Ned Lazarus - Academia.edu (original) (raw)
Papers by Ned Lazarus
... for past disasters becomes a collective task, an integral part of the group's shared ide... more ... for past disasters becomes a collective task, an integral part of the group's shared identity: A “chosen trauma,” applicable in the subsequent generations after a massive trauma, refers to the “memories,” perceptions, expectations, wishes, fears, and other ... Shehadeh (2001, p. 26). ...
The School for Conflict Analysis and Resolution at George Mason University (S-CAR) was, until rec... more The School for Conflict Analysis and Resolution at George Mason University (S-CAR) was, until recently, the Institute for Conflict Analysis & Resolution. Its continuing mission is to advance the understanding and resolution of persistent, protracted conflicts among individuals, communities, identity groups, and nations. In fulfillment of this mission, the School conducts a wide range of programs and outreach activities. Among these are its graduate programs offering the Doctorate and Master's of Science in Conflict Analysis and Resolution at its Arlington campus and an undergraduate program offering a Bachelor of Science taught on its Fairfax campus. SCAR also offers a joint Master's degree in the field with the University Malta in Valetta. Clinical and consultancy services are offered by individual members of the faculty, and a number of short certificate programs are offered, as well as public programs and education that include the annual Vernon M. and Minnie I. Lynch Lecture Series. The School's major research interests include the study of conflict and its resolution, the exploration and analysis of conditions attracting parties in conflict to the negotiating table, the role of third parties in dispute resolution, and the application of conflict resolution methodologies in local, national, and international settings. The School's Applied Practice and Theory program [APT] develops teams of faculty, students, alumni and applied practitioners to analyze and address topics such as conflict in schools, and other community institutions, crime and violence, and jurisdictional conflicts between local agencies of government. The APT program has recently extended its focus to other types of intra-societal conflict in countries such as Liberia and the Ukraine. Long an integral part of the School has been Dr. Marc Gopin's Center for World Religions, Diplomacy and Conflict Resolution (CRDC), and this center has recently been joined by the Center for the Study of Narrative and Conflict Resolution (CNCR), led by Dr. Sara Cobb. The School has also established the Center for Peacemaking Practice (CPP) under the direction of Dr Susan Allen Nan. Among other activities, CPP will take over many of the short training courses provided by the School at its research, retreat, and conference center down at Point of View on Mason Neck. Most recently, however, is the formation of the Center for the Study of Gender and Conflict to recognize gender as a framework for conflict analysis, led primarily by Dr. Leslie Dwyer.
Israel Studies Forum, Dec 31, 1969
Since 1993, several thousand Israeli and Palestinian youth have participated in 12 summer "coexis... more Since 1993, several thousand Israeli and Palestinian youth have participated in 12 summer "coexistence" programs in North America. The programs espouse a common theory of change: that an experience of dialogue in an idyllic American setting will inspire youth to return to the Middle East as aspiring peacemakers. This dissertation provides the first large-scale, long-term empirical assessment of that theory, by tracking the peacebuilding activity of all 824 Israeli and Palestinian graduates of SOP's first decade of operation (1993-2003), and complementing this with qualitative research on more than 100 adult graduates (ages 21-30). The longitudinal framework assesses fluctuations in activity over time, highlighting the influence of changing personal, organizational, and political contexts. Key findings include that more than half of alumni engaged in peacebuilding during high school; that compulsory Israeli military service discouraged activity among both Israeli and Palestinian graduates; that nearly one-fifth of alumni engaged in peacebuilding as adults; and that extensive follow-up programming was essential for sustaining long-term commitments to peacebuilding. The study concludes that the international intervention structure embeds an effective educational model in a problematic organizational model. While providing an unprecedented evaluation of a popular peace education approach, this study tells the stories of a pivotal generation: Palestinians and Israelis who entered adolescence at the hopeful dawn of the Oslo peace process, to emerge as adults in an era of intifada and "separation." v ACKNOWLEDGMENTS This dissertation is the culmination of a journey of eight years of practice, and seven years of research, study and writing. The journey has been informed and inspired by the work of a wide community of peacebuilders and scholars in the Middle East and the United States, and sustained thanks to the generosity and support of colleagues, family and friends. My debts of gratitude extend far beyond those listed in these pages; I hope to acknowledge in person all who contributed, and hope you will find my work worthy of your contributions. My committee provided intellectual inspiration, patient counsel and professional mentorship throughout this process. My committee chair, Mohammed Abu-Nimer, guided me mindfully along a path that he pioneered, from Israeli-Palestinian dialogue to peacebuilding practice to reflection, scholarship and teaching. His critical insights and personal example continue to shape my vision and work in all of the above. Susan Shepler's evocative portraits of youth, culture and identity in contexts of humanitarian intervention taught me the power of ethnography and sharpened my analytical lenses. Anthony Wanis St.-John's chronicles of secret Middle East negotiations mirror the dynamics and pressures of Israeli-Palestinian peacebuilding at all levels. You all have given me models to emulate in my work with students and colleagues. I also wish to acknowledge the inspiration and guidance of Herbert Kelman, Susan Allen Nan, Peter Weinberger, and the late Dan BarOn .
Focus groups have untapped potential for classroom teaching, student-generated research, and eval... more Focus groups have untapped potential for classroom teaching, student-generated research, and evaluation of student learning. In this session, presenters share experiences developing and teaching an experiential learning activity titled, “Engaging Students through Focus Group Methodology.” Designed to offer advanced students a capstone experience in conducting and presenting original research using focus group methodology, the activity also facilitates other forms of student learning and faculty research. Moreover, the focus group exercise allows students to explore diversity among themselves. Finally, instructors can use focus groups for evaluative research on teaching and learning. This session will use several pedagogical strategies, including focus group methodology itself, to present experiences and gain audience feedback.
The School for Conflict Analysis and Resolution at George Mason University (S-CAR) was, until rec... more The School for Conflict Analysis and Resolution at George Mason University (S-CAR) was, until recently, the Institute for Conflict Analysis & Resolution. Its continuing mission is to advance the understanding and resolution of persistent, protracted conflicts among individuals, communities, identity groups, and nations. In fulfillment of this mission, the School conducts a wide range of programs and outreach activities. Among these are its graduate programs offering the Doctorate and Master's of Science in Conflict Analysis and Resolution at its Arlington campus and an undergraduate program offering a Bachelor of Science taught on its Fairfax campus. SCAR also offers a joint Master's degree in the field with the University Malta in Valetta. Clinical and consultancy services are offered by individual members of the faculty, and a number of short certificate programs are offered, as well as public programs and education that include the annual Vernon M. and Minnie I. Lynch Lecture Series. The School's major research interests include the study of conflict and its resolution, the exploration and analysis of conditions attracting parties in conflict to the negotiating table, the role of third parties in dispute resolution, and the application of conflict resolution methodologies in local, national, and international settings. The School's Applied Practice and Theory program [APT] develops teams of faculty, students, alumni and applied practitioners to analyze and address topics such as conflict in schools, and other community institutions, crime and violence, and jurisdictional conflicts between local agencies of government. The APT program has recently extended its focus to other types of intra-societal conflict in countries such as Liberia and the Ukraine. Long an integral part of the School has been Dr. Marc Gopin's Center for World Religions, Diplomacy and Conflict Resolution (CRDC), and this center has recently been joined by the Center for the Study of Narrative and Conflict Resolution (CNCR), led by Dr. Sara Cobb. The School has also established the Center for Peacemaking Practice (CPP) under the direction of Dr Susan Allen Nan. Among other activities, CPP will take over many of the short training courses provided by the School at its research, retreat, and conference center down at Point of View on Mason Neck. Most recently, however, is the formation of the Center for the Study of Gender and Conflict to recognize gender as a framework for conflict analysis, led primarily by Dr. Leslie Dwyer.
Innovations in Teaching & Learning Conference Proceedings, 2013
In recent years, the discovery of vast undersea reserves of natural gas has sparked tension in th... more In recent years, the discovery of vast undersea reserves of natural gas has sparked tension in the Eastern Mediterranean region, between parties embroiled in longstanding conflicts over identity and territory – e.g. Cyprus, Greece, and Turkey, Israel and Lebanon. Meanwhile, at Mason, five course sections of undergraduate students have attempted to internalize, articulate, and reconcile the competing claims to drilling rights that are setting that volatile region on a collision course. The framework is Adding Fuel to the Fire: Energy Resources and International Negotiation, a role-play simulation designed by S-CAR’s Undergraduate Experiential Learning Project (UELP). In the simulation, students enact a hypothetical United Nations summit, in which 10 conflict parties attempt to resolve their resource disputes according to the United Nations Convention on the Law of the Sea (UNCLOS). Designed for S-CAR’s “Global Conflict Analysis and Resolution" course (CONF 340), this simulation ...
Peace & Change, 2016
Drawing on data from more than forty peacebuilding initiatives and hundreds of interviews with Pa... more Drawing on data from more than forty peacebuilding initiatives and hundreds of interviews with Palestinian and Israeli peacebuilders, this briefing discusses the impact of international donor policies on peacebuilding in a context of stark asymmetry of power. More specifically, it investigates the way in which specific funding regulations—the designation of primary and subpartners, the location of local donor offices, and the restrictions placed on politically sensitive advocacy and activism—have magnified the challenges peacebuilding organizations face in terms of cultivating and sustaining legitimacy, recruiting individuals for the projects, managing internal conflict, and building sustainable partnerships. The issues are complex; substantive concerns underlie the donor policies in question, including accountability, security, and transparency, as well as the maintenance of sufficient political support for aid programs in the donor country—yet the same policies nonetheless have un...
Israel Studies Forum, Dec 31, 1969
The International Journal of Conflict Engagement and Resolution, 2015
Since the 1980s, thousands of Israeli Jews and Palestinian Arabs have participated in intergroup ... more Since the 1980s, thousands of Israeli Jews and Palestinian Arabs have participated in intergroup encounter programs. In the same historical span, the Israeli-Palestinian conflict has proved thoroughly intractable. Given this political reality, what has been the impact of such initiatives, on direct participants and the conflict context? This manuscript assesses long-term impact by tracing the post-encounter peacebuilding activity and evolving perspectives of hundreds of former participants in prominent encounter programs, over periods of a decade or more. Data is drawn from parallel studies conducted by each of the individual authors, encompassing research on more than 1,000 adult alumni. The manuscript presents results of complementary qualitative and quantitative analyses of the long-term peacebuilding engagement of graduates of three programs-Seeds of Peace (SOP), Sadaka Reut (SR), and Peace Child Israel (PC). The organizations profiled employ distinct methodologies, allowing for comparative analysis of interpersonal contact, social identity and critical theoretical approaches. Findings illustrate the potential of intergroup encounters to inspire sustained peacebuilding engagement at the individual level, even in a context of ongoing violent conflict-while highlighting dilemmas imposed by asymmetrical social contexts, and the limitations of micro-level strategies to effect broader political change.
Journal of Peacebuilding & Development, 2015
The USA Patriot Act, passed in the aftermath of the 9/11 terror attacks, spurred a proliferation ... more The USA Patriot Act, passed in the aftermath of the 9/11 terror attacks, spurred a proliferation of federal regulations designed to forbid the provision of ‘material support to terrorism’. This regulatory regime, while aimed at preventing US funds from reaching ‘Foreign Terrorist Organizations’ (FTOs), has been criticised for unintended consequences that adversely affect US-funded NGOs implementing federal contracts in conflict zones (Margon 2011). Critiques commonly cite the interference of ‘material support clause’ (MSC) regulations in relief efforts, in some cases delaying or denying relief from vulnerable populations in the wake of political crises and natural disasters (Adelsberg et al. 2013). MSC regulations generate a special set of ‘compliance issues’ for peacebuilding NGOs implementing grants from the United States Agency for International Development (USAID) and other federal agencies, given the particular sensitivities of working in situations of protracted conflict (Pickering & Soderberg 2013). In 2013, intensive lobbying by humanitarian organisations succeeded in introducing a potential legislative remedy in Congress — the Humanitarian Assistance Facilitation Act (H.R. 3526) — but as of this writing, the bill has failed to advance beyond that introductory stage (H.R. 3526 — Congress.Gov).
The Forum, 2006
International Relations (IR) "Realists" John J. Mearsheimer and Stephen Walt have entered the rea... more International Relations (IR) "Realists" John J. Mearsheimer and Stephen Walt have entered the realm of identity politics. Their maiden voyage inside the "black box" of the state, a recent paper entitled "The Israel Lobby," is likely their most famous but least credible work. In apportioning blame for the US invasion of Iraq, they dismiss any influence of energy dependence or geopolitical interests, while attributing causal responsibility to an expansively defined "Israel Lobby," claims as specious as they are ethnically charged. Where their critique of US and Israeli policies is right, it suggests that key parts of their theories of international politics are wrong. In ivory tower IR, "The Israel Lobby" represents a theoretical transgression on the part of orthodox "Realists." In real-world politics, Mearsheimer and Walt's essay presents d/Democratic opponents of the US invasion of Iraq and the Israeli occupation of the West Bank with the opportunity to distinguish principled protest from scapegoating.
Israel Studies Forum, 2008
Sami Adwan and Dan Bar-On, eds., Learning the Other’s Historical Narrative: Israelis and Palestin... more Sami Adwan and Dan Bar-On, eds., Learning the Other’s Historical Narrative: Israelis and Palestinians, Parts One and Two (Beit Jalla: Peace Research Institute in the Middle East, 2003, 2006).Robert I. Rotberg, ed., Israeli and Palestinian Narratives of Conflict: History’s Double Helix (Bloomington: Indiana University Press, 2006).Paul Scham, Walid Salem, and Benjamin Pogrund, eds., Shared Histories: A Palestinian-Israeli Dialogue (Walnut Creek, CA: Left Coast Press, 2005).
Since 1993, several thousand Israeli and Palestinian youth have participated in 12 summer "coexis... more Since 1993, several thousand Israeli and Palestinian youth have participated in 12 summer "coexistence" programs in North America. The programs espouse a common theory of change: that an experience of dialogue in an idyllic American setting will inspire youth to return to the Middle East as aspiring peacemakers. This dissertation provides the first large-scale, long-term empirical assessment of that theory, by tracking the peacebuilding activity of all 824 Israeli and Palestinian graduates of SOP's first decade of operation (1993-2003), and complementing this with qualitative research on more than 100 adult graduates (ages 21-30). The longitudinal framework assesses fluctuations in activity over time, highlighting the influence of changing personal, organizational, and political contexts. Key findings include that more than half of alumni engaged in peacebuilding during high school; that compulsory Israeli military service discouraged activity among both Israeli and Palestinian graduates; that nearly one-fifth of alumni engaged in peacebuilding as adults; and that extensive follow-up programming was essential for sustaining long-term commitments to peacebuilding. The study concludes that the international intervention structure embeds an effective educational model in a problematic organizational model. While providing an unprecedented evaluation of a popular peace education approach, this study tells the stories of a pivotal generation: Palestinians and Israelis who entered adolescence at the hopeful dawn of the Oslo peace process, to emerge as adults in an era of intifada and "separation." v ACKNOWLEDGMENTS This dissertation is the culmination of a journey of eight years of practice, and seven years of research, study and writing. The journey has been informed and inspired by the work of a wide community of peacebuilders and scholars in the Middle East and the United States, and sustained thanks to the generosity and support of colleagues, family and friends. My debts of gratitude extend far beyond those listed in these pages; I hope to acknowledge in person all who contributed, and hope you will find my work worthy of your contributions. My committee provided intellectual inspiration, patient counsel and professional mentorship throughout this process. My committee chair, Mohammed Abu-Nimer, guided me mindfully along a path that he pioneered, from Israeli-Palestinian dialogue to peacebuilding practice to reflection, scholarship and teaching. His critical insights and personal example continue to shape my vision and work in all of the above. Susan Shepler's evocative portraits of youth, culture and identity in contexts of humanitarian intervention taught me the power of ethnography and sharpened my analytical lenses. Anthony Wanis St.-John's chronicles of secret Middle East negotiations mirror the dynamics and pressures of Israeli-Palestinian peacebuilding at all levels. You all have given me models to emulate in my work with students and colleagues. I also wish to acknowledge the inspiration and guidance of Herbert Kelman, Susan Allen Nan, Peter Weinberger, and the late Dan BarOn .
... for past disasters becomes a collective task, an integral part of the group's shared ide... more ... for past disasters becomes a collective task, an integral part of the group's shared identity: A “chosen trauma,” applicable in the subsequent generations after a massive trauma, refers to the “memories,” perceptions, expectations, wishes, fears, and other ... Shehadeh (2001, p. 26). ...
The School for Conflict Analysis and Resolution at George Mason University (S-CAR) was, until rec... more The School for Conflict Analysis and Resolution at George Mason University (S-CAR) was, until recently, the Institute for Conflict Analysis & Resolution. Its continuing mission is to advance the understanding and resolution of persistent, protracted conflicts among individuals, communities, identity groups, and nations. In fulfillment of this mission, the School conducts a wide range of programs and outreach activities. Among these are its graduate programs offering the Doctorate and Master's of Science in Conflict Analysis and Resolution at its Arlington campus and an undergraduate program offering a Bachelor of Science taught on its Fairfax campus. SCAR also offers a joint Master's degree in the field with the University Malta in Valetta. Clinical and consultancy services are offered by individual members of the faculty, and a number of short certificate programs are offered, as well as public programs and education that include the annual Vernon M. and Minnie I. Lynch Lecture Series. The School's major research interests include the study of conflict and its resolution, the exploration and analysis of conditions attracting parties in conflict to the negotiating table, the role of third parties in dispute resolution, and the application of conflict resolution methodologies in local, national, and international settings. The School's Applied Practice and Theory program [APT] develops teams of faculty, students, alumni and applied practitioners to analyze and address topics such as conflict in schools, and other community institutions, crime and violence, and jurisdictional conflicts between local agencies of government. The APT program has recently extended its focus to other types of intra-societal conflict in countries such as Liberia and the Ukraine. Long an integral part of the School has been Dr. Marc Gopin's Center for World Religions, Diplomacy and Conflict Resolution (CRDC), and this center has recently been joined by the Center for the Study of Narrative and Conflict Resolution (CNCR), led by Dr. Sara Cobb. The School has also established the Center for Peacemaking Practice (CPP) under the direction of Dr Susan Allen Nan. Among other activities, CPP will take over many of the short training courses provided by the School at its research, retreat, and conference center down at Point of View on Mason Neck. Most recently, however, is the formation of the Center for the Study of Gender and Conflict to recognize gender as a framework for conflict analysis, led primarily by Dr. Leslie Dwyer.
Israel Studies Forum, Dec 31, 1969
Since 1993, several thousand Israeli and Palestinian youth have participated in 12 summer "coexis... more Since 1993, several thousand Israeli and Palestinian youth have participated in 12 summer "coexistence" programs in North America. The programs espouse a common theory of change: that an experience of dialogue in an idyllic American setting will inspire youth to return to the Middle East as aspiring peacemakers. This dissertation provides the first large-scale, long-term empirical assessment of that theory, by tracking the peacebuilding activity of all 824 Israeli and Palestinian graduates of SOP's first decade of operation (1993-2003), and complementing this with qualitative research on more than 100 adult graduates (ages 21-30). The longitudinal framework assesses fluctuations in activity over time, highlighting the influence of changing personal, organizational, and political contexts. Key findings include that more than half of alumni engaged in peacebuilding during high school; that compulsory Israeli military service discouraged activity among both Israeli and Palestinian graduates; that nearly one-fifth of alumni engaged in peacebuilding as adults; and that extensive follow-up programming was essential for sustaining long-term commitments to peacebuilding. The study concludes that the international intervention structure embeds an effective educational model in a problematic organizational model. While providing an unprecedented evaluation of a popular peace education approach, this study tells the stories of a pivotal generation: Palestinians and Israelis who entered adolescence at the hopeful dawn of the Oslo peace process, to emerge as adults in an era of intifada and "separation." v ACKNOWLEDGMENTS This dissertation is the culmination of a journey of eight years of practice, and seven years of research, study and writing. The journey has been informed and inspired by the work of a wide community of peacebuilders and scholars in the Middle East and the United States, and sustained thanks to the generosity and support of colleagues, family and friends. My debts of gratitude extend far beyond those listed in these pages; I hope to acknowledge in person all who contributed, and hope you will find my work worthy of your contributions. My committee provided intellectual inspiration, patient counsel and professional mentorship throughout this process. My committee chair, Mohammed Abu-Nimer, guided me mindfully along a path that he pioneered, from Israeli-Palestinian dialogue to peacebuilding practice to reflection, scholarship and teaching. His critical insights and personal example continue to shape my vision and work in all of the above. Susan Shepler's evocative portraits of youth, culture and identity in contexts of humanitarian intervention taught me the power of ethnography and sharpened my analytical lenses. Anthony Wanis St.-John's chronicles of secret Middle East negotiations mirror the dynamics and pressures of Israeli-Palestinian peacebuilding at all levels. You all have given me models to emulate in my work with students and colleagues. I also wish to acknowledge the inspiration and guidance of Herbert Kelman, Susan Allen Nan, Peter Weinberger, and the late Dan BarOn .
Focus groups have untapped potential for classroom teaching, student-generated research, and eval... more Focus groups have untapped potential for classroom teaching, student-generated research, and evaluation of student learning. In this session, presenters share experiences developing and teaching an experiential learning activity titled, “Engaging Students through Focus Group Methodology.” Designed to offer advanced students a capstone experience in conducting and presenting original research using focus group methodology, the activity also facilitates other forms of student learning and faculty research. Moreover, the focus group exercise allows students to explore diversity among themselves. Finally, instructors can use focus groups for evaluative research on teaching and learning. This session will use several pedagogical strategies, including focus group methodology itself, to present experiences and gain audience feedback.
The School for Conflict Analysis and Resolution at George Mason University (S-CAR) was, until rec... more The School for Conflict Analysis and Resolution at George Mason University (S-CAR) was, until recently, the Institute for Conflict Analysis & Resolution. Its continuing mission is to advance the understanding and resolution of persistent, protracted conflicts among individuals, communities, identity groups, and nations. In fulfillment of this mission, the School conducts a wide range of programs and outreach activities. Among these are its graduate programs offering the Doctorate and Master's of Science in Conflict Analysis and Resolution at its Arlington campus and an undergraduate program offering a Bachelor of Science taught on its Fairfax campus. SCAR also offers a joint Master's degree in the field with the University Malta in Valetta. Clinical and consultancy services are offered by individual members of the faculty, and a number of short certificate programs are offered, as well as public programs and education that include the annual Vernon M. and Minnie I. Lynch Lecture Series. The School's major research interests include the study of conflict and its resolution, the exploration and analysis of conditions attracting parties in conflict to the negotiating table, the role of third parties in dispute resolution, and the application of conflict resolution methodologies in local, national, and international settings. The School's Applied Practice and Theory program [APT] develops teams of faculty, students, alumni and applied practitioners to analyze and address topics such as conflict in schools, and other community institutions, crime and violence, and jurisdictional conflicts between local agencies of government. The APT program has recently extended its focus to other types of intra-societal conflict in countries such as Liberia and the Ukraine. Long an integral part of the School has been Dr. Marc Gopin's Center for World Religions, Diplomacy and Conflict Resolution (CRDC), and this center has recently been joined by the Center for the Study of Narrative and Conflict Resolution (CNCR), led by Dr. Sara Cobb. The School has also established the Center for Peacemaking Practice (CPP) under the direction of Dr Susan Allen Nan. Among other activities, CPP will take over many of the short training courses provided by the School at its research, retreat, and conference center down at Point of View on Mason Neck. Most recently, however, is the formation of the Center for the Study of Gender and Conflict to recognize gender as a framework for conflict analysis, led primarily by Dr. Leslie Dwyer.
Innovations in Teaching & Learning Conference Proceedings, 2013
In recent years, the discovery of vast undersea reserves of natural gas has sparked tension in th... more In recent years, the discovery of vast undersea reserves of natural gas has sparked tension in the Eastern Mediterranean region, between parties embroiled in longstanding conflicts over identity and territory – e.g. Cyprus, Greece, and Turkey, Israel and Lebanon. Meanwhile, at Mason, five course sections of undergraduate students have attempted to internalize, articulate, and reconcile the competing claims to drilling rights that are setting that volatile region on a collision course. The framework is Adding Fuel to the Fire: Energy Resources and International Negotiation, a role-play simulation designed by S-CAR’s Undergraduate Experiential Learning Project (UELP). In the simulation, students enact a hypothetical United Nations summit, in which 10 conflict parties attempt to resolve their resource disputes according to the United Nations Convention on the Law of the Sea (UNCLOS). Designed for S-CAR’s “Global Conflict Analysis and Resolution" course (CONF 340), this simulation ...
Peace & Change, 2016
Drawing on data from more than forty peacebuilding initiatives and hundreds of interviews with Pa... more Drawing on data from more than forty peacebuilding initiatives and hundreds of interviews with Palestinian and Israeli peacebuilders, this briefing discusses the impact of international donor policies on peacebuilding in a context of stark asymmetry of power. More specifically, it investigates the way in which specific funding regulations—the designation of primary and subpartners, the location of local donor offices, and the restrictions placed on politically sensitive advocacy and activism—have magnified the challenges peacebuilding organizations face in terms of cultivating and sustaining legitimacy, recruiting individuals for the projects, managing internal conflict, and building sustainable partnerships. The issues are complex; substantive concerns underlie the donor policies in question, including accountability, security, and transparency, as well as the maintenance of sufficient political support for aid programs in the donor country—yet the same policies nonetheless have un...
Israel Studies Forum, Dec 31, 1969
The International Journal of Conflict Engagement and Resolution, 2015
Since the 1980s, thousands of Israeli Jews and Palestinian Arabs have participated in intergroup ... more Since the 1980s, thousands of Israeli Jews and Palestinian Arabs have participated in intergroup encounter programs. In the same historical span, the Israeli-Palestinian conflict has proved thoroughly intractable. Given this political reality, what has been the impact of such initiatives, on direct participants and the conflict context? This manuscript assesses long-term impact by tracing the post-encounter peacebuilding activity and evolving perspectives of hundreds of former participants in prominent encounter programs, over periods of a decade or more. Data is drawn from parallel studies conducted by each of the individual authors, encompassing research on more than 1,000 adult alumni. The manuscript presents results of complementary qualitative and quantitative analyses of the long-term peacebuilding engagement of graduates of three programs-Seeds of Peace (SOP), Sadaka Reut (SR), and Peace Child Israel (PC). The organizations profiled employ distinct methodologies, allowing for comparative analysis of interpersonal contact, social identity and critical theoretical approaches. Findings illustrate the potential of intergroup encounters to inspire sustained peacebuilding engagement at the individual level, even in a context of ongoing violent conflict-while highlighting dilemmas imposed by asymmetrical social contexts, and the limitations of micro-level strategies to effect broader political change.
Journal of Peacebuilding & Development, 2015
The USA Patriot Act, passed in the aftermath of the 9/11 terror attacks, spurred a proliferation ... more The USA Patriot Act, passed in the aftermath of the 9/11 terror attacks, spurred a proliferation of federal regulations designed to forbid the provision of ‘material support to terrorism’. This regulatory regime, while aimed at preventing US funds from reaching ‘Foreign Terrorist Organizations’ (FTOs), has been criticised for unintended consequences that adversely affect US-funded NGOs implementing federal contracts in conflict zones (Margon 2011). Critiques commonly cite the interference of ‘material support clause’ (MSC) regulations in relief efforts, in some cases delaying or denying relief from vulnerable populations in the wake of political crises and natural disasters (Adelsberg et al. 2013). MSC regulations generate a special set of ‘compliance issues’ for peacebuilding NGOs implementing grants from the United States Agency for International Development (USAID) and other federal agencies, given the particular sensitivities of working in situations of protracted conflict (Pickering & Soderberg 2013). In 2013, intensive lobbying by humanitarian organisations succeeded in introducing a potential legislative remedy in Congress — the Humanitarian Assistance Facilitation Act (H.R. 3526) — but as of this writing, the bill has failed to advance beyond that introductory stage (H.R. 3526 — Congress.Gov).
The Forum, 2006
International Relations (IR) "Realists" John J. Mearsheimer and Stephen Walt have entered the rea... more International Relations (IR) "Realists" John J. Mearsheimer and Stephen Walt have entered the realm of identity politics. Their maiden voyage inside the "black box" of the state, a recent paper entitled "The Israel Lobby," is likely their most famous but least credible work. In apportioning blame for the US invasion of Iraq, they dismiss any influence of energy dependence or geopolitical interests, while attributing causal responsibility to an expansively defined "Israel Lobby," claims as specious as they are ethnically charged. Where their critique of US and Israeli policies is right, it suggests that key parts of their theories of international politics are wrong. In ivory tower IR, "The Israel Lobby" represents a theoretical transgression on the part of orthodox "Realists." In real-world politics, Mearsheimer and Walt's essay presents d/Democratic opponents of the US invasion of Iraq and the Israeli occupation of the West Bank with the opportunity to distinguish principled protest from scapegoating.
Israel Studies Forum, 2008
Sami Adwan and Dan Bar-On, eds., Learning the Other’s Historical Narrative: Israelis and Palestin... more Sami Adwan and Dan Bar-On, eds., Learning the Other’s Historical Narrative: Israelis and Palestinians, Parts One and Two (Beit Jalla: Peace Research Institute in the Middle East, 2003, 2006).Robert I. Rotberg, ed., Israeli and Palestinian Narratives of Conflict: History’s Double Helix (Bloomington: Indiana University Press, 2006).Paul Scham, Walid Salem, and Benjamin Pogrund, eds., Shared Histories: A Palestinian-Israeli Dialogue (Walnut Creek, CA: Left Coast Press, 2005).
Since 1993, several thousand Israeli and Palestinian youth have participated in 12 summer "coexis... more Since 1993, several thousand Israeli and Palestinian youth have participated in 12 summer "coexistence" programs in North America. The programs espouse a common theory of change: that an experience of dialogue in an idyllic American setting will inspire youth to return to the Middle East as aspiring peacemakers. This dissertation provides the first large-scale, long-term empirical assessment of that theory, by tracking the peacebuilding activity of all 824 Israeli and Palestinian graduates of SOP's first decade of operation (1993-2003), and complementing this with qualitative research on more than 100 adult graduates (ages 21-30). The longitudinal framework assesses fluctuations in activity over time, highlighting the influence of changing personal, organizational, and political contexts. Key findings include that more than half of alumni engaged in peacebuilding during high school; that compulsory Israeli military service discouraged activity among both Israeli and Palestinian graduates; that nearly one-fifth of alumni engaged in peacebuilding as adults; and that extensive follow-up programming was essential for sustaining long-term commitments to peacebuilding. The study concludes that the international intervention structure embeds an effective educational model in a problematic organizational model. While providing an unprecedented evaluation of a popular peace education approach, this study tells the stories of a pivotal generation: Palestinians and Israelis who entered adolescence at the hopeful dawn of the Oslo peace process, to emerge as adults in an era of intifada and "separation." v ACKNOWLEDGMENTS This dissertation is the culmination of a journey of eight years of practice, and seven years of research, study and writing. The journey has been informed and inspired by the work of a wide community of peacebuilders and scholars in the Middle East and the United States, and sustained thanks to the generosity and support of colleagues, family and friends. My debts of gratitude extend far beyond those listed in these pages; I hope to acknowledge in person all who contributed, and hope you will find my work worthy of your contributions. My committee provided intellectual inspiration, patient counsel and professional mentorship throughout this process. My committee chair, Mohammed Abu-Nimer, guided me mindfully along a path that he pioneered, from Israeli-Palestinian dialogue to peacebuilding practice to reflection, scholarship and teaching. His critical insights and personal example continue to shape my vision and work in all of the above. Susan Shepler's evocative portraits of youth, culture and identity in contexts of humanitarian intervention taught me the power of ethnography and sharpened my analytical lenses. Anthony Wanis St.-John's chronicles of secret Middle East negotiations mirror the dynamics and pressures of Israeli-Palestinian peacebuilding at all levels. You all have given me models to emulate in my work with students and colleagues. I also wish to acknowledge the inspiration and guidance of Herbert Kelman, Susan Allen Nan, Peter Weinberger, and the late Dan BarOn .