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While the 1948 Nakba represents the most significant crisis in the history of the Palestinian people, its psychological effects on its survivors in Israel have yet to be explored. The purpose of this paper is to examine the subjective experience and the psychological implications of the Nakba ordeals and the ensuing uprooting among the internally displaced Palestinians living in Israel.

Qualitative semi-structured in-depth interviews were conducted with ten internally displaced Palestinians who experienced the Nakba as youngsters. The interview transcripts were analyzed thematically in line with accepted practice in phenomenological research in psychology.

Participants had experienced a wide range of traumatic events intertwined with protracted daily struggles and accumulated losses. These experiences resulted in pronounced psychological distress and immense inner pain that was perpetuated throughout their lives, rendering the Nakba an unresolved traumatic experience.

This paper describes the psychological outcome of the Nakba among a small sample of elderly survivors. Further urgent research is needed to collect valuable untapped information from this aging and dwindling community.

Although more than six decades have elapsed since the tragic events, the current research paper constitutes a pioneering effort to document the subjective experience of the Nakba. The current research findings counterbalance 60 years of public and academic disregard of this tragic period.

This paper aims to present a critical appraisal of Ghassan Kanafani’s short story “The Child Goes to the Camp” using the Appraisal Theory proposed by Martin and Rose (2007) in an attempt to investigate the predicament of the Palestinians who were forced to flee their country and live in refugee camps as well as the various effects refugee life had on them.

Using the Appraisal Theory, and with a special focus on the categories of Attitude and Graduation, the paper aims to shed light on the plight of refugees through revealing the narrator’s suffering in a refugee camp where the most important virtue becomes remaining alive.

Analysing the story using the Appraisal Theory reveals the impact refugee life has left on the narrator and his family. This story serves as a warning for the world of the suffering refugees have to endure when they are forced to flee their war-torn countries.

Although Kanafani’ resistance literature has been studied extensively, his short stories have not received much scholarly attention. In addition, his works have not been subject to linguistic analysis. This study presents an appraisal analysis of Kanafani’s “The Child Goes to the Camp” in an attempt to investigate how the author’s linguistic choices are key to highlighting the suffering of the Palestinians, especially children, in refugee camps.

This article argues that truth recovery practices that take place against the backdrop of ongoing settler colonial erasure, as is the case when considering Zionist colonial violence in Palestine, must focus on combating state-sponsored attempts at erasure, rather than solely providing a platform for the expression of settler guilt.

The article analyses existing literature on truth recovery practices that take place in Palestine, including the work of a variety of local NGOs engaged in such praxis, with a view to considering how this form of transitional justice has germinated incrementally in the space. Critical reflection on the work of a variety of grassroots NGOs is situated alongside other forms of transitional justice intervention.

The article argues that in the context of enduring settler colonialism, the truth regarding past Zionist atrocities in historic Palestine must avoid being curated in the present day in such a way as to allow for damage limitation rather than the platforming of conversations around meaningful repair. Truth recovery for recovery's sake serves only to reinforce the settler colonial status quo rather than properly agitate for a full decolonisation, one that demands and facilitates indigenous Palestinian return.

The article challenges prevailing notions of the role of truth recovery practices in spaces of enduring settler colonial value. It makes clear that the role of truth recovery interventions in sites where colonial violence endures must be to actively and meaningfully support activities that reinforce native identity, history and presence on the land. Moreover, by reference to existing grassroots attempts at truth recovery in Palestine, the article provides an original and clear argument that states it is simply not enough to platform the revelation of uncomfortable truths or to provide opportunities for settler violence of the past to be “confessed” in public if it is disassociated from challenging the present-day structures of ongoing oppression.

This in-depth case study examined the mentor's role in mediating a culturally diverse community of student teachers-as-learners in the context of practice teaching in university teacher education in Israel. Specifically, it explored how the mentor's response to cultural aspects of learning to teach shaped the group's learning environment.

Data collection included 23 video-recorded meetings of the learning community and semi-structured interviews with all four participants.

Findings proposed six actions of the mentor that aimed at promoting an empathetic and supportive learning environment that encouraged collaborative talk around culturally diverse issues that surfaced during practice teaching. Implications for teacher education programs are presented and discussed.

The study offers a practical framework of tools (or mentor actions) that can help mentors to promote social interactions in culturally diverse mentoring conversational settings.

The study identified six actions that can serve as tools in mediating sensitive discourse to issues of diversity in communities of culturally diverse learners.

The purpose of this study is to learn how minority peace educators grapple with dilemmas related to their involvement in peace programs.

A total of 15 male teachers, members of the minority Bedouin community in Israel, all peace educators, provided their reactions to three dilemmas, addressing various facets of the strained relations of their community with the Jewish-Israeli majority, as influenced by the Israeli–Palestinian conflict.

The responses to these dilemmas suggest that when it comes to questions of the identity of these teachers as members of a marginalized community, their responses considerably diverge. This is not the case when it comes to their identity as peace educators.

This suggests that if the aim is to bring peace educators, members of minority groups in conflict zones, to harness their potential to bring about positive change, their peace activist identities must be strengthened.

The purpose of this paper is to explore how Palestinian refugee families in Malaysia cope with the challenges they face during their transitional destination. These families have recently fled from conflict zones in various Arab countries and moved to Malaysia where they registered in the office of the United Nations High Commissioner for Refugees (UNHCR) in Kuala Lumpur, waiting for resettlement in a third country.

The paper utilizes the qualitative research approach, drawing descriptive analysis (thematic analysis technique) of data collected by semi-structured, in-depth interviews with 30 Palestinian families. For sample selection, the author used purposive sampling and employed the Snowball technique to select the families who have experienced refuge life for the second time. Then the sample was equally divided into three groups to include ten families moving from Iraq, Syria and the Gaza Strip. The interviews were conducted with the head of the families who varied in terms of gender and age composition. The study involved 9 female participants and 21 males. They are all Muslims and aged between 24 and 80 years old. In terms of educational background, all of the participants are literate with formal school education, diploma or tertiary education.

The study shows that refugee families adopt four main ways of coping commonly used to improve the quality of their life during their transition in Malaysia. They turn to religion and spirituality, keep in touch with relatives and friends in the diaspora and conflict zones, develop a positive image about their present situation by comparing it to worse living conditions of others living in conflict zones and plan to migrate to Europe to hold a European passport which will give them the opportunity to visit their original country, Palestine.

The paper tackles the Palestinian refugee family life and explores their real-life stories and experiences during transition in Malaysia. It provides them with an opportunity to speak up their suffering and reveal the various strategies they adopt to cope with life challenges. Besides, the result of the study will be a fruitful addition to the corpus of sociological knowledge as well as an important contribution to the families that stay in transition in different societies around the world.

This paper aims to critique the rationalist theoretical framework of international mediation, which ignores emotions in analyzing the decision by conflict parties to pursue a negotiated settlement or continue fighting, and to present an alternative framework that integrates emotions.

The paper draws on psychology research on emotions and conflict to develop an emotionally informed framework for analyzing conflict parties’ decision-making regarding a settlement. It demonstrates the framework’s validity and value through a case study of the 2000 Camp David mediation to resolve the Israeli–Palestinian conflict.

A rationalist approach to mediation does not have adequate explanatory and predictive power theoretically. In practice, it can reduce the prospect of success.

The paper highlights the necessity for mediation researchers to study the effects of emotion, draw on psychology studies on conflict and explore the emotional implications of different mediation strategies and tactics.

The framework highlights the challenge of designing and conducting mediation in a way that cultivates emotions favorable to a settlement and lessens emotions unfavorable to a settlement.

This is the first study, to the best of the authors’ knowledge, to critique the rationalist framework of international mediation studies and develop an alternative framework that integrates emotions.

Palestinian children have been described as targets of the Israel government’s melange of mechanisms used to control the Palestinian people and territories. In this role, Palestinian children are subjected to direct violence, bureaucratic constructs, interrogation, incarceration, and other various means of marginalisation and oppression. Simultaneously, Palestinian children have also been depicted as nationalised subjects and resources for the future of Palestine, upon which historical and ongoing national symbols are projected. Palestinian children, therefore, play a dual role within the conflict and in everyday life: both innocent and in need of protection while also embodying sites of resistance. Nowhere is this dual role more pronounced than within the Palestinian home. In order to explore the multiple roles that children represent within the physical structure of the home, this chapter draws upon the authors’ research experience using collaborative family interviews and testimony collections in home environments. The authors’ methodological engagement with children and families at the home-level has found children to be a present absence within the home, with adult family members dominating the data-gathering discourse. In other words, children are ubiquitous within Palestinian landscapes, but they are rarely heard from. However, in research, children’s voices may be acknowledged for brief moments when data-gathering methods such as drawing or neighbourhood walks are used. Children may also be cherished as a focus of family protection and future resistance against the occupation. While much research has considered children affected by political violence as both victims and actors, this chapter adds another layer by exploring the multiple roles and representations of children within the Palestinian home. The authors focus is not on how these representations are imposed upon children by adults, but rather how representations of children are enacted and negotiated within oftentimes protective home spaces.

Educators are recognized as key agents of social change, responsible for shaping future citizens. Beyond imparting knowledge, teachers are crucial in addressing societal challenges such as sustainability, democracy and social equality. This study aims to investigate the attitudes of Jewish and Arab students toward democratic values and how they perceive their role as educators in a multicultural society.

This study explores the attitudes of majority and minority group students in an Israeli teacher training college towards realizing democratic values and promoting shared citizenship. The sample included 382 Jewish and Arab students, who answered a questionnaire about attitudes regarding education for democracy and shared society, and their perception of their role in promoting this education.

The investigation delves into students’ civic perceptions, shedding light on the moderate and pluralistic stances held by both Jewish and Arab students. They advocate for cross-cultural exposure and interaction, with Jewish students demonstrating slightly more moderate views than the prevailing norms in Israeli society. Interestingly, Jewish students exhibited a willingness to engage in discussions on conflictual topics, whereas Arab students tended to avoid them.

This study underscores the potential of teacher training colleges in shaping the upcoming generation of educators as advocates of tolerance, and democracy, and promoters of a shared society.

This research gains heightened relevance in a contemporary landscape where numerous nations, especially those comprising diverse cultures, grapple with surges of nationalism that threaten democratic values. Teacher training colleges hold the key to forging a more harmonious future by becoming beacons of transformative pedagogy. These institutions can shape a new generation of educators who are poised to catalyze authentic social change.