Reconciliation through education—experiences from the Israeli–Palestinian conflict

Datos Bibliográficos

ID12876148
AutoresMichael Schulz (0000-0001-6691-2537, autor de correspondencia)
Año2008
Volumen5
Número1
Páginas33-48
Fecha de publicación2008-02-12
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaJournal of Peace Education (JOURNAL)
Identificadores de la revistaISSN: 1740-0201 • E-ISSN: 1740-021X
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/17400200701859353
OpenAlexW2075653385
IdiomaEN
Citas recibidas4
Referencias citadas13

This study deals with how to establish positive attitudes and behaviours between Israelis and Palestinians that endure during times of negative shifts in the external conflict. In this study it will be shown that educational projects that bring Israelis and Palestinians together over a longer period of time, and that use the premises of the contact hypothesis, have an increased likelihood of building sustainable relations. The general question is: to what extent are educational projects able to foster new sustainable relations between the participants? The findings from this study indicate that long‐term educational projects can create a positive shift in perceptions of the ‘other’ and can lead to sustainable relations

Peace Education · Pedagogy · Perception · Political science · Public relations · Sustainable development · Jewish and Middle Eastern Studies · Law · Middle East and Rwanda Conflicts · Psychology · Social and Intergroup Psychology · Social Psychology