Feminine Way to Peace & Coexistence
Final Report – July 2006
The Project include 4 academic courses and one Summer Training Program for Teachers, in cooperation with the following institutions: Emeq Yizre'el Academic College ( 2 courses – 1st and 2nd semester), Levinsky College for Education ( 2nd semester), Haifa University ( 2nd semester) and Gordon College for Education ( Summer training program).
This report includes description and summary of all courses in Emeq Yizre'el Academic College, Levinsky College for Education and Haifa University. As Summer Training Program planned to be hold in Gordon College of Haifa toward the end of July has not yet been accomplished, it is excluded from this report.
It will be included in next Interim Report.
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1 - Emeq Yizre'el Academic College
First Course – October 2005 – February 2006
Academic guidance and content – Dr. David Yagil (Emeq Yizre'el Academic College).
Dynamic workshops – Revital Yonai & Raimonda Mansour (Friendship Village facilitators)
Second Course – February – June 2006
Academic guidance and content – Dr. Naomi Ziv (Emeq Yizre'el Academic College).
Dynamic workshops – Revital Yonai & Raimonda Mansour (Friendship Village facilitators)
Framework:
Both courses included a total of 12 weekly sessions : 4 academic hours each - 2 hours of lecture, mostly given by Academic Director of the Project – sometimes by external lecturer - followed by 2 hour long dynamic workshop, run by facilitators of Friendship Village.
Participants: 19 female students, 11 Jewish and 8 Arab on their 2nd and 3rd year of BA studies.
Purpose of the Course:
1 – Empowerment of participants as agents of change through examination of balance of power in Israeli society, social processes in it, understanding their own cultural, national and genderial identities – together with their position and role in their societies.
2 – Learning and understanding psychological components and processes, that inter-cultural relationships are based on.
3 - Development of ideas and models, of inter-cultural projects, that can use as basis for cooperation between women.
Methods:
As mentioned before, first part of each session was devoted to academic lecture, while the second part was devoted to dynamic process of the group, in workshops run by two woman facilitators: an Arab and a Jewish. The work was done in different frameworks: in plenary, in groups of 9-10 and in small groups of 2-3 participants. In workshops emotional aspects and individual experiences of discussed issues were emphasized.
Syllabus:
Content of the two courses (held in first and in second semester) was rather similar:
1) Introduction to development of identity
Workshop: Introduction, personal acquaintance
2) Development of personal and genderial identity.
Workshop: Inter-cultural acquaintance, coordinating expectations, group agreement preparation.
3) Socialization process in different societies – and its role in
formation of national identity.
Workshop: Elaboration of the lecture and discussion. Beginning of individual work on identity.
4) Gender and nationality.
Workshop: Elaboration of the lecture. Personal encounter with national and genderial identity.
5) Ethnocentrism and development of prejudices.
Workshop: Testing personal and group prejudices.
6) Labour and gender – in public space.
Workshop: Examination of women's place in personal and public sphere – in both national
communities.
7) Xenophobia
Workshop: Role of prejudices in shaping relationships with the "other".
8) Gender and sexuality.
Workshop: Examination of relationships to homo-lesbians in both national communities.
9) violence and gender
Workshop: Deciphering creation of violence through feminist way of mind.
10) Role of national narrative in inter-ethnic conflict.
Workshop: presentation of bridging narrative – versus separating narrative, in inter-ethnic dialogue
of women.
11) Principles of education to multi-culturalism
Workshop: Single identity meetings ( Jewish and Arab participants separated)
12) No lecture – two workshops instead.
Workshop 1: Summary and evaluation of the Course contents and message.
Workshop 2: Summing up the group process of dynamic workshops and feedbacks.
Professional summary was given by facilitators, only as concerning the first course. Second course's summary is under preparation.
Quotations from participants' expressions in first workshop: expectations from the Course.
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I hope to build some level of trust, that we shall believe more in the other group.
I hope to build some level of trust, that we shall believe more in the other group.-I expect to get some benefit out of these workshops: to pass through some message – maybe some reparation of our distorted reality.
I expect to get some benefit out of these workshops: to pass through some message – maybe some reparation of our distorted reality.-I want to know more about women from the other side and about their culture.
I want to know more about women from the other side and about their culture.-As we shall work in workshops, I expect for more freedom, more naivity and interest than in regular lessons.
As we shall work in workshops, I expect for more freedom, more naivity and interest than in regular lessons.-I hope for understanding of the other side – and maybe some change in positions.
I hope for understanding of the other side – and maybe some change in positions.-To give way to each one, to express her position as individual – not just as member of a group.
To give way to each one, to express her position as individual – not just as member of a group.-Expectations from myself is to change in different points. Hope that the course will expand my horizons, to be more conscious.
Expectations from myself is to change in different points. Hope that the course will expand my horizons, to be more conscious.-To learn to think, to obtain means to become leaders at home in our communities – and in the general society.
To learn to think, to obtain means to become leaders at home in our communities – and in the general society.-Although I feel comfortable in the workshop, I'm worried what will happen in the future: shall we still be friends when it finishes?
Although I feel comfortable in the workshop, I'm worried what will happen in the future: shall we still be friends when it finishes?-I expect to learn about reflections of the general situation in our country, on our personal behaviour.
I expect to learn about reflections of the general situation in our country, on our personal behaviour.-To find out how Arab women look at Jews – and vice versa.
To find out how Arab women look at Jews – and vice versa.-I wish to learn about the life, the culture, way of life of Arab women in a country that is defined as Jewish State. How they look at us.
I wish to learn about the life, the culture, way of life of Arab women in a country that is defined as Jewish State. How they look at us.-To reduce level of the conflict inside each one of us.
To reduce level of the conflict inside each one of us.Quotations from summary in the last workshop:
- I came to the course very ignorant: looked at them just as "Arabs". I changed.
- Although I met Arabs before, I realized that come to the course full of prejudices. I believed that
I knew "them" – looked at all of them just as "Arabs". My opinions changed – now I shall have to
realize what that means for me.
- This course was just a beginning. There are a lot of issues to talk about. More courses like this has
to be done – not only in this College.
- Usually I don't speak very much in group. Here I realized that I could do that. There are too few
frameworks like this one, in which I can express myself.
- It will be interesting to find out, if we, as women, can understand and accept the other better. I
don't know, what would happen here in presence of males.
- Suddenly I notice Arab people whom I see on my way. Presence of Arabs is no more ignored by me.
Analysis of facilitators:
Important to announce, that most sayings were told by Jewish women. They show meaningful process of change, however no real change in balance of power happened within the group, along the process we went through. Voice of the minority was heard much less, than members of the majority. It seems, that members of the minority still didn't feel confident enough to express themselves really free. Regarding the fact that the process included only 12 meetings of 1½ hours each, outcome is not very surprising. Maybe the fact that all participants were women, has something to do with this phenomenon. It could be interesting to find out, if men of the minority would be more active in such workshops. Although they are also oppressed as members of Arab community, perhaps their male dominancy would make them more confident. We have to remember, that Arab women are oppressed twice: as minority in the Israeli society and as women in their own society.
We try to think over different ways to strengthen the position of Arab female participants in next courses ( for example – maybe by more single-identity sessions, in which each group can work alone?).
Summary:
The two Courses as summed up by all participants, facilitators, Mr. David Yagil and Ms. Naomi Ziv, Heads of the Courses, as very successful. This is our second and third successful courses in the Emeq Yizre'el Academic College. The word of the courses has been spread over the College, we received many positive responses from local staff and students. Its purpose to leave a lasting impact on its graduates seemed to be achieved. We have to announce, that this purpose is in accordance with the College openly declared goals.
Inter-cultural feminine dialogue for peace
Short summary by Dr. Naomi Ziv
The Arab and Jewish communities in Israel live in relative separation from each other, with each group possessing its own narrative, perception and interpretation of past and present national events. The two groups seldom have the occasion to communicate and discuss their varying points of view.
The present course is intended for third year female students, studying for a B.A. degree in psychology, sociology and education. The aim of the present course is twofold: First, to introduce students to theories and research dealing with identity, gender and conflict. Second, to enable a framework in which open dialogue between members of both communities can occur.
First part (2 academic hours) of each of the weekly meetings in the course consists of an introduction to the above issues, including reading academic papers analyzing and explaining the various existing perspectives. Class discussions allow students to express their personal opinions regarding these important and relevant themes. Second part of the course (2 academic hours) consists of a workshop, with two female facilitators, Arab and Jewish. During the weekly meetings of the workshop, which follow the theoretical class, the students discuss the impact of the raised topics on their personal lives. This possibility of exchanging ideas and expressing emotions allows participants, some of them for the first time, to become acquainted with the other's experience and feelings.
The assumption at the basis of the course is that the opportunity to articulate their beliefs and impressions, and, perhaps more importantly, to listen to other individuals, who are in the same age-group and study program, may lead to greater understanding between the two communities, and thus to promote the possibility of resolving conflict in the long term.
Some of the students' feedback regarding the course:
"I know that courses such as this one, in which the other's pain is expressed, are a means to attaining a goal which in most cases… is not fulfilled: a dialogue."
"I thank the facilitators and the lecturer for the opportunity to take part in this exceptional course, for the interesting lectures which opened fascinating discussions in the workshop. I thank the facilitators… most of all for their ability to make us angry-feel-express ourselves-understand-make peace- and of course to reduce the gap."
"I was very interested in this course… I think an effort should be made to teach our sons and daughters these egalitarian values, we must plant love, respect and responsibility in them, so that a generation will grow who will appreciate its strengths without discrimination."
Following narrative summary of the Project with the College staff members, it has been agreed upon by both partners ( the College and Friendship Village) to go on with it the next academic year too: we plan to hold again 2 semesterial courses, including the same content and using the same, innovative methods. It has to be mentioned also, that now, when efficiency of the Project has been proved, it was agreed by the College representatives, that financial participation of "Friendship Village" would be reduced.
In addition to this, Mr. Yagil means to edit a study book, including detailed suggestions elaborated by the two courses graduates, for Arab Jewish dialogue programs in elementary and in high schools. This book will be distributed over Israeli school system.
Following the great success of this project, we plan a meeting of all graduates of the 3 courses, in order to find out, if any continuity – outside the academic institute – will be able to be hold. This meeting is planned for the end of next September.
2 - Levinsky College for Education
Second Semester – February – June 2006
Academic guidance and content – Dr. Aviva Aviv (Levinsky College for Education)
Dynamic workshops – Maisoon Badawi and Tamar Zilberstein (Friendship Village facilitators)
Framework – similar to this of Emeq Yizre'el College
Participants – 18 students, all of them academic professionals with 1st degree, learning in the College for teaching license. 7 Arabs, 11 Jews.
When negotiations with the staff of Levinsky College started, they were dubious about possibility to interest their students in the course, suggested by us ( Woman Educators for Peace & Human Rights). On the other hand they were interested in promoting learning about racist phenomenons in Israeli society. Finally we came to common term: content of the course would be according to their suggestion, elaborated by staff members of the two partners, participants should be mixed – Arab and Jewish woman students for education. As part of our strategy – to get foothold in academic institutes – we were flexible about the content ( it was anyhow in accordance with our message), while demanded effort from the College side, to interest both Jewish and Arab students – and to take in consideration the bi-national composition of the class, during the process of selection.
Ethnocentrism and Racism in Israeli society
(Prepared in cooperation with Dr. Aviva Aviv from the Levinsky College for Education).
Second Semester – February – June 2006
Academic guidance and content – Dr. Aviva Aviv ( Levinsky College for Education)
Dynamic workshops – Tamar Zilberstein & Maisoon Badawi (Friendship Village facilitators)
Framework – Similar to this of Emeq Yizre'el College
Participants: 19 students: 10 Jews, 9 Arabs. All of them academic professionals, shifting to education.
Syllabus:
1 – Identity ( personal, communal, national, genderial etc.)
2 – Power and Culture: stereotypes, minority – majority relationships, cultural dominancy.
3 – Ethnocentrism, ethnic exclusion, violence.
4 – The "Other" as a mirror image of self identity – ways of exclusion, ignorance and conflict.
5 – Holocaust: as ultimate conclusion of ethnocentrism
6 – Antisemitism – old and new, racism as a widespread phenomenon of the modern world.
7 – Phenomenon of minority – majority relationships, cultural dominancy, racism, in Israeli society.
The course was focusing on the Israeli society, its components and characteristics, while examining racist elements and phenomenons in its institutions and population – with emphasis on feminine aspects of this issue. Following very positive feedbacks from participants, the College directors wish to keep on with it for 2 semesters of the next academic year. They were even ready to reduce the sum of our financing. We also started negotiations to expand our involvement in more programs of the College, such as one more course, concerning various inter-ethnic issues in Israeli society and special training program for teachers in charge.
Summary:
Unlike in other courses, participants were not young students of the College, rather professionals in age 25 – 40, with 1st , a few even with 2nd degree, who learned for teaching license. They came to the college from all over the country for two days a week studies. Probably this composition was the reason, that they were less willful to accept our novel methods, including dynamic workshops – instead of the "efficiency" of more lectures instead. However, in the end most of them regarded the course as very important and successful. Few of them expressed opposition up to the end.
The College staff – especially Dr. Aviv – were in spite of the difficulties, very pleased with the unique character of our joint project and its impact on the students. We are now in negotiations with them, to run the next year ( in addition to two similar courses in 1st and 2nd semester), one or two more joint courses, devoted to majority – minority relationships in Israeli society and – impact of National disasters on involved peoples.
3 - Haifa University ( Faculty for Sociology)
Second Semester – February – June 2006
Academic guidance and content – Dr. Youval Yonai ( Haifa University)
Dynamic workshops – Revital Yonai & Maisoon Badawi (Friendship Village facilitators)
Framework – Similar to this of Emeq Yizre'el College
Participants – 26 students: 10 Arabs, 16 Jews
This connection was initiated by Mr. Yonai, who heard about success of our methods in the Emeq Yizre'el College. Although his interest was not in our "Flagship" project ( Woman Educators for Peace & Human Rights), rather in a course, called "Sociology of Occupation" prepared by him, we agreed to cooperate for three reasons: 1 – additional opportunity to get a foothold in a very respectable academic institute, 2 – financial participation requested by the University was considerable smaller than in the other two colleges, 3 – this course – like the one in Levinsky College – was in complete accordance with our messages. Our demand to emphasise bi-national composition of participants was accepted without any reservation by Mr. Yonai.
Syllabus:
1 – East in eyes of the West. Colonialism as conflict between the "others". Orientalism.
2 – Zionism – as Jewish revival movement – and as colonialist project.
3 – Psychology of encounter between conqueror and the occupied.
4 – Class aspects: exploitation of colonies. Economic relationships between conquerors and natives.
5 – Class aspects b': Relationships in the past and in the present between Jewish dominancy and Palestinian subjugation. Proletarization of Palestinian minority in Israel.
6 – Role of the army in Israeli society. The nature of militaristic society.
7 – The occupation. Differences between Palestinians of '48 and '67.
8 – Collective consciousness, collective memory. Holocaust and "Nakba".
9 – Media as reflecting – and creating reality.
10 – Gender and occupation: double oppression.
11 – Natives versus settlers. Economical oppression. Embedded conflicts.
Content:
Purpose of the course is to analise and understand the social forces in state of occupation. The Jewish – Arab and Israeli – Palestinian conflicts should be understood in wider context of emerging national consciousness, colonial and post-colonial processes over the world. Different narratives concerning these issues were studied along the course. In addition to above mentioned aspects, economical, cultural, psychological, juridical aspects of occupation were studied also, as well as media and gender contexts.
The "Sociology of Occupation" course was focusing on some vital problems of the Israeli society. Possible ways toward solution of these problems, divide the population of Israel to the extreme.
The course didn't mean to suggest specific way to any solution, rather promoted to intimate meeting of the students with various aspects of occupation, as seemed from different angles and with theoretical frameworks in Sociology that can help to understand processes that shape it.
Purpose of the course was – to increase consciousness of the students to structural, theoretical and other aspects of this issue, in order to encourage independent and critical mind among them.
In dynamic workshops that made organic part of the course, personal views and feelings of participants, concerning the issues that arose in academic lessons were arose and discussed over, in purpose to close the gap between academic studies and personal involvement of the students in reality of their society.
Summary:
The course enjoyed great popularity in the University. Out of great number of interested students, just 30 of them were selected: 15 Jews and 15 Arabs. Final number of participants was 26: 16 Jews and 10 Arabs.
Following the success of the course, Dr. Yonai and the University staff expressed their interest to go on with cooperation between the institute and "Friendship Village" – at least regarding this specific course. As for now, the same course will be accomplished twice: in the 1st and in the 2nd semester. Further courses, running in cooperation between the two Organizations are planned for the future.
Conclusion:
This year we succeeded to put foot hold in 3 academic institutions. Although the original plan – to hold 6 courses and 2 summer training programs couldn't be realized, still we succeeded to run 4 semesterial courses and probably one training program ( in cooperation with another academic institution: the Gordon College for Education). As all the courses were successful and our facilitators functioning was highly appreciated by our partners, for the next year we can talk about at least 6 courses, fixed already with partner colleges and Haifa University, while 2 further courses are under negotiations with the Levinsky College.
Although we made great effort to convince our new partners to adopt our "Woman Educators for Peace and Human Rights" project, they preferred to cooperate with us on different subjects. These were focusing on issues important for us – but we had to abandon our focus on feminine aspects of them, that we did unwillingly, however this was the only way to expand our connections and opportunities to spread our messages to more academic institutions. Moreover – as participants in the original project were exclusively women (as it still is with the course in the Emeq Yizre'el Academic College), we had to accept some male participants in courses, held in the other institutions. This year's experience convinced us to be flexible about subjects of the courses and gender of participants, however we stick to the basis of: 1 – working with present and the future educators, 2 – to emphasise in the courses our method of dynamic workshops, in order to cope with emotional aspects of social and political problems, presented to students along the courses. 3 – in every case we mean to insist to suggest our main issue that looks at inter-ethnic dialogue through eyes of women, however this will be not a precondition for cooperation with academic institutes.
As a conclusion from this study year, we decided to change the Project's name to "Young Educators for Peace and Human Rights".
July 2006
