The Arab-Israeli conflict has become a touchstone of international politics and a flash point on college campuses. And yet, how do faculty teach such a contentious topic in class? Taught not only in international relations, peace and conflict resolution, politics and history, and Israel and Middle Eastern studies courses but also in literature, sociology, urban planning, law, cinema, fine art, and business-the subject guarantees wide interest among students. Faculty are challenged to deal with the subject's complexity and the sensitive dynamics it creates. The result is anxiety as they approach the task and a need for guidance. Teaching the Arab-Israeli Conflict edited by Rachel S. Harris is the first book designed to meet this need. Teaching the Arab-Israeli Conflict brings together thirty-nine essays from experienced educators who reflect on the challenges of engaging students in college classrooms. Divided into seven sections, these personal essays cover a broad range of institutional and geographical settings, as well as a wide number of academic disciplines. Some of the topics include using graphic novels and memoirs to wrestle with the complexities of Israel/Palestine, the perils of misreading in the creative writing classroom as border crossing, teaching competing narratives through film, using food to teach the Arab-Israeli conflict, and teaching the subject in the community college classroom. Each essay includes suggestions for class activities, resources, and approaches to effective teaching. Whether planning a new course or searching for new teaching ideas, this collection is an indispensable compendium for anyone teaching the Arab-Israeli conflict.

Postcolonial theory is one of the main frameworks for thinking about the world and acting to change the world. Arising in academia and reshaping humanities and social sciences disciplines, postcolonial theory argues that our ideas about foreigners, the other, particularly our negative ideas about them, are determined not by a true will to understand, but rather by our desire to conquer, dominate, and exploit them. According to postcolonial theory, the cause of poverty, tyranny, and misery in the world, and of failed societies around the world, is Euro-American imperialism and colonialism.

Previously published as a special issue of Israel Affairs, this work examines and challenges postcolonial theory. In scholarly, research-based papers, the specialist authors examine various facets of postcolonial theory and application. First, the theoretical assumption and formulations of postcolonial theory are scrutinized and found dubious. Second, the deleterious impact on academic disciplines of postcolonial theory is demonstrated. Third, the distorted postcolonial view of history, its obsession with current events to the exclusion of the historical basis of events, is exposed and corrected. Fourth, an examination of Middle Eastern culture challenges the assumption that these societies have been shaped entirely, and victimized, by Western intrusion. Finally, exploring the Arab-Israel conflict, the one-sided case of postcolonial Arabism is explored and found to be faulty.

Postcolonial theory is one of the main frameworks for thinking about the world and acting to change the world. Arising in academia and reshaping humanities and social sciences disciplines, postcolonial theory argues that our ideas about foreigners, 'the other,' particularly our negative ideas about them, are determined not by a true will to understand, but rather by our desire to conquer, dominate, and exploit them. According to postcolonial theory, the cause of poverty, tyranny, and misery in the world, and of failed societies around the world, is Euro-American imperialism and colonialism. Previously published as a special issue of Israel Affairs, this work examines and challenges postcolonial theory. In scholarly, research-based papers, the specialist authors examine various facets of postcolonial theory and application. First, the theoretical assumption and formulations of postcolonial theory are scrutinized and found dubious. Second, the deleterious impact on academic disciplines of postcolonial theory is demonstrated. Third, the distorted postcolonial view of history, its obsession with current events to the exclusion of the historical basis of events, is exposed and corrected. Fourth, an examination of Middle Eastern culture challenges the assumption that these societies have been shaped entirely, and victimized, by Western intrusion. Finally, exploring the Arab-Israel conflict, the one-sided case of postcolonial Arabism is explored and found to be faulty.

Offering a new perspective on Zionism, Exiled in the Homeland draws on memoirs, newspaper accounts, and archival material to examine closely the lives of the men and women who immigrated to Palestine in the early twentieth century. Rather than reducing these historic settlements to a single, unified theme, Donna Robinson Divine's research reveals an extraordinary spectrum of motivations and experiences among these populations.

Though British rule and the yearning for a Jewish national home contributed to a foundation of solidarity, Exiled in the Homeland presents the many ways in which the message of emigration settled into the consciousness of the settlers. Considering the benefits and costs of their Zionist commitments, Divine explores a variety of motivations and outcomes, ranging from those newly arrived immigrants who harnessed their ambition for the goal of radical transformation to those who simply dreamed of living a better life. Also capturing the day-to-day experiences in families that faced scarce resources, as well as the British policies that shaped a variety of personal decisions on the part of the newcomers, Exiled in the Homeland provides new keys to understanding this pivotal chapter in Jewish history.

The Arab-Israeli conflict has become a touchstone of international politics and a flash point on college campuses. And yet, how do faculty teach such a contentious topic in class? Taught not only in international relations, peace and conflict resolution, politics and history, and Israel and Middle Eastern studies courses but also in literature, sociology, urban planning, law, cinema, fine art, and business-the subject guarantees wide interest among students. Faculty are challenged to deal with the subject's complexity and the sensitive dynamics it creates. The result is anxiety as they approach the task and a need for guidance. Teaching the Arab-Israeli Conflict edited by Rachel S. Harris is the first book designed to meet this need. Teaching the Arab-Israeli Conflict brings together thirty-nine essays from experienced educators who reflect on the challenges of engaging students in college classrooms. Divided into seven sections, these personal essays cover a broad range of institutional and geographical settings, as well as a wide number of academic disciplines. Some of the topics include using graphic novels and memoirs to wrestle with the complexities of Israel/Palestine, the perils of misreading in the creative writing classroom as border crossing, teaching competing narratives through film, using food to teach the Arab-Israeli conflict, and teaching the subject in the community college classroom. Each essay includes suggestions for class activities, resources, and approaches to effective teaching. Whether planning a new course or searching for new teaching ideas, this collection is an indispensable compendium for anyone teaching the Arab-Israeli conflict.