This thesis is focused on the israeli-palestinian conflict, which is an often discussed topic, but especially in the Czech literature the perspective of common people is missing. The main focus will be on family memory and how it transfers within the generations. This will be demonstrated on an analysis of interviews with members of four families (of three generations: grandparent, parent, child) living in the West bank. That is why the method of oral history will be used. The main timeline will be year 1967 which is remembered by the oldest member of the interviewed families. In 1967 the third arab-israeli war took place when Israel defeated Egypt, Syria and Jordan and started occupying the Golan Heights, Sinai peninsula and a large part of the Palestinian territory including the eastern part of Jerusalem. This war caused another exodus of Palestinians and the beginning of building illegal settlements in the West Bank. This event is usually described from the political point of view but little is known about what happened to common people. The point of this thesis is to view this issue from different than official sources and give the topic a new dimension.

Quelques critiques universitaires ont été écrites sur des spectacles récents prenant pour thématique le conflit israélo-palestinien, mais il n’existe pas d’étude d’ensemble à ce sujet. Par ailleurs, depuis le début des années 2000, plusieurs recherches se sont attachées à préciser les relations qu’entretiennent le théâtre et la politique. Cette thèse vise à approfondir cette réflexion à partir des transferts culturels d’œuvres israéliennes et palestiniennes vers la France, des années 1970 à nos jours.Pour ce faire la méthodologie mise en œuvre articule historiographie du théâtre, histoire des représentations théâtrales et étude du champ de production culturelle en diachronie. Elle a permis de mettre en évidence la persistance de l’Orientalisme renforcé par le déphasage historique entre la France et Israël et l’inégal développement entre la France et la Palestine. La représentation théâtrale peut offrir un espace de résistance aux assignations identitaires subies par les artistes d’Israël et de Palestine, ou bien reproduire les rapports de domination lisibles à travers le degré de légitimité des dramaturg(i)es. La thèse rappelle la complexité des rapports de domination qui ne sont pas réductibles au racisme ou à un « choc de civilisations » mais relèvent d’une hégémonie culturelle entretenue par les institutions théâtrales et universitaires, et critiques dramatiques. Ces instances de légitimation sont analysées ici en tant que productrices d’un discours idéologique dont l’étude remet en question la posture de neutralité qui accompagne l’autonomie de l’art. / In a limited scope, academic critiques have been written on recent productions on the theme of the Israeli-Palestinian conflict, still there exists no comprehensive study on the subject. Additionally, several studies have focused on clarifying the relationship between theatre and politics since the early 2000s. The thesis aims to expand on this line of thought, deriving from cultural transfers of Israeli and Palestinian works to France, from the 1970s to the present day.The methodology implemented articulates theatre historiography, history of theatrical performances and the study of the cultural production field in diachrony. The methodology allowed for the highlighting of the persistence of Orientalism, reinforced by the historic phase-shift between France and Israel and the unequal development between France and Palestine. The theatrical performance can either offer a space of resistance to the identity assignements suffered by artists from Israel and Palestine, or can reproduce domination relations that are legible through the degree of legitimacy of the theatre performances and performers. The thesis evokes the complexity of relations of dominance that are not reducible to racism or a "clash of civilizations" but are a cultural hegemony maintained by theatrical and academic institutions, and drama reviewer. These instances of legitimation are analyzed here as producers of an ideological discourse, the study of which challenges the posture of neutrality that accompanies the autonomy of art.

L’internazionalizzazione di un curriculum accademico è un processo globale volto al miglioramento complessivo della qualità dei curricula attraverso l’aggiunta di una dimensione interculturale e internazionale. L’internazionalizzazione del curriculum è riconosciuta come un processo altamente contestualizzato che viene accolto e interpretato in modo diverso a seconda delle discipline accademiche o dagli ambiti territoriali. Precedenti ricerche comunicano che si tratta di un processo in cui il personale accademico svolge un ruolo critico e il loro continuo impegno è necessario alla sua riuscita. Sono state individuate molte sfide nel reclutamento del personale addetto all’internazionalizzazione dei programmi di studio. Negli ultimi anni, l’internazionalizzazione dell’educazione superiore è divenuta una priorità strategica per i politici e la leadership istituzionale in Israele. Le risorse sono state dirette allo sviluppo di strategie istituzionali per l’internazionalizzazione, con l’obiettivo di aumentare la mobilità degli studenti e del personale, e migliorare la qualità dell’insegnamento e della ricerca. L’internazionalizzazione del curriculum è vista come parte integrante di questa tendenza. Sebbene in Israele vi siano ricerche sul processo di istituzionalizzazione dell’istruzione superiore, in questo campo esistono pochi studi sul processo di internazionalizzazione del curriculum. L’obiettivo di questo studio è quello di esplorare il processo di internazionalizzazione del curriculum in tre dipartimenti accademici in un’università israeliana e registrare l’impegno del personale accademico in questo processo, prestando particolare attenzione alle loro risposte, motivazioni, interpretazioni e attuazioni. Lo studio utilizza, come lente teorica, il quadro concettuale di Leask (2015) per l’internazionalizzazione del curriculum, in cui il processo di internazionalizzazione è posizionato all’interno di un ambiente estremamente complesso e influenzato da molteplici strati di contesto. La ricerca adotta un approccio partecipativo con un disegno di ricerca qualitativa, costruito intorno a tre casi di studio. Quest’ultimi sono triangolati utilizzando tre canali di dati: interviste approfondite, analisi di programmi dei corsi, canali informali. Un totale di 17 partecipanti provenienti da tre dipartimenti accademici sono stati intervistati e le trascrizioni delle interviste sono state analizzate tematicamente. Inoltre, 15 programmi dei corsi sono stati sottoposti ad analisi documentale, utilizzando gli Indicatori dell’Internazionalizzazione del Curriculum, strumento sviluppato come parte dello studio. I risultati della ricerca dimostrano che l’internazionalizzazione del curriculum funge da catalizzatore per la progettazione di programmi di studio per individui e team accademici in un istituto di istruzione superiore in Israele. Lo studio segnala che gli accademici sono motivati ad avviare il processo anche nel caso in cui non vi sia una necessità evidente, come la presenza di studenti internazionali nel campus. Inoltre, questo lavoro mostra modalità contestualizzate di coinvolgimento nell’internazionalizzazione del curriculum in tutte le discipline, sostenendo ed estendendo le ricerche precedenti in questo settore. Nella fattispecie, lo studio offre importanti spunti di riflessione sul processo di internazionalizzazione del curriculum, suggerisce miglioramenti al quadro di Leask (2015), e formula diverse raccomandazioni pratiche che sono rilevanti per il singolo ambito dell’istruzione superiore in Israele, ma che potrebbero estendersi anche oltre. / Internationalising an academic curriculum is a comprehensive process directed towards the overall improvement of curricula quality through the addition of intercultural and international dimensions. Internationalisation of the curriculum is recognised as a highly contextualised process which is received and interpreted in many different ways across academic disciplines and regional settings. Previous research also reports that it is a process where academic staff play a critical role and their continuous engagement with it is necessary. Many challenges in recruiting staff to engage in internationalisation of the curriculum have been raised. Internationalisation of higher education has become a strategic priority of policy makers and institutional leadership in Israel in the past few years. Resources are directed towards the development of institutional strategies for internationalisation, with the goal of increasing student and staff mobility and raising the quality of teaching and research. Internationalisation of the curriculum is seen as an integral part of this trend. Although there is research on the process of internationalisation in higher education in Israel, little research exists on the process of internationalisation of the curriculum in this space. The objective of this study is to explore the process of internationalisation of the curriculum in one Israeli college across three academic departments and record the engagement of academic staff in it focusing on responses, motivations, interpretations and enactment. The study uses Leask’s (2015) conceptual framework for internationalisation of the curriculum as a theoretical lens, where the process of internationalisation of the curriculum is positioned within a super complex environment and impacted by multiple layers of context. The research assumes a participatory action research approach with a qualitative research design, constructed around three case studies. The case studies are triangulated using three data channels: in-depth interviews, analysis of syllabi documents and insider, informal channels. A total of 17 participants from three academic departments were interviewed and interview transcripts were subjected to thematic analysis. In addition, 15 syllabi documents were subjected to document analysis, using the Internationalisation of the Curriculum Indicators tool which was developed as part of this study. The results of the research demonstrate the role of internationalisation of the curriculum as a catalyst for curriculum design for academic individuals and teams in one higher education institution in Israel. It shows that academics are motivated to embark on the process even in a case when there is no obvious need such as the presence of international students on campus. In addition, it shows contextualised modes of engagement with internationalisation of the curriculum across the disciplines, supporting and extending previous research in this area. Specifically, the study offers important insights into the process of internationalisation of the curriculum and suggests enhancements to Leask's (2015) framework and makes several practical recommendations which are relevant for the unique space of Israeli higher education and possibly beyond.

Master's thesis deals with the status of Israeli Arabs within the political system of the State of Israel. For analysis of this topic two approaches were selected. First, attention is concentrated on the historical development of status of Israeli Arabs from the establishment of Israel to the present day. Subsequently, selected problematic areas in the relationship between Israeli Arabs and Israel are analyzed. These areas include: obtaining Israeli citizenship, ownership of land, compulsory military service in Israeli army, participation in political and judicial institutions, official languages, and national symbols. As it turns out, Israel disadvantages status of Israeli Arabs in many areas. However, the whole issue is not entirely unequivocal because in some cases, Israeli Arabs cause their disadvantaged status by their attitude.

This research examines the establishment and expansion of Hezbollah. It uses a policy perspective in explaining the growth of this organization. Moreover, it focuses on Israel’s disproportionate use of force in Lebanon as a major cause behind the very existence of Hezbollah. The analysis of Israeli policy will be done by examining three separate conflicts as case studies. These events are: the 1982 (Peace for Galilee) invasion of Lebanon that helped to create Hezbollah, the 1996 (Operation Grapes of Wrath) Hezbollah-Israeli conflict which served to bolster Hezbollah in Lebanon, and finally the 2006 Hezbollah-Israeli war which solidified Hezbollah as a military force in the region. The first part of the study analyzes the 1982 Israeli invasion of Lebanon to dismantle PLO bases and the resulting vacuum filled by Hezbollah. In an effort to eliminate Hezbollah, Israel again invaded Lebanon in 1996 allowing Hezbollah to expand its power based in Lebanon by providing a number of services including healthcare, financial services, and construction among others. In 2006, Israel again invaded Lebanon resulting in an increase in weapons shipments and funding to Hezbollah from Syria, Iran and a number of other countries, further increasing danger to Israel. These invasions have served to bolster Hezbollah in Lebanon. The purpose of this thesis is to examine the repercussions of Israeli military invasions in Lebanon

No description available.

Arab-Israelis make up a growing portion of Israel's population. While they are legal citizens of the state of Israel they are not held to the same standards as their Jewish-Israeli counterparts. Jewish-Israelis are mandated to serve in the Israeli Defense Force, while the Arab-Israelis are not. Even without conscription a small number of Arab-Israelis choose to serve every year. This paper examines how individual and community identity play into the decision to join the IDF. The key factor in why Arab-Israelis join the IDF stems from putting the love of country over the love of any other community or identity.

This thesis engages with the relationship between national identity, security-based narratives, and foreign policy. It focuses on the 1982 Lebanon War as the most controversial in Israel's history because it violated the Israeli societal norm of only fighting wars of self-defence (when there is no alternative to war). Through an examination of Israeli films about the 1982 war – Ricochets, Time for Cherries, Cup Final, Waltz with Bashir and Lebanon – this thesis studies the identity crisis experienced by Israelis after the invasion of Lebanon and the coping mechanisms that helped Israeli society reconcile the war with the security-based narratives that inform collective identity in Israel. / Cette thèse a pour objet la relation entre l’identité nationale, les récits sécuritaires et la politique étrangère. Elle se base sur la Guerre du Liban de 1982 en tant que guerre la plus controversée des guerres israéliennes en raison de sa contradiction avec la norme israélienne de seulement mener des guerres de légitime défense (à savoir lorsqu'il n'y a aucun autre recours que la guerre). À travers un examen des films israéliens qui traitent de la guerre de 1982 – Ricochets, Time for Cherries, Cup Final, Waltz with Bashir et Lebanon – cette thèse discute de la crise identitaire vécue par les Israéliens à la suite de l'invasion du Liban et s’intéresse aux stratégies d'adaptation qui ont aidé la société israélienne à réconcilier la guerre avec les récits sécuritaires qui font partie de la construction de l'identité collective israélienne.

The purpose of this thesis is to provide a critical evaluation of the neorealist theory of international relations and its soft balancing variant through the use of case studies referring to transatlantic relations in the post-Cold War era. Each case study indicates a specific category of power. These are: i) Military - the European attempt to create a common military arm from 1991 to 2003. ii) Diplomatic - the EU's involvement in the Israeli-Palestinian conflict from 1991 to 2003. iii) Economic the EU-USA steel dispute in 2002/03. In particular, the thesis undertakes to analyse whether the EU balanced the USA in the post-Cold War period either as a result of the altered structural distribution of capabilities within the international system (unipolarity) or of a set of deliberate plans to do so. After introducing the concepts of unipolarity, hard and soft balancing, the thesis outlines three comprehensive answers that neorealist scholars have generated as to whether the USA can or cannot be balanced in the post-Cold War international system, namely the structural, the soft balancing, and the alternative structural options. Then, drawing on a defensive realist perspective, this research goes on to consider the creation of the EU as a great power in the post-Cold War era. In light of this, the thesis aims to find out whether the rise of the EU as a great power has had an impact upon unipolarity either because of structural incentives or because of a predetermination to frustrate the aggressive policies of the unipolar state. The thesis then proceeds to investigate whether throughout the case studies series the EU has balanced the USA. The case studies highlight that the EU, freed from the rigid bipolar stalemate it had been locked into during the Cold War, undertook to exert greater influence on the world stage in the post-Cold War period. To some extent the EU has accomplished this in all of the power dimensions analysed in this thesis. Nevertheless, the EU's efforts to hold sway within the international system were not aimed at addressing the relative power imbalance created by unipolarity, and there were no deliberate plans harboured by the EU to frustrate the influence of any aggressive unipolar state. Overall, this thesis found the causal logic outlined by neorealism to be convincing to the extent that the EU emerged as a great power in the post-Cold War era and had greater freedom of action under unipolarity. However, with the partial exception of the economic dimension of power, there was no persuasive evidence uncovered to support the anticipated outcome of the neorealist theoretical slant, namely that great powers tend to balance each other. Moreover, while the soft balancing claim is considered to have promise as an attempt to understand how the EU can respond to US power under unipolarity, this study did not find sufficient evidence of the EU's deliberate intentions of doing so.

This study investigated the conflict resolution abilities employed by 3-4 year old children within an Israeli kindergarten that was inspired by the Reggio Emilia approach in Italy. Conflict resolution is a significant phenomenon worldwide and the subject of considerable research, due to potential negative outcomes from involvement in conflict, and escalation of the conflict to a stage of violence. Nevertheless, a gap in knowledge was identified, regarding the Reggio Emilia educational approach, as an intervention to support the development of children‘s social-emotional competence to enable them to resolve interpersonal conflicts using pro-social strategies. An in-depth case study was conducted using grounded theory principles to develop a model to answer the question: To what extent might a Reggio Emilia inspired approach support resolution of interpersonal conflicts between 3-4 year old children in an Israeli kindergarten class? The rich qualitative data were gathered through video filmed observations, teacher's semi-structured interviews, children's interviews, documents, and field notes. A four-phase content analysis of the data enabled conceptualisation of the characteristics of the educational setting and the children's conflict resolution strategies. The findings allowed the emergence of a model evidencing that both direct and indirect intervention strategies were used to support the conflict resolution among the children. Teachers responded in a range of ways to children's request for direct intervention, and most especially used a clarification-mediation conversation. Indirectly, they promoted democratic pedagogy with children through participation, listening and dialogue. The findings reveal the children's development in their conflict resolution, which indicate a significant advancement in their pro-social negotiation abilities. Additionally, the findings show a significant increase in the children's spontaneous intervention as peer observers of the conflict and a decrease in their request of teacher intervention. The research suggests that over time, no extra-curricular intervention is needed within a supportive and democratic educational approach, such as the Reggio Emilia inspired approach provides. It illuminates strategies to support teachers, teacher trainers and policy makers for enabling children resolving conflicts independently using pro-social strategies. The research contributes to knowledge regarding selecting an intervention for improving kindergarten children's conflict resolution strategies.