Understanding Campus-Community Partnerships in Conflict Zones

Dalya Yafa Markovich is Lecturer in critical pedagogy and art education at the Faculty of Arts, Beit Berl College and the Bezalel Academy of Art and Design, Israel.

Daphna Golan is Professor at the Faculty of Law at The Hebrew University of Jerusalem, Israel.
Nadera Shalhoub Kevorkian is Professor at The School of Social Work and Public Welfare at The Hebrew University of Jerusalem, Israel.

This book explores the opportunities and limitations of campus-community partnerships in Israel. In a conflict-ridden society with a struggling civic culture, the chapters examine partnerships at ten academic institutions, focusing on the micro-processes through which these partnerships work from the perspectives of students, NGOs, and disadvantaged communities. The editors and contributors analyse the range of strategies and cultural repertoires used to construct, maintain, negotiate and resist the various partnerships. Evaluating the various challenges raised by campus-community partnerships exposes the institutional and epistemological divides between academia and the community, and thus offers valuable insights into the ways partnerships can contribute to transformative change in conflict zones. This book will be of interest and value to researchers and students of campus-community partnerships as well as the anthropology of inclusion-exclusion and civic culture.

Examines campus-community partnerships at ten Israeli academic institutions

Chapter 1. Introduction; Dalya Yafa Markovich.- Chapter 2. Engaged academia in a conflict zone? Palestinian and Jewish students in Israel; Daphna Golan and Nadera Shalhoub-Kevorkian.- Chapter 3. Power structure and everyday life: Constructing a position towards the 'Other' in Jewish-Palestinian encounters; Dalya Yafa Markovich.- Chapter 4. Campus-community partnerships in Professional Education: Architecture and planning students reflect on community-engaged courses; Rachel Kallus.- Chapter 5. From personal to critical awareness and active engagement: Consciousness shifts among students during participation in an academic course; Ariela Bairey Ben Ishay and Moti Gigi.- Chapter 6. Toward the slow movement: From fast freeway to the railway park; Diego Rothman and Eitan Shouker.- Chapter 7. Academic engagement in urban regeneration projects: Challenges in building students' critical professional identity; Rinat Tal, Tovi Fenster and Tal Kulka.- Chapter 8. A feminine occupation? The conflicts inherent to community interpreting as expressed by female student interpreters; Miriam Shlesinger, Tanya Voinova and Michal Schuster.- Chapter 9. An activist, feminist group co-facilitation model and its influence on the field; Dana Myrtenbaum and Noor Falah.- Chapter 10. Feminist critical pedagogy analysis of language aspects in collaborative writing of open source materials for children in a human rights education course; Gal Harmat.- Chapter 11. Civic engagement of students from minority groups: The case of ultra-orthodox students and communities in Jerusalem; Maya Vardi, Zvika Orr and Adi Finkelstein.