Suchergebnisse

AbstractThis research examines how faculty members working in complex sociopolitical context cope with campus diversity. Through 20 focus groups comprised of faculty members representing all of the departments at one academic institution, we investigated the participants' experiences with student diversity. The findings show that the protracted Israeli–Palestinian conflict seeps into classroom interactions. This infiltration of the protracted conflict is particularly salient during escalations of the conflict. The participants feel they are unable to address these difficulties, experience isolation, fear, and a lack of support. The study expands understanding of how employees cope with political tensions in a real‐life setting.

AbstractThis article describes the contribution and insights of adopting practices that support a strategy of non‐violent resistance, and a constructive conflict approach (constructive struggle) that endeavors to minimize physical and psychological harm, and prevent escalation that leads to destructive conflict. It describes the exposure of security forces to such practices in the context of the protracted Israeli‐Palestinian conflict. The article demonstrates how interactions attended by high tensions and resistance can be conducted constructively, in contrast with similar situations in the past, when use of force and authority was considered legitimate, even though it frequently resulted in worsened relations between the sides to the conflict. Specifically, the article focuses on the case of a training program that was created for the evacuating forces prior to implementation of the Disengagement Plan. It also describes insights on the complex interactions between the sides (security forces versus settlers), with emphasis on the tools that helped them successfully execute their task, and prevent escalation of the conflict.