Marital violence: comparing women in violent and nonviolent unions.

This study examined marital violence among Israeli Jews. Data were obtained from a sample of 161 women who gave birth at Soroka Medical Center in the Negev region of Israel in 1992. The literature reveals that Jewish families tolerate domestic violence if an "evil" woman refuses housework or shows no respect for her husband. It is believed that Jews do not beat their wives. This study explored the degree to which women accept as legitimate the gender division of authority and use of power. It is posited that women in violent marriages (VMs) tend to accept the traditional division of labor and authority and hold more tolerant attitudes toward VMs. It is posited that VMs may be less egalitarian and democratic. VMs may be maintained if women are emotionally dependent on husbands, have a lower self-image, and perceive their husbands more positively. The questionnaire asked about social background and resources, attitudes toward marital power and violence, power relations, self-image, conflict solving, and women's emotional dependency. 18% had 1 domestic violent episode. 8 factors explained 56% of the difference between VMs and non-VMs and 90% of the cases. Husbands tried to avoid conflict. Wives fought for their interests and used external resources when conflict occurred. Husbands were reluctant to share power. There were 2 distinct patterns: the battered women syndrome and the struggle for power. Marital conflict was associated, as in the American literature, with economic hardship, lack of collectiveness in the dyad, and the form of conflict solving tactics used by both spouses. Women in VMs had different attitudes toward husband control and were emotionally dependent on their husbands.     

Can we empathize with the narrative of our enemy? A personal odyssey in studying peace education

The reader is taken on a journey spanning some 30 years devoted to the author’s involvement in practicing, teaching and studying peace education. The core concept in this journey is active bystandership, which implies the capacity to disengage from our ethnocentric narratives and perceptions and to face the emotional challenges of acknowledging narratives that contradict our collective assumptions about the conflict and accept the moral obligation to address our contribution to violence. The author describes her non-professional as well as her professional activity in academia of participating, initiating, teaching and facilitating peace education projects. She describes inter and intra-group encounters and attempts to identify the limitations and opportunities of each type. Finally, some research methods and results of recent studies in peace education, especially regarding perceptions of collective narratives, are presented and discussed.     

Individualism and Collectivism in Israeli Society: Comparing Religious and Secular High-School Students

Triandis' theoretical framework, concerningcultural patterns labeled individualism andcollectivism, is probed with regard to the religiousmarker in the Israeli Jewish society. Three methods areused to examine collectivism-individualismconstructs in 185 religious and 956 secular high schoolstudents: value items, interest in different domains ofhistory, and attitudes toward political issues. A common collective basis of mutual value consensus wasfound in the two groups; however, as predicted, therewere differences between secular and religious studentson the three kinds of items, since the religious scored higher than the secular students onitems emphasizing collectivist orientation. Thedifferences, however, do not fit the common theoreticalframework of collectivism-individualism, but rather tend to reflect the distinction between in-group anduniversal collectivism.     

Perceptions of the narrative of the ‘other’ among Arab and Jewish adolescents in Israel: between peace talks and violent events

One of the major challenges for the process of peace building is to overcome the rigid structure of the socio‐psychological repertoire that accompanies it. Our longitudinal study examined one element of this repertoire among Jewish and Arab adolescents in Israel: the cognitive legitimacy and the emotional reactions toward the historical narrative of the opponent. We focused our question on the impact of the socio‐political context and the role of the violent reality in the development of these perceptions among youth. Data were collected in four stages (1999–2000, 2002, 2004, and 2007) among various samples of Arab and Jewish high school students (10th and 12th graders). The results showed that among the Jewish adolescents, the readiness to legitimate Palestinian narratives significantly decreased during violent periods. Among the Arab students, the impact of their difficult status as a Palestinian minority in the State of Israel is reflected in their relatively high level of readiness to accept both narratives. The results are discussed from social, cultural, and developmental perspectives with a focus on the role of the conflictual reality itself in the development of the socio‐psychological repertoire among youth.     

Attitudes toward war and peace and their relations with anxiety reactions among adolescents living in a conflictual area

The present study examined attitudes toward war and peace during a violent conflict and their relationships with anxiety reactions. We aimed to find out if attitudes toward the conflict in general or attitudes toward the specific operation are linked to anxiety reactions during a stressful situation and if a personal coping resource mediates the relationships between these attitudes and anxiety. Data were gathered on November 2012 from 78 Jewish adolescents living in southern Israel who were exposed to missile attacks during a military operation. Adolescents filled out self-report questionnaires which included socio-demographic characteristics; attitudes toward the military operation; ways to resolve the Israeli–Palestinian conflict; and sense of coherence and state anxiety. Results showed that most of the adolescents believed that a military operation would diminish the missile attacks to some extent or totally. Overall, adolescents who believed that a military operation would resolve the situation for a limited time were more anxious, while those who believed that it would open the opportunity for negotiation with the enemy, socialization, education, and mutual interest were less anxious. Results are discussed against the background of the meanings of growing up in the shadow of intractable violent conflict.     

Creating places,relationships and education for refugee children in camps: Lessons learnt from the ‘The School of Peace’ educational model

This paper describes a unique model for building an afternoon school for refugee children sustained by volunteers and refugee teachers and based on humanistic intercultural values. The methodology is participatory including the whole school, from children to teachers to volunteers and managers. Central themes in the findings include a synergetic focus on creative placemaking, conflict negotiation and formal studies. This points to a theoretical connection between informal and formal studies. The findings teach us about the needs of refugee children. A methodological contribution is the use of arts-based methods to capture refugee children's lived experiences of school.     

Intergroup Encounters Between Jewish and Arab Students in Israel: Towards an interactionist approach1

The paper examines the relationship between self and society from an interactionist approach, within the context of intergroup encounters. One of the main dilemmas found in intergroup encounters is the tension that exists between the salience of the group identity versus personal and interpersonal dimensions. We suggest applying an interactionist approach to dealing with this debate, which emphasizes the situation in which the contact takes place. From this approach, the use of different types of intergroup encounters is discussed by comparing two types of workshops in which Jewish and Arab Israeli students met to work on the Israeli-Arab political conflict. The research questions are analyzed in regard to topics that are central to the Jewish-Arab conflict, such as the Holocaust and Al-Nakba (the Arab epithet for the 1948 war). This paper was written before the present crisis (2000/2002) in Jewish-Palestinian relations .     

The impact of the political context on discourse characteristics in Jewish–Arab encounters in Israel: between peace talks and violent events

Research in the field of intergroup relations has developed considerably over the last two decades, influenced by events and by the historical zeitgeist. We suggest applying an interactional way of dealing with intergroup encounters, which emphasizes the situational macro‐context (political, historical and social) in which the contact takes place. Employing this approach, the impact of the social‐political context on the characteristics of two encounters in which Jewish and Arab Israeli students met to deal with the Israeli–Arab political conflict was examined. The workshops took place within two completely different political contexts. The first workshop was at the time of peace talks, following the Oslo Accords (1996–1997), the second during the al‐Aksa Intifada (2001–2002). The discussions were recorded and fully transcribed. The two workshops were compared using a typology for classification of the developmental process of discourse between groups. The analysis revealed that during the peace talks ‘ethnocentric discourse’ was the dominant speech category, characterized by two monologues that do not meet. In the second workshop dialogic categories characterized by sharing of feelings, listening to the ‘other’ and making an effort to understand how reality looks from his/her perspective were salient. The research findings are discussed with regard to the paradoxical impact of the political–social context on discourse in small groups. The findings give a new understanding of the role of small intergroup meetings against the background of violent reality in an intractable conflict.     

Factors related to students’ achievements: comparing Israeli Bedouin and Jewish students in college education

This study examined factors contributing to the achievements of Israeli Bedouin and Jewish students in an Israeli college for teacher education. The study employed Tinto’s model and its core concepts of academic and social integration as main explanatory factors for student achievement in an academic institute. Background characteristics were also suggested as potential predictors. Data were collected in an Israeli college for teacher education from 82 Israeli Bedouin and 160 Jewish students at three points in time. Effects of each variable, as well as interaction effects between independent variables (such as socioeconomic background, entrance data) and intermediary variable (social and academic integration) in relation to the dependent variable (achievements) were analysed. Patterns of factors related to achievements of the two groups were compared. The main explanatory variables were matriculation mean grades (14%) and gender (18.3%). A significant interaction effect was found between group and social integration, meaning that only in the Israeli Bedouin group did social integration have a significant effect. Considering the Israeli Bedouin group alone, the matriculation score explained 20% of the variance, gender explained 6.2%, and the rationale for occupational choice explained 5.1%. The results are discussed in the framework of the institutional context and the cultural background of the two groups, also suggesting the need to examine possible institutional actions relating to these findings.