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.

Poetry. Translated from the Czech by Marcela Sulak. Compared to Byron, Keats, Shelley, and Poe, called Lautreamont's "elder brother" by the Czech Surrealists, Karel Hynek Macha (1810-1836) was the greatest Czech Romantic poet, and arguably the most influential of any poet in the language. MAY, his epic masterpiece, was published in April 1836, just seven months before his death. Considered the "pearl" of Czech poetry, it is a tale of seduction, revenge, and patricide. A paean as well to his homeland, virtually every Czech student and adult can recite the first stanzas of the poem from memory, and new editions still regularly appear in Czech bookstores. Unlike many of his European peers, Macha's work has been largely ignored in English translation. The present volume provides the original text in parallel.

This English-Hebrew book features three dozen poems by the extraordinary Israeli writer Orit Gidali (b. 1974), a unique voice among her contemporaries. Gidali's work appears to focus on the domestic, but for her, the domestic sphere is the stage on which the drama of the geopolitical is reworked on an individual scale. The domestic is always inhabited by the Other, who in these deeply personal poems appears in various guises: a Palestinian mother, biblical figures, the poet's own deceased mother, and her husband's first wife. Gidali creates a space in her world to imaginatively reconfigure the current political impasses of the region through a focus on relationship and openness. Gidali's poems, beautifully captured in English by Marcela Sulak, present a world beset by danger and uncertainty, yet they nonetheless cry out for community, connection, cooperation, and coexistence.

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.