Psychological Dimensions of the Israeli Settlements Issue: Endowments and Identities

When you have a rational discussion of what to do with the Israeli settlements, how do you factor in the irrational, the deeply held beliefs of people with varying views? As we witnessed at the conference, when people speak about the Israeli settlements, they do so with emotion, using such phrases as “Messianic spirit,”“longing for homeland,”“compassionate revenge,” and “the destruction of dreams.” The land in question is precious to two different groups, who each imbue the land with their own narrative and fervor. In fact, at the very heart of what makes the settlements issue so complex and seemingly intractable is its psychological dimensions — the mental and emotional factors that permeate the discussion at every level.     

Facilitating Between Gang Members and Police

Confrontations between youths and the police are increasingly frequent in the United States as police lead the effort to reduce youth gangs, crime, and violence. As a result, police-youth relations are characterized by hostility, mistrust, misunderstandings and stereotypes. This article outlines a ten-stage dialogue process to improve relations between police and gang-related youths in a suburb near Washington, D.C. In addition to describing techniques used in this case, the authors offer advice on how such efforts could be improved.     

Nonfeminist and feminist students at risk: The use of case study analysis while transforming the postsecondary curriculum

Recent events at the University of Washington and at Fresno State University, where male students disrupted Women's Studies classes, serve as background to discuss some problems faced by nonfeminist and feminist students. These problems may be seen as one result of current attempts to integrate Women's Studies scholarship into the U.S. higher education's mainstream curriculum. Through illustrative case studies, the author analyzes the causes and effects of some of the complex problems faced by a diverse student population. In this paper, the case study approach itself is recommended as a methodology compatible with feminist theory and pedagogy. It serves as a vehicle to anticipate and to understand the concerns of different constituencies in the large Women's Studies core courses and in the courses in which feminist scholarship has been mainstreamed into the curriculum.