Portrayal of the Other in Palestinian and Israeli Schoolbooks: A Comparative Study

The present study examined how Israelis and Palestinians present their narratives related to their conflict in school textbooks used by the state educational system and the ultraorthodox community in Israel and by all Palestinian schools in Palestinian National Territories. The focus was on how each side portrays the Other and their own group. The content analysis was based on a developed conceptual framework and standardized and manualized rating criteria with quantitative and qualitative aspects. The results showed in general that (1) dehumanizing and demonizing characterizations of the Other are rare in both Israeli and Palestinian books; (2) both Israeli and Palestinian books present unilateral national narratives that portray the Other as enemy, chronicle negative actions by the Other directed at the self‐community, and portray the self‐community in positive terms with actions aimed at self‐protection and goals of peace; (3), there is lack of information about the religions, culture, economic and daily activities of the Other, or even of the existence of the Other on maps; (4) the negative bias in portrayal of the Other, the positive bias in portrayal of the self, and the absence of images and information about the Other are all statistically significantly more pronounced in Israeli Ultra‐Orthodox and Palestinian books than in Israeli state books.     

Israeli and Palestinian Families in the Peace Process: Sources of Stress and Response Patterns

The Israeli-Palestinian peace process is characterized by its unknown outcomes and consequences for the families involved. The purpose of this study was to identify family processes under conditions of prolonged uncertainty. Data were collected from both Israeli and Palestinian families in the West Bank by means of semi-structured interviews. Qualitative and quantitative analyses showed cross-cultural differences in the perception of the situation; different kinds of concerns and sources of stress; different coping responses; and differences in dyadic interaction patterns and intrafamily processes. The findings are discussed in social-contextual terms, particularly the ways in which political and cultural contexts shape the perception of the situation and family processes under prolonged stressful conditions.     

Dilemmas and strategies in the counselling of Jewish and Palestinian Arab children in Israeli schools

Jewish and Palestinian Arab school counsellors in Israel face increasing demands to respond to the challenges posed by the current armed conflict in the region. In semi-structured interviews, 37 Jewish and Palestinian Arab counsellors were asked about their views regarding the role of the educational system and of counsellors vis-à-vis the ongoing conflict. While all respondents argue that schools and counsellors need to address the conflict and its consequences, Palestinian Arabs and Jews differed in their views as to the appropriate strategies and foci. Major dilemmas emerging from the counsellors’ reports are discussed.     

The Production of Self and the Destruction of the Other's Memory and Identity in Israeli/Palestinian Education on the Holocaust/Nakbah

This paper characterizes a present institutionalizedunwillingness of both the Israeli and Palestinian educationalsystems to acknowledge each other's suffering because of the presenceof what the author terms `the otherness of the other.' This isdone largely through hegemonic control of memory of genocidesendured by both and through limiting constructions of the self.Coming to terms with `each other' paves the way for ahumanistic-oriented counter-education, one based in mutualacknowledgment and open dialogue.     

Victim and perpetrator accounts of interpersonal conflict: autobiographical narratives about anger

Subjects furnished autobiographical accounts of being angered (victim narratives) and of angering someone else (perpetrator narratives). The provoking behavior was generally portrayed by the perpetrator as meaningful and comprehensible, whereas the victim tended to depict it as arbitrary, gratuitous, or incomprehensible. Victim accounts portrayed the incident in a long-term context that carried lasting implications, especially of continuing harm, loss, and grievance. Perpetrator accounts tended to cast the incident as a closed, isolated incident that did not have lasting implications. Several findings fit a hypothesis that interpersonal conflicts may arise when a victim initially stifles anger and then finally responds to an accumulated series of provocations, whereas the perpetrator perceives only the single incident and regards the angry response as an unjustified overreaction. Victim and perpetrator roles are associated with different subjective interpretations.     

'This is not psychoanalysis': On the stony way of the Danish Psychoanalytical Society

When Freud founded the International Psychoanalytical Association (IPA), he wanted a network of local groups responsible for psychoanalytic training. The groups would function as ‘headquarters whose business it would be to declare: All this nonsense is nothing to do with analysis; this is not psychoanalysis. Today, with psychoanalytic pluralism, Tuckett (in press) has asked ‘Does anything go? He has pointed out that the psychoanalytic community has been increasingly willing to accept within its ranks apparently very varied approaches to theory and practice, and that this increasing diversity has many negative consequences for psychoanalytic institutions and especially for training schemas. The aim of this paper is to give an example of psychoanalysis that ‘did not go’, and how that led to a shaky start for the new Danish Psychoanalytical Society, with confusing boundary relations between psychoanalysis and psychotherapy and no training institute. Beginning with the written psychoanalytical contribution of the three founders of the Danish Society, the paper will try to identify factors that contributed to the ‘shaky start’. The paper will also examine how stones were removed from the path, thus paving the way for the members of the Society to discover ‘competent psychoanalysis’.     

Victim and offender accounts of interpersonal conflict: autobiographical narratives of forgiveness and unforgiveness

Participants wrote 2 narratives that described an incident in which they angered or hurt someone (offender) or in which someone angered or hurt them (victim) and the offense was forgiven or not forgiven. Victims portrayed the offense as continuing (open), and offenders portrayed the offense as over (closed). Forgiveness narratives portrayed offenses as closed and with positive outcomes; however, for some victims, forgiveness coincided with continued anger, suggesting incomplete forgiveness. Dispositional empathy was associated with more benign interpretations of offenses, and situational empathy (e.g., for the offender) was associated with victims' forgiveness. In contrast, offenders' empathy for victims was associated with less self-forgiveness. Thus, both victim or offender role and forgiveness must be considered to understand narratives of interpersonal offenses.     

When ideology matters: Moral conviction and the association between ideology and policy preferences in the Israeli–Palestinian conflict

Do people's policy preferences toward outgroups in intractable conflict consistently correspond with political ideology? To what extent are policy‐related cleavages between the political right and left in such contexts fueled by moral conviction and emotions? Analyses of a survey of Jewish‐Israelis (N = 119) conducted immediately after a war between Israelis and Palestinians revealed little to no ideological differences in acceptance of “collateral damage,” support for retribution, or support for compromise when positions about the Israeli–Palestinian conflict were devoid of moral fervor. Those on the left and right endorsed polarized policy preferences only when their positions about the conflict were held with moral conviction. Presence or absence of guilt about harm to Palestinians mediated the effects of moral conviction on policy preferences in this context. Copyright © 2013 John Wiley & Sons, Ltd.     

How the Future Orientation of Traditional Israeli Palestinian Girls Links Beliefs About Women's Roles and Academic Achievement

A model in which future orientation links perceived fathers' and girls' beliefs about traditional women's roles and academic achievement was tested on data collected from traditional Israeli Palestinian girls  ( N = 295)  attending a Moslem all-girl senior high school. LISREL analyses estimated two empirical models pertaining to educational and family future orientation. The estimated models showed that fathers' perceived beliefs were directly linked to academic achievement and future orientation partially mediated the relationships between girls' beliefs about women's roles and academic achievement. Girls' beliefs were negatively linked to the educational future orientation and positively linked to the family future orientation, and the educational model explained a larger percent of the variance of academic achievement than did the family model.     

Categorization and communication in the face of prejudice: when describing perceptions changes what is perceived

In the face of prejudice against an ingroup, common ground for communication exists when people use similar social categories to understand the situation. Three studies tested the hypothesis that describing perceptions of prejudice can fundamentally change those perceptions because communicators account for the common ground in line with conversational norms. When women (Study 1), African Americans (Study 2), and Americans (Study 3) simply thought about suspected prejudice against their ingroup, categorization guided their perceptions: Participants assimilated their views of the prejudiced event toward the perceptions of ingroup members but contrasted away from the perceptions of outgroup members. Conversely, when participants described their perceptions, they contrasted away from the given category information and actually arrived at the opposite perceptions as those who merely thought about the prejudiced event. Study 3 identified an important qualification of these effects by showing that they were obtained only when participants could assume their audience was familiar with the common ground. Implications are discussed for understanding the role of communication in facilitating and inhibiting collective action about prejudice.     

Gender and family/career conflict: Reactions of bosses

How do managers attribute the cause for a late and inaccurate proposal by a junior manager and how do they (the manager-respondents) think they would handle the problem? Previous research indicates that the attribution of cause for the poor performance is crucial to determining the response. However, gender may affect the attribution of cause, the interpretation of the circumstances, and the response chosen. In the present study, we assess the usefulness of an attribution model of leader behavior. We vary both the circumstances surrounding the poor performance and the gender of the putative junior manager. We are particularly concerned with the causal interpretation of conflicts between family and career responsibilities. We assess the effect of gender and situation on the attributional ratings given by experienced managers. We also investigate the effect of gender of the fictive junior manager and the structure of the causal interpretation of the respondents' choice of remedial action, on their estimates of the junior managers' job effectiveness, future success, and relationships with others in the organization.     

Myths and stereotypes of actors involved in domestic violence: Implications for domestic violence culpability attributions

Stereotypes exist about actors involved in domestic violence, particularly women of color. It has been suggested that Black women are more aggressive and accustomed to violence than White women. Moreover, victim resistance, marital status, and perceiver’s sex have all been found to influence perceptions of domestic violence culpability. Since the 1970s, when domestic violence was acknowledged as a social problem, researchers have examined how the lay person’s perceptions of battered women and their batterers are influenced by extralegal factors. Although research on perceptions of domestic violence when White women and men are involved has increased dramatically in recent years, there is a dearth of research on perceptions of such violence when women and men of color are participants. The available findings on the influence of stereotypical notions concerning victims and batterers upon perceptions of domestic violence are examined. This review will provide the available evidence and suggest research areas where information is needed to more fully address the needs of people of color in understanding their own victimization and how actors in the legal system can guard against biased responding.     

Navigating conflict and power at work: the effects of power and interdependence asymmetries on conflict in organizations

Many of the most difficult conflicts people face at work are up and down; with bosses, supervisors, and important clients, or with direct reports, staff, or other employees who differ from them in terms of their power and interests. However, much of the research on power differences and conflict tends to be piecemeal, decontextualized, and focused on negative consequences. This paper presents 2 studies that investigated a new situated model of conflict and power at work. They build on classic areas of research on social conflict, power, and interdependence; and integrate them into a coherent framework for organizational conflict research. The study methods and findings are presented, and their implications for research on work conflict are discussed.     

Ethos and identity: Expressions and changes in the Israeli Jewish society

Abstract

A fundamental condition for the evolvement of any society is the development of social identity, which confers a sense of belonging and identification. The meaning of social identity is influenced by the ethos that members of a society share. The ethos consists of shared, central societal beliefs that give the society a dominant orientation and characterize it. The societal beliefs that underlie the ethos can change as a result of new, prolonged experiences of the society. Israeli society presents an example of such a process.

During the years of intractable conflict, Israeli society developed societal beliefs of a conflictive ethos that were conducive to successful coping with the conflictive situation. The ethos included beliefs about the justness of the Jews' goals, about security, and about delegitimising the Arabs, together with motifs of positive self-image, patriotism, unity, and peace. These beliefs characterised Israeli Jewish society and contributed meaning to the Israeli social identity. As the peace process developed, the societal beliefs of the conflictive ethos began to change, at least among part of the society members. But as the violent conflict re-erupted in fall 2000, the ethos of conflict is strengthening its standing in the society. The present paper describes the changes in the conflictive ethos with regard to each of the societal beliefs and discusses the implications of these changes for the meaning of the Israeli Jewish identity. Finally, general conclusions regarding the presented conception of social identity are outlined.