-
Appendix 3. Examples of Success in Arab-Jewish Intervention
- State University of New York Press
- Chapter
- Additional Information
Appendix 3 zyxwvutsrqponmlkjihgfedcbaZYX Examples of Success in Arab-Jewish Intervention yxwvutsrponmlkihgfe Jews: • A student that became active on the immigration issue. • Class is continuing for the third year. • A Jewish student who supported Kahana's movement decided to fight against it after the workshop. • Participants of the program decided to meet with Palestinians from the West Bank and Gaza while their community leaders tried to prevent them. • Students who are not afraid to enter an Arab village and enjoy the interaction. • A group that refused to come, but then they thanked us. • Group of teachers who decided to continue and work on joint curriculum. • Group who stated their willingness to continue. • Jewish teacher said that encounter helps her deal with her right-wing family. • Teachers complement the encounter. • Positive feedback at the end of the workshop: students are tired but happy something happened to them. • A group tried to accuse the other side, but learned about themselves. Arabs: • During a lecture, a former participant responded positively to a question whether it was worth it or not to continue in our work. • Soldiers who keep coming to show their friends the encounter place. • Students demonstrate and organize petitions. • Students of two schools wrote a letter jointly to the defense minister. 173 Appendix 1 zyxwvutsrqponmlkjihgfedcbaZYXWVUT 174 • Student who stood up against his parents and visitors when they accused Arabs as killers (wrote a letter). • Participants calling me at home. • Soldiers meet me at the street and salute me (2). • Jewish group who decided to do national service in the program. • Jewish female who agreed to equal rights for women but not for Arabs, but she realized her contradictions. • An Arab teacher who stood up against her principal and challenged the teachers on their double standard. • Success of two to three encounters out of ten. • Group that resisted coming, then thanked them. • Jewish principal who rejected the encounter with Arabs during the war and then agreed after the war, when the program director spoke to her. • A teacher who understands that she should deal with the concept conflict and not coexistence. • Jewish teachers who sympathize. ...