge on the question is mainly pro-Israeli in bias. In relation to the question 'why', the analysis offers the 'Jewish pro-Israeli producer' as the main factor that can explain that bias in the products. Another factor is identified in this analysis as well; the relevant knowledge has been produced in a certain, American or Israeli, national and educational environment.

A história antiga das peregrinações de cristãos ao que chamam Terra Santa, espaço geográfico que hoje compreende o Estado de Israel e o Estado da Palestina é milenar e sempre ocorreu com a motivação religiosa permeando-a em maior ou menor grau. Com o desenvolvimento do Turismo de massa na modernidade, tendo estabelecido roteiros e pacotes de viagem rígidos devido às exigências econômicas, a prática da peregrinação ganhou novos contornos e chamou a atenção de novos agentes. O Turismo para Israel e, indiretamente, para a Palestina chega hoje a números recordes de turistas vindos de todo o mundo, gerando uma significativa receita para os primeiros de US$ 5,744 bi, com o record de 3,6 milhões de turistas vindos de todo o mundo e é visto pelo Estado como um importante campo para a criação de apoiadores ou embaixadores que podem reproduzir uma narrativa em favor dos seus interesses políticos. Do lado palestino, embora com menor organização e presença midiática, nem por isso deixam de auferir resultados positivos com essa atividade. A partir desse quadro e da Teoria dos Campos, de P. Bourdieu, a pesquisa investiga a extensão do campo desse Turismo entre os evangélicos brasileiros, considerando os campos político e religioso em tensão. Passamos por teorias recentes e atualizadas sobre o Turismo no Brasil e no mundo, aplicando-as ao quadro de referência. Com recorte cronológico a partir do ano 2000, em função do incremento do turismo, com recorte metodológico para caravanas realizadas entre 2011 e 2013 e 2017, a pesquisa foca um grupo de dez turistas que foram acompanhamos por um ano. Entre 2011 e 2013 fizemos nossa primeira viagem aos territórios de Israel e Palestina, seguida de outra em 2012 e a terceira no ano em que iniciei a pesquisa de Mestrado, em 2013. Partindo de fontes bibliográficas inéditas no Brasil, reconstrói-se globalmente a história das peregrinações para a região nos últimos 2000 anos e, mais detalhadamente, a história dessas peregrinações e o início do Turismo comercial no Brasil. A pesquisa resgata, por meio de documentos e entrevistas, a história dos brasileiros que viajaram para Israel-Palestina, desde 1853. Elaboramos uma apresentação das dinâmicas das caravanas no período da profissionalização da atividade, apontando o papel de cada agente envolvido na mesma. A conclusão posiciona os achados no cenário mais amplo da História e considera a relação conturbada entre Turismo e política de Israel e Brasil em anos recentes. Em confronto com os resultados alcançados, nem todas as hipóteses levantadas se verificam, indicando a necessidade de uma revisão na Teoria dos Campos. / The ancient history of pilgrimages of Christians to where they call the Holy Land, today a geographical space that comprises the State of Israel and the State of Palestine is millenarian and has always occurred with religious motivation permeating it to a greater or lesser degree. As the development of modernity Mass tourism has established itineraries and travel packages rigid due to economic requirements, the pilgrimage practice gained new contours and attracted the attention of new agents. Nowadays tourism in Israel and, indirectly, in Palestine reaches record numbers of tourists coming from all over the world, generating a significant revenue for the first of US $ 5.744 billion, with a record of 3.6 million tourists from all over the world and it is seen by the state as an important field for the creation of supporters or \"ambassadors\" who can reproduce a narrative in favor of their political interests. Although with less organization and media presence, they nevertheless fail to obtain positive results with this activity on the Palestinian side. From this painting and the Theory of Fields, by P. Bourdieu, the research investigates the extension of the field of this Tourism among Brazilian evangelicals, considering the political and religious fields in tension. We have passed through recent and up-to-date theories on Tourism in Brazil and in the world, applying them to the frame of reference. With a chronological cut from the year 2000, due to the increase in tourism, with a methodological cut for caravans between 2011 and 2013 and 2017, the survey focuses on a group of ten tourists who have been accompanying us for a year. Between 2011 and 2013 we made our first trip to the territories of Israel and Palestine, followed by another in 2012 and the third in the year in which I started the Master\'s research in 2013. Starting from unpublished bibliographical sources in Brazil, history is reconstructed globally of the pilgrimages to the region in the last 2000 years and, in more detail, the history of these pilgrimages and the beginning of commercial tourism in Brazil. The research rescues, through documents and interviews, the history of the Brazilians who have traveled to Israel-Palestine since 1853. We have elaborated a presentation of the dynamics of the caravans during the period of professionalization of the activity, pointing out the role of each agent involved in it. The conclusion positions the findings in the broader scenario of history and considers the troubled relationship between tourism and politics of Israel and Brazil in recent years. In contrast to the results achieved, not all the hypotheses have been raised, it has indicated the need for a review in the Field Theory.

Art therapy training programmes around the world feature a unique type of course based on dynamic art-work experience and conducted in the context of a core student group. The course is usually called an 'experiential group course'. There is world-wide practical recognition in the professional art therapy literature of the need for dynamic experiential artwork-based courses in art therapy training. What is new is that Israeli lecturers have extended this 'experiential group course' into what I term 'a topic-led dynamic experiential artwork-based course'. The nature of this course in Israel and how it is deployed, planned and conducted is the subject of this thesis. The data for this dissertation were collected from in-depth and wide-ranging interviews with three groups of persons: (a) 11 of Israel's 40 lecturers lecturing on Master's degree and Masters-level plastic art therapy training programmes. All have taught in the teaching mode under investigation here for many years and I looked on them as partners with me on a journey of discovery into the essential nature of this teaching mode in Israel; (b) 15 working art therapists who graduated from Israeli training programmes 3-15 years before participating in this research and who had been working as art therapists since then. They provided a reflexive analysis of what it was like to take a topic-led dynamic experiential artwork-based course. (c) three directors of art therapy training programmes (one current, two former). provided me the background to the theoretical development of art therapy training in Israel. In addition, as an insider researcher, a senior art therapist who has herself designed and taught topic-led dynamic art-based experiential mode courses for many years, I have used my own experience and example from my practice to illustrate and corroborate the points made by my interviewees. The interviews indicated that over the forty years the dynamic experiential teaching mode has been deployed in Israeli art therapy training its use has been extended to the design and teaching of a wide range of theoretical topics and that this extension occurred at approximately the same time on all Israel's recognised art therapy training programmes. From the point of view of the theory of art therapy training this thesis argues that the professional literature displays a significant gap. Many scholars have stressed the vital contribution made by dynamic experiential artwork-based courses to future practitioners' training but no researcher has yet clarified when and for what purpose certain theoretical courses are taught in this mode, how such courses are designed and conducted, and how they produce on students the effects the students say they do—what so many students term their 'magic'. And yet the lecturers who make use of this teaching mode declare it to be indispensable to the transmission of art therapy's concepts, language and methods to the next generation of art therapists. The object of this doctoral research, then, is to explore and expose the nature of topic-led dynamic experiential artwork-based courses in Israel and their particular contribution to Israeli art therapy training. (The research does not aim to investigate what theory of art therapy these lecturers represent nor what body of psychological and other theory they transmit to their students). Given a constructivist epistemology, a phenomenological research paradigm is deployed to investigate how dynamic experiential artwork-based courses achieve their aims. Interview data are analysed by the inductive Socratic analysis method and by theoretical reading, taking a heuristic approach. The key contribution of this thesis to knowledge about art therapy training methods in Israel, is that it unlocks and conceptualizes the transformation of these topic-led dynamic experiential artwork-based courses which the thesis also demonstrates to be transformative for their students. A central argument is that, to achieve these transformative insights lecturers integrate three content elements — theoretical material, artwork-based experiential workshops, and the emotional materials evoked from the students by and during the workshops. They adapt and adjust their workshops and the art materials offered the students to the needs of the theoretical topic they wish to teach. And they make dynamic use of the responses of individual students and the student group to the art materials and the artworks produced from them for the purpose of conveying/ instilling this theoretical topic. The five elements of lecturer, individual students, core group, art materials/ artworks and the learning space created by the lecturer interact uniquely within a dynamic relationship in response to the course topic in what I term in this thesis a 'pentagonal potential space'. It is the integration of the five constituent elements of this relationship and the interrelationships between them that make the courses 'transformative'. In a nutshell, these courses (a) take students on an inner emotional journey which allows the self to adjust to a dynamic therapeutic perception of the course topic; (b) enable students to investigate the given topic to great depths of experiential and intellectual insight and be changed by this insight; and (c) generate in both individual students and the student group emotional processes relating to the topic, which shape their therapeutic development with respect to that topic. These three effects together generate in the student a meaningful and critical development of their therapeutic self as art therapist, a development which so many of them call 'magical'.

Reading comprehension in English as a foreign language (EFL) is a key to success in academic studies in Israel. As Israel is a cultural melting pot, adult students come from widely diverse educational backgrounds, often determined by their cultural environment. They arrive at the university or college classroom with vastly different approaches to learning and reading, in general, and to reading in EFL, in particular. The challenge for the EFL teacher is to help students draw from their cultural toolkits while exposing them to new tools so that they can reach their full learning potential. The rationale of the current inquiry is that in order to tailor a programme that takes into account students' needs, a better understanding of the impact of cultural background on their learning process is essential. This inquiry was guided by three main research questions: How do differing cultural, religious and linguistic backgrounds impact upon adult students' approach to and process of learning reading comprehension in English? How do these backgrounds impact upon progress and achievement in reading comprehension in English? And which teaching approach or approaches can best address the range of needs of a culturally diverse student group? To address these questions, an action research study was conducted using a case study approach. Thirty-nine young adult students who participated in a year-long matriculation preparation programme in a teachers' college in Israel were examined. The programme was based on providing students with both bottom-up and top-down reading skills, with particular emphasis on reading strategies. The learning process that students underwent generated qualitative and quantitative data through class observations, interviews, and student records. The data indicated that student background played a significant role in how learning, reading, and EFL were approached. Family background, whether more 'traditional' or less 'traditional', reflected students' cultural background, echoed by a school system sharing a similar mindset and approach to EFL pedagogy. As a result, students' background impacted upon their classroom behaviour and social engagement. Cultural distinctions were apparent at entry level, but were not determining factors in student progress and achievement over the course of the year. Students with greater intercultural competence adopted different learning approaches and reading strategies from those with which they had been educated in their cultural environment and appropriated them as their own. These students also made the most significant progress in their EFL reading comprehension, regardless of background. For students to share their diverse learning approaches and adopt new ones from one another, as well as the new strategies offered by the programme, the establishment of a 'third space', or classroom culture, was crucial. Providing such a space allowed students to exchange learning methods, examine their own, and finally adopt those that were most effective for them. Enhanced reading comprehension at the end of the programme resulted from a process of several cycles of integration and engagement. Those students who reported feeling more integrated within mainstream Israeli society, in general, were also those who more easily integrated within the classroom culture. These students were also more socially engaged in class and showed greater engagement with texts in English. Consequently they made greater progress and reached higher achievements. When teaching EFL reading comprehension to a multicultural class of students, it is argued that a classroom culture should celebrate their diversity and allow them to voice their distinct learning approaches. At the same time, their voices should be harmonized through a unified learning approach, based on the application of reading strategies and engagement with a text.