This video is from June 2006. The girls are coming back from the Quturba School. This is the school that was set on fire recently and where I taught at the Friendship and Solidarity camp. You can see the settlement across from the school as well as the dirt trail the girls have to walk on everyday and the steep stairs they must climb. The police and soldiers didn't work too hard in the video to stop the settler girls, this is typical in Tel Rumeida.
21 September 2007
Key Terms in the Palestinian/Israeli Conflict
Many of you have mentioned to me that some of terms I use, such as settlers and settlements, are not fully understood. So, I am copying from the BBC website a list of important terms that are often used when discussing issues relating to Palestine and Israel.
BBC publishes list of "key terms" used in Israel-Palestinian conflict
News, BBC News Online, Oct 19, 2006
The BBC Governors' independent panel report on the impartiality of BBC coverage of the Israeli-Palestinian conflict recommended that the BBC should make public an abbreviated version of its journalists' guide to facts and terminology. The following list of terms used in the conflict, their definitions, and notes for their correct usage, reveals a news organization trying to find a balance between accurate reporting and leaning towards the semantics of the Israeli side in the conflict.
ISRAEL AND THE PALESTINIANS: KEY TERMS
ASSASSINATIONS
The BBC's responsibility is to remain impartial and report in ways that enable our audiences to make their own assessments.
Our credibility is undermined by the careless use of words which carry emotional or value judgements.
If an event falls within the dictionary definition of assassination, then we can use the term but the word "killed" or "killing" may be perfectly adequate.
Plain simple language is preferable to more complex or emotive language. If we have more precise details of exactly why or how the killing took place, we should communicate that in an equally straightforward way. The phrase "targeted killing" is sometimes used by Israel and should be attributed.
BARRIER
BBC journalists should try to avoid using terminology favoured by one side or another in any dispute.
The BBC uses the terms "barrier", "separation barrier" or "West Bank barrier" as acceptable generic descriptions to avoid the political connotations of "security fence" (preferred by the Israeli government) or "apartheid wall" (preferred by the Palestinians).
The United Nations also uses the term "barrier".
Of course, a reporter standing in front of a concrete section of the barrier might choose to say "this wall" or use a more exact description in the light of what he or she is looking at.
BORDER
Be careful with this word. Do you mean boundary? See Green Line.
"CYCLE OF VIOLENCE"
It is better to avoid clich�s wherever possible. This one does nothing to explain any of the underlying causes of the conflict and may indeed obscure them.
EAST JERUSALEM
Israel occupied East Jerusalem in 1967 and annexed it in 1981 but its claim to the area is not recognised internationally. Instead, under international law, East Jerusalem is considered to be occupied territory.
For example, the Foreign Office says it "regards the status of Jerusalem as still to be determined in permanent status negotiations between the parties. Pending agreement, we recognise de facto Israeli control of West Jerusalem but consider East Jerusalem to be occupied territory. We recognise no sovereignty over the city".
We should seek out words that factually describe the reality on the ground and which are not politically loaded.
Avoid saying East Jerusalem "is part" of Israel or suggesting anything like it. Avoid the phrase "Arab East Jerusalem", too, unless you also have space to explain that Israel has annexed the area and claims it as part of its capital. East Jerusalem is sometimes referred as Arab East Jerusalem, partly because it was under Jordanian control between 1949 and 1967.
Palestinians want East Jerusalem as the capital of a future state of Palestine.
The BBC should say East Jerusalem is "occupied" if it is relevant to the context of the story.
For example: "Israel has occupied East Jerusalem since 1967. It annexed the area in 1981 and sees it as its exclusive domain. Under international law the area is considered to be occupied territory."
FENCE
See Barrier.
GAZA STRIP
In 2005, Israel completed the withdrawal of all its troops and settlers from the Gaza Strip. It retains control of the airspace, seafront and all vehicle access - including deliveries of food and other goods.
All movement in and out of the Gaza Strip is controlled by Israeli authorities, except, officially, the pedestrian-only crossing between Gaza and Egypt which is meant to be controlled by Palestinians and Egyptians with the presence of EU monitors.
The situation is, however, fluid - Israel has been able to force its closure since the capture of Corporal Shalit in 2006.
Under international law, Israel is still the occupying power in Gaza, although it no longer has a permanent military presence there.
We need to be careful with our language so as not to give the impression that the BBC is favouring one side's position. In BBC programmes it is more accurate to talk about an "end to Israel's permanent military presence" rather than the end of occupation.
GREEN LINE
The Green Line marks the boundary between Israel and the West Bank. It is properly referred to as the 1949 Armistice Line - the ceasefire line of 1949.
The exact borders of Israel and a future Palestinian state are subject to negotiation between the two parties. The Palestinians want a complete end to the Israeli occupation of the West Bank, Gaza Strip and East Jerusalem, and use the phrase to mean a return to the pre-4th June 1967 borders.
In describing the situation on the ground take care to use the most precise and accurate terminology.
The Green Line is a dividing line or a boundary. If you call it a border you may inadvertently imply that it has internationally recognised status, which it does not currently have.
To that end, we can call the Green Line "the generally recognised boundary between Israel and the West Bank."
INTIFADA
The usual guidelines about paying due regard to the context in which words are used should be carefully considered if we are referring to the causes of the uprising.
Our credibility is undermined by the careless use of words which carry emotional or value judgements. So, for example, it is preferable to say that "Sharon's visit and Palestinian frustration at the failure of the peace process sparked the (second) intifada or uprising" rather than it "led" to it or "started" it.
JERUSALEM
The status of Jerusalem is one of the most sensitive and complex issues of the entire Israeli-Palestinian conflict. Its status is dependent on a final agreement between the Israelis and Palestinians.
Between 1949 and 1967, the city was divided into Israeli controlled West Jerusalem, and Jordanian controlled East Jerusalem. Israel currently claims sovereignty over the entire city, and claims it as its capital, after capturing East Jerusalem from Jordan in the 1967 war.
That claim is not recognised internationally and East Jerusalem is considered to be occupied territory.
See East Jerusalem.
JEWISH
Be careful over whether you mean "Israeli" or "Jewish": the latter might imply that the story is about race or religion, rather than the actions of the state or its citizens.
"MIDDLE EAST EXPERT"
Some "experts" may have a history of sympathising with one cause or another even if they have no overt affiliation.
It is preferable, where time and space allow, to provide a lengthier indication of the contributor's views on past issues so that the audience might calibrate his or her statements for themselves.
In all reporting we should avoid generalisations, bland descriptions and loose phrases which in fact tell us little about a contributor or event. The phrase "Middle East expert" implies the BBC thinks this person's views have weight and independence. If we can defend that judgement - that's fine. If not it may be better to avoid the phrase.
Overall, we should seek a precise description - for example, what job does this person hold? Who employs them? Where do they stand in the debate?
OCCUPIED TERRITORIES/OCCUPATION
The general phrase "occupied territories" refers to East Jerusalem, the West Bank and strictly speaking the Golan Heights. However, it is not usually understood to refer to the Golan Heights (unless it is in a story specifically on the 1967 war or Syrian-Israeli relations).
It is advisable to avoid trying to find another formula, although the phrase "occupied West Bank" can also be used.
Under international law, Israel is still the occupying power in Gaza, although it no longer has a permanent military presence there. See that section for our use of language.
Try not to confuse the phrase "occupied territories" with Palestinian Land or Palestinian Territories. (See those sections for the reasons why.)
The Israeli government's preferred phrase to describe the West Bank and Gaza Strip is "disputed territories" and it is reasonable to use this when it is clear that we are referring to or explaining its position.
OUTPOSTS
Be careful that you don't mean settlements. They are very different. Outposts are usually little more than a few caravans occupying a hilltop.
They serve a dual purpose - firstly to create new facts on the ground and expand the land included in the adjoining settlement; secondly, to defy the Israeli government and show the strength of the settler movement.
Some of these outposts are called "unauthorised outposts" by the Israeli government - generally meaning no permission was granted for them. You can describe an outpost as unauthorised by the Israeli government if that is accurate and relevant to the specific case you are considering.
It is generally advisable not to refer to "illegal" outposts (they are all illegal and if you call one illegal some may assume that others are not).
Generally it's a good rule to question the use of any adjective. Use it only if it is vital to the understanding of the story and you are confident that it precisely applies in this context.
PALESTINE
There is no independent state of Palestine today, although the stated goal of the peace process is to establish a state of Palestine alongside a state of Israel.
So be careful with the use of the word "Palestine" as its meaning can depend on the context.
For example, it can refer to historical Palestine or it can refer to a future state of Palestine living side by side with Israel as envisaged in the Roadmap.
PALESTINIAN LAND
This phrase has become more widely used by politicians and broadcasters to refer to the Occupied Territories, for example to explain why the construction of settlements is considered illegal by the UN.
Critics of the phrase say it is not strictly accurate because, for example, the West Bank was captured from Jordan in 1967.
The BBC Governors considered this issue in a complaint which was referred to in the programme complaints bulletin of July 2004. Their decision was that, although the complainant objected to references to "Palestinian land" and "Arab land", these terms "appropriately reflected the language of UN resolutions."
PALESTINIAN TERRITORIES
Strictly speaking, the phrase Palestinian Territories refers to the areas that fall under the administration of the Palestinian Authority.
They are difficult to work out, because of the way the West Bank was divided into complex security zones under the Oslo Accords and because of changes on the ground since the outbreak of violence in September 2000.
The phrase is not the most accurate shorthand for the Occupied Territories although President Bush referred to "Palestinian territories" in his 2005 State of the Union address.
"PEACE PROCESS"
This phrase, in the wrong context, can suggest the two sides are returning to the negotiation process of the 1990s, when they would sit down and try to hammer out an agreement.
An attempt to rebuild trust and relations is not quite the same as proper negotiations.
So it is better to avoid the term entirely unless it is in an historical sense - referring to the discussions of the 1990s, or to a revival of talks at that level.
"RELATIVE CALM"
It is better to avoid cliches wherever possible. People may die each day, in small numbers, in "periods of relative calm" so that the cumulative death toll is actually larger than the casualties involved in a single high profile news event such as a bomb attack.
There may be times when the phrase is accurate. So use it carefully when the facts tell us that there really is such a period of quiet.
RIGHT OF RETURN
We should try to specify who would like to return and to where.
There is a Palestinian demand that Palestinians "who fled or were forced out of their homes" during the 1948 and 1967 Arab-Israeli wars have the right to return to their homes.
There is a dispute between the two sides over why they are refugees, so the previous phrase is a useful one that reflects the two different views.
Israel has Right of Return legislation, which allows Jews to settle in Israel and receive Israeli citizenship.
SETTLEMENTS
Settlements are residential areas built by Israelis in the occupied territories. They are illegal under international law: this is the position of the UN Security Council and the UK government among others - although Israel rejects this.
When writing a story about settlements we can aim, where relevant, to include context to the effect that "all settlements in the West Bank, including East Jerusalem, are considered illegal under international law, though Israel disputes this".
SETTLER NUMBERS
It is best, wherever possible, to be precise about geography when putting a figure to the number of Israeli settlers.
Because of disputes and sensitivities about the status of East Jerusalem, the following construction is useful: "There are thought to be around 430,000 Israeli settlers living in the West Bank, including East Jerusalem, and another 20,000 in the Golan Heights."
TERRORISTS
Note the BBC producer guidelines which state: "We must report acts of terror quickly, accurately, fully and responsibly. We should not adopt other people's language as our own. Our credibility is undermined by the careless use of words which carry emotional or value judgements. The word "terrorist" itself can be a barrier rather than an aid to understanding. We should try to avoid the term, without attribution. It is also usually inappropriate to use words like "liberate", "court martial" or "execute" in the absence of a clear judicial process. We should let other people characterise while we report the facts as we know them. We should convey to our audience the full consequences of the act by describing what happened. We should use words which specifically describe the perpetrator such as "bomber", "attacker", "gunmen", "kidnapper", "insurgent" or "militant."
Our responsibility is to remain impartial and report in ways that enable our audiences to make their own assessments about who is doing what to whom.
WALL
See Barrier.
BBC publishes list of "key terms" used in Israel-Palestinian conflict
News, BBC News Online, Oct 19, 2006
The BBC Governors' independent panel report on the impartiality of BBC coverage of the Israeli-Palestinian conflict recommended that the BBC should make public an abbreviated version of its journalists' guide to facts and terminology. The following list of terms used in the conflict, their definitions, and notes for their correct usage, reveals a news organization trying to find a balance between accurate reporting and leaning towards the semantics of the Israeli side in the conflict.
ISRAEL AND THE PALESTINIANS: KEY TERMS
ASSASSINATIONS
The BBC's responsibility is to remain impartial and report in ways that enable our audiences to make their own assessments.
Our credibility is undermined by the careless use of words which carry emotional or value judgements.
If an event falls within the dictionary definition of assassination, then we can use the term but the word "killed" or "killing" may be perfectly adequate.
Plain simple language is preferable to more complex or emotive language. If we have more precise details of exactly why or how the killing took place, we should communicate that in an equally straightforward way. The phrase "targeted killing" is sometimes used by Israel and should be attributed.
BARRIER
BBC journalists should try to avoid using terminology favoured by one side or another in any dispute.
The BBC uses the terms "barrier", "separation barrier" or "West Bank barrier" as acceptable generic descriptions to avoid the political connotations of "security fence" (preferred by the Israeli government) or "apartheid wall" (preferred by the Palestinians).
The United Nations also uses the term "barrier".
Of course, a reporter standing in front of a concrete section of the barrier might choose to say "this wall" or use a more exact description in the light of what he or she is looking at.
BORDER
Be careful with this word. Do you mean boundary? See Green Line.
"CYCLE OF VIOLENCE"
It is better to avoid clich�s wherever possible. This one does nothing to explain any of the underlying causes of the conflict and may indeed obscure them.
EAST JERUSALEM
Israel occupied East Jerusalem in 1967 and annexed it in 1981 but its claim to the area is not recognised internationally. Instead, under international law, East Jerusalem is considered to be occupied territory.
For example, the Foreign Office says it "regards the status of Jerusalem as still to be determined in permanent status negotiations between the parties. Pending agreement, we recognise de facto Israeli control of West Jerusalem but consider East Jerusalem to be occupied territory. We recognise no sovereignty over the city".
We should seek out words that factually describe the reality on the ground and which are not politically loaded.
Avoid saying East Jerusalem "is part" of Israel or suggesting anything like it. Avoid the phrase "Arab East Jerusalem", too, unless you also have space to explain that Israel has annexed the area and claims it as part of its capital. East Jerusalem is sometimes referred as Arab East Jerusalem, partly because it was under Jordanian control between 1949 and 1967.
Palestinians want East Jerusalem as the capital of a future state of Palestine.
The BBC should say East Jerusalem is "occupied" if it is relevant to the context of the story.
For example: "Israel has occupied East Jerusalem since 1967. It annexed the area in 1981 and sees it as its exclusive domain. Under international law the area is considered to be occupied territory."
FENCE
See Barrier.
GAZA STRIP
In 2005, Israel completed the withdrawal of all its troops and settlers from the Gaza Strip. It retains control of the airspace, seafront and all vehicle access - including deliveries of food and other goods.
All movement in and out of the Gaza Strip is controlled by Israeli authorities, except, officially, the pedestrian-only crossing between Gaza and Egypt which is meant to be controlled by Palestinians and Egyptians with the presence of EU monitors.
The situation is, however, fluid - Israel has been able to force its closure since the capture of Corporal Shalit in 2006.
Under international law, Israel is still the occupying power in Gaza, although it no longer has a permanent military presence there.
We need to be careful with our language so as not to give the impression that the BBC is favouring one side's position. In BBC programmes it is more accurate to talk about an "end to Israel's permanent military presence" rather than the end of occupation.
GREEN LINE
The Green Line marks the boundary between Israel and the West Bank. It is properly referred to as the 1949 Armistice Line - the ceasefire line of 1949.
The exact borders of Israel and a future Palestinian state are subject to negotiation between the two parties. The Palestinians want a complete end to the Israeli occupation of the West Bank, Gaza Strip and East Jerusalem, and use the phrase to mean a return to the pre-4th June 1967 borders.
In describing the situation on the ground take care to use the most precise and accurate terminology.
The Green Line is a dividing line or a boundary. If you call it a border you may inadvertently imply that it has internationally recognised status, which it does not currently have.
To that end, we can call the Green Line "the generally recognised boundary between Israel and the West Bank."
INTIFADA
The usual guidelines about paying due regard to the context in which words are used should be carefully considered if we are referring to the causes of the uprising.
Our credibility is undermined by the careless use of words which carry emotional or value judgements. So, for example, it is preferable to say that "Sharon's visit and Palestinian frustration at the failure of the peace process sparked the (second) intifada or uprising" rather than it "led" to it or "started" it.
JERUSALEM
The status of Jerusalem is one of the most sensitive and complex issues of the entire Israeli-Palestinian conflict. Its status is dependent on a final agreement between the Israelis and Palestinians.
Between 1949 and 1967, the city was divided into Israeli controlled West Jerusalem, and Jordanian controlled East Jerusalem. Israel currently claims sovereignty over the entire city, and claims it as its capital, after capturing East Jerusalem from Jordan in the 1967 war.
That claim is not recognised internationally and East Jerusalem is considered to be occupied territory.
See East Jerusalem.
JEWISH
Be careful over whether you mean "Israeli" or "Jewish": the latter might imply that the story is about race or religion, rather than the actions of the state or its citizens.
"MIDDLE EAST EXPERT"
Some "experts" may have a history of sympathising with one cause or another even if they have no overt affiliation.
It is preferable, where time and space allow, to provide a lengthier indication of the contributor's views on past issues so that the audience might calibrate his or her statements for themselves.
In all reporting we should avoid generalisations, bland descriptions and loose phrases which in fact tell us little about a contributor or event. The phrase "Middle East expert" implies the BBC thinks this person's views have weight and independence. If we can defend that judgement - that's fine. If not it may be better to avoid the phrase.
Overall, we should seek a precise description - for example, what job does this person hold? Who employs them? Where do they stand in the debate?
OCCUPIED TERRITORIES/OCCUPATION
The general phrase "occupied territories" refers to East Jerusalem, the West Bank and strictly speaking the Golan Heights. However, it is not usually understood to refer to the Golan Heights (unless it is in a story specifically on the 1967 war or Syrian-Israeli relations).
It is advisable to avoid trying to find another formula, although the phrase "occupied West Bank" can also be used.
Under international law, Israel is still the occupying power in Gaza, although it no longer has a permanent military presence there. See that section for our use of language.
Try not to confuse the phrase "occupied territories" with Palestinian Land or Palestinian Territories. (See those sections for the reasons why.)
The Israeli government's preferred phrase to describe the West Bank and Gaza Strip is "disputed territories" and it is reasonable to use this when it is clear that we are referring to or explaining its position.
OUTPOSTS
Be careful that you don't mean settlements. They are very different. Outposts are usually little more than a few caravans occupying a hilltop.
They serve a dual purpose - firstly to create new facts on the ground and expand the land included in the adjoining settlement; secondly, to defy the Israeli government and show the strength of the settler movement.
Some of these outposts are called "unauthorised outposts" by the Israeli government - generally meaning no permission was granted for them. You can describe an outpost as unauthorised by the Israeli government if that is accurate and relevant to the specific case you are considering.
It is generally advisable not to refer to "illegal" outposts (they are all illegal and if you call one illegal some may assume that others are not).
Generally it's a good rule to question the use of any adjective. Use it only if it is vital to the understanding of the story and you are confident that it precisely applies in this context.
PALESTINE
There is no independent state of Palestine today, although the stated goal of the peace process is to establish a state of Palestine alongside a state of Israel.
So be careful with the use of the word "Palestine" as its meaning can depend on the context.
For example, it can refer to historical Palestine or it can refer to a future state of Palestine living side by side with Israel as envisaged in the Roadmap.
PALESTINIAN LAND
This phrase has become more widely used by politicians and broadcasters to refer to the Occupied Territories, for example to explain why the construction of settlements is considered illegal by the UN.
Critics of the phrase say it is not strictly accurate because, for example, the West Bank was captured from Jordan in 1967.
The BBC Governors considered this issue in a complaint which was referred to in the programme complaints bulletin of July 2004. Their decision was that, although the complainant objected to references to "Palestinian land" and "Arab land", these terms "appropriately reflected the language of UN resolutions."
PALESTINIAN TERRITORIES
Strictly speaking, the phrase Palestinian Territories refers to the areas that fall under the administration of the Palestinian Authority.
They are difficult to work out, because of the way the West Bank was divided into complex security zones under the Oslo Accords and because of changes on the ground since the outbreak of violence in September 2000.
The phrase is not the most accurate shorthand for the Occupied Territories although President Bush referred to "Palestinian territories" in his 2005 State of the Union address.
"PEACE PROCESS"
This phrase, in the wrong context, can suggest the two sides are returning to the negotiation process of the 1990s, when they would sit down and try to hammer out an agreement.
An attempt to rebuild trust and relations is not quite the same as proper negotiations.
So it is better to avoid the term entirely unless it is in an historical sense - referring to the discussions of the 1990s, or to a revival of talks at that level.
"RELATIVE CALM"
It is better to avoid cliches wherever possible. People may die each day, in small numbers, in "periods of relative calm" so that the cumulative death toll is actually larger than the casualties involved in a single high profile news event such as a bomb attack.
There may be times when the phrase is accurate. So use it carefully when the facts tell us that there really is such a period of quiet.
RIGHT OF RETURN
We should try to specify who would like to return and to where.
There is a Palestinian demand that Palestinians "who fled or were forced out of their homes" during the 1948 and 1967 Arab-Israeli wars have the right to return to their homes.
There is a dispute between the two sides over why they are refugees, so the previous phrase is a useful one that reflects the two different views.
Israel has Right of Return legislation, which allows Jews to settle in Israel and receive Israeli citizenship.
SETTLEMENTS
Settlements are residential areas built by Israelis in the occupied territories. They are illegal under international law: this is the position of the UN Security Council and the UK government among others - although Israel rejects this.
When writing a story about settlements we can aim, where relevant, to include context to the effect that "all settlements in the West Bank, including East Jerusalem, are considered illegal under international law, though Israel disputes this".
SETTLER NUMBERS
It is best, wherever possible, to be precise about geography when putting a figure to the number of Israeli settlers.
Because of disputes and sensitivities about the status of East Jerusalem, the following construction is useful: "There are thought to be around 430,000 Israeli settlers living in the West Bank, including East Jerusalem, and another 20,000 in the Golan Heights."
TERRORISTS
Note the BBC producer guidelines which state: "We must report acts of terror quickly, accurately, fully and responsibly. We should not adopt other people's language as our own. Our credibility is undermined by the careless use of words which carry emotional or value judgements. The word "terrorist" itself can be a barrier rather than an aid to understanding. We should try to avoid the term, without attribution. It is also usually inappropriate to use words like "liberate", "court martial" or "execute" in the absence of a clear judicial process. We should let other people characterise while we report the facts as we know them. We should convey to our audience the full consequences of the act by describing what happened. We should use words which specifically describe the perpetrator such as "bomber", "attacker", "gunmen", "kidnapper", "insurgent" or "militant."
Our responsibility is to remain impartial and report in ways that enable our audiences to make their own assessments about who is doing what to whom.
WALL
See Barrier.
20 August 2007
Teaching Under Apartheid in Palestine
When I first decided to go to Palestine to teach kids English and yoga my main concerns were managing the kids’ behavior, assessing their needs and maintaining their interest. After all, those are the most challenging issues I face everyday in my classroom in Philadelphia. In the US I rarely get through an entire unit and to actually teach without a behavior related incident interrupting class is a very rare event. I quickly found it to be quite the opposite in Tel Rumeida which left me feeling like a fish out of water in the beginning.
I arrived in Palestine on a Tuesday, attended nonviolent resistance training about Tel Rumeida on Wednesday which was extremely intimidating yet necessary and helpful. I hung out in Jerusalem on Thursday and headed to Tel Rumeida on Friday to observe Katie’s art class and to meet some of the kids I would be teaching as well as the person who would help me translate in the classroom. The kids were very well behaved for Katie. They seemed to be very motivated and enjoyed her lesson. This was a good sign. The translator, a local university student named Ibrahim, helped more than I expected. I began to worry that language was going to be a larger barrier than I was used to at home since my Arabic was limited at the time to only basic greetings. At home I can speak my students’ language enough to translate on my own.
Ibrahim helped organize the classes of which each consisted of 10-15 kids. One class for girls under the age of 12, one for girls over 12 years and one for boy up to 12 years. Their levels varied in reading and writing but they were all around the emergent or beginner level in listening and speaking, therefore this is where I decided to focus my lessons. As any experienced teacher knows it can take several weeks sometimes months to get into a groove, so I didn’t want to waste anytime as I was only going to be teaching English 3 days a week, an hour each session, for a total of 4-weeks. As for the yoga, this would be 1 day a week for an hour. I knew that would be a brand new experience for the kids so I was also a little worried about how they would perceive me and the concept of yoga overall. Sometimes in very religious communities, such as Tel Rumeida, people view yoga as taboo or voodoo. I knew that I would need to be sensitive to their cultural and religious beliefs.
English Lessons
We started classes immediately the following day. I was a bit nervous because not only did I want them to like me and enjoy the classes but I also wanted them to learn to speak English. We started out with simple questions and responses such as “What is your name?” “My name is Roba.” And “How old are you?” “I am 8 years old.” I need to mention that they all came to class fully prepared to learn with pencils and notebooks and of course enthusiasm and an intense interest in learning English. A stark contrast to the kids I teach in the US who rarely come to class prepared. I was kind of shocked when one student forgot her notebook and Ibrahim told her to go home and get it and not to forget next time or she will not be allowed to come to class. He mentioned that it is unacceptable to come to school unprepared in Palestine. Unfortunately being unprepared is more of the norm where I teach.
After assessing their levels I needed to create an entire unit as this was my own project and a curriculum was not being provided. I was a bit worried because I had never really taught without the aid of a curriculum but welcomed the freedom to be as creative as I wanted. I had brought along a few of my own materials which included workbooks for photocopying, phonics readers, music language CDs, and a book for lesson planning ideas. I then relied on the Internet and fellow teaching friends at home for other creative ideas. I was also able to pick up other materials in Hebron and Ramallah, for less than half the price it would have cost in the US. Sometimes it was difficult because I could not find enough manipulatives relative to the lessons so I needed to improvise more often than not. Also, I typically teach up to the 4th grade at home, or up to 11 years old, and in Tel Rumeida I had high school students mixed into the classes. I took advantage of the situation by having the older students assist the younger ones.
Once I got a better feel for how comfortable they were speaking, and everyone seemed to enjoy the opportunity to speak as most children do, I decided to create a base goal for the lessons. The goal was to be able to communicate with internationals basically in case of an emergency. The majority of the lessons consisted of building vocabulary such as settlers, settlement, throw and rocks as well as directional prepositions, how to give directions and follow commands, how to describe things and people and how to read a map of their own community. I was told that this was the first time they ever saw a map of Tel Rumeida. Amazing! I felt a little sad and uneasy teaching for this purpose in the beginning but the lessons needed to reflect upon their personal experiences, and unfortunately this was their reality. Of course, we did find time to escape and talk about other things such as their homes and families.
I ended up not being so concerned about their level of interest in learning because they were always so eager and enthusiastic and participated even when I thought the lesson was not going as well as I as wanted or if the content was a bit difficult. I even gave them homework assignments which most of them did with such enthusiasm and pride that I brought most of their work back with me to show my students here at home. Perhaps I’ll be able to set a spark in students’ motivation here. I really think that my students here can learn something from the kids in Tel Rumeida.
Even some of the international volunteers would report back to me that the kids would approach them and ask them the questions I was asking during our lessons such as “Where are you from?” and then explain the proper way to respond. The most amusing incident I recall hearing about followed a lesson on commands. I taught the kids things like stand up, sit down, touch your toes for use in our yoga lessons. After the lesson they approached the internationals sitting at their posts and yelled to them to stand up and sit down. The internationals were amused and played along. I would also fill in the internationals on what I was teaching and how they could help. Everyone did their best to reinforce the lessons. It was really a community effort.
Yoga classes
Yoga classes were held for one hour, one day a week. I have to admit that the yoga classes were the most enjoyable for both me and the kids. My worries about their perceptions of yoga were quickly diminished after the first class. Not only was it a great way for them to learn English and exercise but it was a great way for all of us to bond. Even the boys enjoyed it! The older girls focused more on holding positions and proper positioning while the younger ones allowed themselves to be silly and fall where their bodies took them. I taught them how to relieve stress through breathing exercises which I hope they practice in the future. We sang songs to help them remember series of positions like sun salutations which the little ones thoroughly enjoyed belting out at the top of their lungs! They were so flexible and willing to try any position. It was nice to see them smiling and full of energy!
It was also especially nice to see the older girls exercising and having fun. In Tel Rumeida you do not see girls outside. They spend most of their time inside their own homes, visiting friends in their homes or within the confines of the grounds of their family’s home. They rarely get to run around and exercise. Some of the girls were aware of stretching exercises that they said they learned from television and gym class at school. Yoga though was new to them and they initially associated it with meditation. They seemed really eager to learn more once they experienced it. I always felt on top of the world after a yoga session with them.
Reflection
The most impressive thing besides being able to actually teach and not have to constantly be interrupted for discipline problems was that the younger girls would line up outside the community center where classes were held at least 30 minutes early! When I asked why they did this they said it was because they wanted to be first in line! I was astonished! I wanted to cry, of course tears of joy! At home I have to drag the kids from the hallway into my classroom. In Palestine, kids live under occupation in extreme poverty and yet they are so motivated to learn. They came to class prepared with pencils and notebooks unlike kids in my school in the US. Their parents and the community in general stress the importance of education and show much respect towards teachers. I would occasionally be approached on the street by mothers welcoming and thanking me for teaching their children. I rarely receive expressions of thanks in the US. I rarely receive respect from parents and students. I didn’t want to leave Tel Rumeida. I fell in love with the kids and with being treated with respect.
Most of the kids were just beginning to understand me on their own without Abraham’s help at the end. I hope that they keep practicing. They begin learning English now in the first grade but they do not typically have a native English speaking teacher to teach them, so most considered this a great opportunity to take advantage of. If anyone reading this is considering teaching kids in Palestine, especially in Tel Rumeida, I must say please do it! You won’t regret it. The experience, the place, the people and most importantly the kids will capture your heart and change your life forever, in the most positive way. I say this because this is exactly what happened to me and I wouldn’t have had it any other way.
I will return one day, insh’allah!
I arrived in Palestine on a Tuesday, attended nonviolent resistance training about Tel Rumeida on Wednesday which was extremely intimidating yet necessary and helpful. I hung out in Jerusalem on Thursday and headed to Tel Rumeida on Friday to observe Katie’s art class and to meet some of the kids I would be teaching as well as the person who would help me translate in the classroom. The kids were very well behaved for Katie. They seemed to be very motivated and enjoyed her lesson. This was a good sign. The translator, a local university student named Ibrahim, helped more than I expected. I began to worry that language was going to be a larger barrier than I was used to at home since my Arabic was limited at the time to only basic greetings. At home I can speak my students’ language enough to translate on my own.
Ibrahim helped organize the classes of which each consisted of 10-15 kids. One class for girls under the age of 12, one for girls over 12 years and one for boy up to 12 years. Their levels varied in reading and writing but they were all around the emergent or beginner level in listening and speaking, therefore this is where I decided to focus my lessons. As any experienced teacher knows it can take several weeks sometimes months to get into a groove, so I didn’t want to waste anytime as I was only going to be teaching English 3 days a week, an hour each session, for a total of 4-weeks. As for the yoga, this would be 1 day a week for an hour. I knew that would be a brand new experience for the kids so I was also a little worried about how they would perceive me and the concept of yoga overall. Sometimes in very religious communities, such as Tel Rumeida, people view yoga as taboo or voodoo. I knew that I would need to be sensitive to their cultural and religious beliefs.
English Lessons
We started classes immediately the following day. I was a bit nervous because not only did I want them to like me and enjoy the classes but I also wanted them to learn to speak English. We started out with simple questions and responses such as “What is your name?” “My name is Roba.” And “How old are you?” “I am 8 years old.” I need to mention that they all came to class fully prepared to learn with pencils and notebooks and of course enthusiasm and an intense interest in learning English. A stark contrast to the kids I teach in the US who rarely come to class prepared. I was kind of shocked when one student forgot her notebook and Ibrahim told her to go home and get it and not to forget next time or she will not be allowed to come to class. He mentioned that it is unacceptable to come to school unprepared in Palestine. Unfortunately being unprepared is more of the norm where I teach.
After assessing their levels I needed to create an entire unit as this was my own project and a curriculum was not being provided. I was a bit worried because I had never really taught without the aid of a curriculum but welcomed the freedom to be as creative as I wanted. I had brought along a few of my own materials which included workbooks for photocopying, phonics readers, music language CDs, and a book for lesson planning ideas. I then relied on the Internet and fellow teaching friends at home for other creative ideas. I was also able to pick up other materials in Hebron and Ramallah, for less than half the price it would have cost in the US. Sometimes it was difficult because I could not find enough manipulatives relative to the lessons so I needed to improvise more often than not. Also, I typically teach up to the 4th grade at home, or up to 11 years old, and in Tel Rumeida I had high school students mixed into the classes. I took advantage of the situation by having the older students assist the younger ones.
Once I got a better feel for how comfortable they were speaking, and everyone seemed to enjoy the opportunity to speak as most children do, I decided to create a base goal for the lessons. The goal was to be able to communicate with internationals basically in case of an emergency. The majority of the lessons consisted of building vocabulary such as settlers, settlement, throw and rocks as well as directional prepositions, how to give directions and follow commands, how to describe things and people and how to read a map of their own community. I was told that this was the first time they ever saw a map of Tel Rumeida. Amazing! I felt a little sad and uneasy teaching for this purpose in the beginning but the lessons needed to reflect upon their personal experiences, and unfortunately this was their reality. Of course, we did find time to escape and talk about other things such as their homes and families.
I ended up not being so concerned about their level of interest in learning because they were always so eager and enthusiastic and participated even when I thought the lesson was not going as well as I as wanted or if the content was a bit difficult. I even gave them homework assignments which most of them did with such enthusiasm and pride that I brought most of their work back with me to show my students here at home. Perhaps I’ll be able to set a spark in students’ motivation here. I really think that my students here can learn something from the kids in Tel Rumeida.
Even some of the international volunteers would report back to me that the kids would approach them and ask them the questions I was asking during our lessons such as “Where are you from?” and then explain the proper way to respond. The most amusing incident I recall hearing about followed a lesson on commands. I taught the kids things like stand up, sit down, touch your toes for use in our yoga lessons. After the lesson they approached the internationals sitting at their posts and yelled to them to stand up and sit down. The internationals were amused and played along. I would also fill in the internationals on what I was teaching and how they could help. Everyone did their best to reinforce the lessons. It was really a community effort.
Yoga classes
Yoga classes were held for one hour, one day a week. I have to admit that the yoga classes were the most enjoyable for both me and the kids. My worries about their perceptions of yoga were quickly diminished after the first class. Not only was it a great way for them to learn English and exercise but it was a great way for all of us to bond. Even the boys enjoyed it! The older girls focused more on holding positions and proper positioning while the younger ones allowed themselves to be silly and fall where their bodies took them. I taught them how to relieve stress through breathing exercises which I hope they practice in the future. We sang songs to help them remember series of positions like sun salutations which the little ones thoroughly enjoyed belting out at the top of their lungs! They were so flexible and willing to try any position. It was nice to see them smiling and full of energy!
It was also especially nice to see the older girls exercising and having fun. In Tel Rumeida you do not see girls outside. They spend most of their time inside their own homes, visiting friends in their homes or within the confines of the grounds of their family’s home. They rarely get to run around and exercise. Some of the girls were aware of stretching exercises that they said they learned from television and gym class at school. Yoga though was new to them and they initially associated it with meditation. They seemed really eager to learn more once they experienced it. I always felt on top of the world after a yoga session with them.
Reflection
The most impressive thing besides being able to actually teach and not have to constantly be interrupted for discipline problems was that the younger girls would line up outside the community center where classes were held at least 30 minutes early! When I asked why they did this they said it was because they wanted to be first in line! I was astonished! I wanted to cry, of course tears of joy! At home I have to drag the kids from the hallway into my classroom. In Palestine, kids live under occupation in extreme poverty and yet they are so motivated to learn. They came to class prepared with pencils and notebooks unlike kids in my school in the US. Their parents and the community in general stress the importance of education and show much respect towards teachers. I would occasionally be approached on the street by mothers welcoming and thanking me for teaching their children. I rarely receive expressions of thanks in the US. I rarely receive respect from parents and students. I didn’t want to leave Tel Rumeida. I fell in love with the kids and with being treated with respect.
Most of the kids were just beginning to understand me on their own without Abraham’s help at the end. I hope that they keep practicing. They begin learning English now in the first grade but they do not typically have a native English speaking teacher to teach them, so most considered this a great opportunity to take advantage of. If anyone reading this is considering teaching kids in Palestine, especially in Tel Rumeida, I must say please do it! You won’t regret it. The experience, the place, the people and most importantly the kids will capture your heart and change your life forever, in the most positive way. I say this because this is exactly what happened to me and I wouldn’t have had it any other way.
I will return one day, insh’allah!
16 August 2007
Hebron: Israeli Military Shuts Down Palestinian Business in Old City Market
The article that follows my write up was taken from the ISM website. I picked this because I know the shop owner, Abu Hatim.
One day in mid-July I decided to shadow some of the people working with the Christian Peacemakers Team(CPT). I wanted to see how they handle situations, deal with problems, and to get their perspective on the situation as most of them have spent more than just a few months in Hebron and most were over the age of 50. Indeed I found them all to be quite inspiring. Some were former school teachers and nurses, most were parents whose children are grown now, and some were married to wonderful spouses that encouraged them to continue helping Palestinians. (If you would like more information on CPT and what they do please check out link on this page in the right-hand column.)
On this particular day of shadowing CPT we sat watch outside of Abu Hatim's shop because at that time he had just re-opened it and was being threatened by the soldiers that they were going to shut him down. The shops along this particular area of the old city were shut down for quite some time due to the location being directly behind the settlement, even though Palestinians had their businesses there for many, many years before the settlement existed. Abu Hatim invited us in for tea, something that is very common in Palestine and something that I miss greatly. Such hospitality is lacking here in the U.S.
There was not much for sale in his store. Some items consisted of plastic kitchen ware, candy, and garbage bags. Tall kitchen garbage bags to be exact. I mention this because these types of bags were very difficult to find in Hebron. I wanted to buy the entire roll and was willing to pay whatever he wanted. He gave them to me. He did not charge me. I didn't know how to accept but he would not let me refuse so I purchased some other items that I didn't need which came to maybe 10 shekels or $2.50 USD. Imagine that kind of generosity in times of extreme poverty and occupation. It's really unimaginable to me even though it did happened. He was just very appreciative that we were looking after him, but really he did much more for me.
I had a feeling that something like this in the article below would eventually happen to him. It really makes me sad and it really depicts the injustices that happen on a daily basis every day in Hebron as well as throughout all of Palestine.
Hebron: Israeli Military Shuts Down Palestinian Business in Old City Market
August 12th, 2007 | Posted in Reports, Hebron Region, Photos
Hebron – 10/8/2007
Early on the morning of the 9th of August inside Hebron’s old ministry square, Abu Hatim Jaudat Hasula’s hardware store was locked up and welded shut by the Israeli occupation forces. The 64-year-old shopkeeper had dared to defy both the Israeli occupation forces’ illegitimate threats and the appeasing surrender of other local shop-owners that had many other Palestinians shut down business and leave the area.
The occupation forces turned up with the proper papers but without any warning. Within 30 minutes, they closed up the shop, still filled with Abu Hatim’s belongings and goods, and then welded the hinges, thus leaving the large metal gates bolted up. Until further orders are produced, the army has declared that the shop will be locked down for two months.
The Israeli occupation forces justified their decision to close down these shops by claiming that they were trying to prevent Palestinians from blowing holes in the backs of their shops and entering a nearby rabbinical school. Neither 64 year old Abu Hatim nor his fellow shopkeepers have ever attempted to do anything even remotely related to this mentioned security threat.
In the past few weeks, many Human Rights Workers (HRWs) have spent the mornings in the old city market to support the local shop-owners in opening for business.
Every single day the occupation forces try to make Abu Hatim close his shop by phoning him and then by showing up at the shop. Yet until this morning the soldiers’ legal papers had been missing. Several shops have already closed including the 4 neighboring shops on Abu Hatim’s side of the market.
HRWs and the Christian Peacemaker Teams had been cooperating in order to support Abu Hatim’s shop and thus a large group of internationals were present soon after the rumors of the military action spread through Hebron.
Around 9:30 am, the soldiers began to leave the area, having successfully welded shut all 5 of the old shops on one side of the market, including Abu Hatim’s hardware store.
With the soldiers pulling out one Swedish HRW commented on the morning’s military action: “It’s typical to see the few real attempts to fight the occupation end in paper work and threats. The army knows how this will kill the little business that still is left in the old city and pacify the Palestinians.”
Leaving the market one of the military APCs turned around revealing a newly sprayed political statement on the side of the jeep to the entire market. Rumors have suggested that either HRWs or TIPH are responsible for the ‘Free Palestine’ graffiti on the army vehicle.
Abu Hatim has lost his only source of income, first and foremost directly by having his shop welded shut, but also because he will lose the subsidy the PA gives to business owners in economically unstable areas.
Day by day, business diminishes in the old city, among other places in the old market opposite Shuhada Street. Watching the progress of the Israeli occupation forces, one easily sees a similar future to the old city market as the one Shuhada Street is facing now, completely deserted and almost exclusively open to Israeli settlers.
One day in mid-July I decided to shadow some of the people working with the Christian Peacemakers Team(CPT). I wanted to see how they handle situations, deal with problems, and to get their perspective on the situation as most of them have spent more than just a few months in Hebron and most were over the age of 50. Indeed I found them all to be quite inspiring. Some were former school teachers and nurses, most were parents whose children are grown now, and some were married to wonderful spouses that encouraged them to continue helping Palestinians. (If you would like more information on CPT and what they do please check out link on this page in the right-hand column.)
On this particular day of shadowing CPT we sat watch outside of Abu Hatim's shop because at that time he had just re-opened it and was being threatened by the soldiers that they were going to shut him down. The shops along this particular area of the old city were shut down for quite some time due to the location being directly behind the settlement, even though Palestinians had their businesses there for many, many years before the settlement existed. Abu Hatim invited us in for tea, something that is very common in Palestine and something that I miss greatly. Such hospitality is lacking here in the U.S.
There was not much for sale in his store. Some items consisted of plastic kitchen ware, candy, and garbage bags. Tall kitchen garbage bags to be exact. I mention this because these types of bags were very difficult to find in Hebron. I wanted to buy the entire roll and was willing to pay whatever he wanted. He gave them to me. He did not charge me. I didn't know how to accept but he would not let me refuse so I purchased some other items that I didn't need which came to maybe 10 shekels or $2.50 USD. Imagine that kind of generosity in times of extreme poverty and occupation. It's really unimaginable to me even though it did happened. He was just very appreciative that we were looking after him, but really he did much more for me.
I had a feeling that something like this in the article below would eventually happen to him. It really makes me sad and it really depicts the injustices that happen on a daily basis every day in Hebron as well as throughout all of Palestine.
Hebron: Israeli Military Shuts Down Palestinian Business in Old City Market
August 12th, 2007 | Posted in Reports, Hebron Region, Photos
Hebron – 10/8/2007
Early on the morning of the 9th of August inside Hebron’s old ministry square, Abu Hatim Jaudat Hasula’s hardware store was locked up and welded shut by the Israeli occupation forces. The 64-year-old shopkeeper had dared to defy both the Israeli occupation forces’ illegitimate threats and the appeasing surrender of other local shop-owners that had many other Palestinians shut down business and leave the area.
The occupation forces turned up with the proper papers but without any warning. Within 30 minutes, they closed up the shop, still filled with Abu Hatim’s belongings and goods, and then welded the hinges, thus leaving the large metal gates bolted up. Until further orders are produced, the army has declared that the shop will be locked down for two months.
The Israeli occupation forces justified their decision to close down these shops by claiming that they were trying to prevent Palestinians from blowing holes in the backs of their shops and entering a nearby rabbinical school. Neither 64 year old Abu Hatim nor his fellow shopkeepers have ever attempted to do anything even remotely related to this mentioned security threat.
In the past few weeks, many Human Rights Workers (HRWs) have spent the mornings in the old city market to support the local shop-owners in opening for business.
Every single day the occupation forces try to make Abu Hatim close his shop by phoning him and then by showing up at the shop. Yet until this morning the soldiers’ legal papers had been missing. Several shops have already closed including the 4 neighboring shops on Abu Hatim’s side of the market.
HRWs and the Christian Peacemaker Teams had been cooperating in order to support Abu Hatim’s shop and thus a large group of internationals were present soon after the rumors of the military action spread through Hebron.
Around 9:30 am, the soldiers began to leave the area, having successfully welded shut all 5 of the old shops on one side of the market, including Abu Hatim’s hardware store.
With the soldiers pulling out one Swedish HRW commented on the morning’s military action: “It’s typical to see the few real attempts to fight the occupation end in paper work and threats. The army knows how this will kill the little business that still is left in the old city and pacify the Palestinians.”
Leaving the market one of the military APCs turned around revealing a newly sprayed political statement on the side of the jeep to the entire market. Rumors have suggested that either HRWs or TIPH are responsible for the ‘Free Palestine’ graffiti on the army vehicle.
Abu Hatim has lost his only source of income, first and foremost directly by having his shop welded shut, but also because he will lose the subsidy the PA gives to business owners in economically unstable areas.
Day by day, business diminishes in the old city, among other places in the old market opposite Shuhada Street. Watching the progress of the Israeli occupation forces, one easily sees a similar future to the old city market as the one Shuhada Street is facing now, completely deserted and almost exclusively open to Israeli settlers.
09 August 2007
Just let the fire burn
*I'm still waiting for my journal to arrive via the postal service. For now I've decided to blog about stories that happened as I remember them. I may edit later when I recieve my journal.
One evening around 9:30pm in mid-July we received a phone call from a Palestinian coordinator that an occupied (by soldiers) home in the old city of Hebron was on fire. I think there were at least 12-15 of us staying in the apartment at the time and all of us decided to go check it out. For some reason we were split up. Some of the people arrived at the fire first to find black smoke billowing out of the building. Eventually we all met up and some people decided to return to the apartment while 5 of us decided to stay and wait for the fire brigade, I was one of the 5 who decided to wait.
We arrived at the building via a street coming down to Shuhada St behind the Quortoba School (the one that was recently set on fire, hmmmm a pattern?). We then walked down Shuhada Street a short way and waited in front of the building. Between this building which the soldiers use as a military post and the building across the street in which a Palestinian family lives as well as the Christian Peacemakers Team (CPT) is a barrier set up by the military in order to stop the flow of traffic from Shuhada Street to the old city. The barrier consists of a metal fence approximately 12 feet high, razor wire and a concrete barrier.
Eventually the soldiers approached us to see what we were doing and to try to tell us that we are not allowed to stand there. We were allowed to be there however. We told them we were waiting for the fire brigade to come and put out the fire. The police arrived next and all claimed not to speak English, except for one who sounded like he had a Russian accent and his English was very poor. He requested that we designate one person as a spokesperson, so we appointed a Swedish man who happens to be a firefighter. The conversation basically consisted of the police officer telling us to leave, that it was suspected that a Palestinian started the fire, then that there really wasn't a fire! Yes, nothing ever makes sense in Palestine.
Next a few settlers decided to join in. They insisted that they saw the 5 of us internationals come from the old city, break through the barrier and throw something in the building to set it on fire. It was then I became aware of my super hero capabilities to jump 12 ft fences and razor wire in a single bound! Oh yes, and to set a fire that didn't exist. Amazing! Theatre of the absurd!
(This is a view from inside the old city; the building that was burning is the one on the right.)
Eventually an American police officer arrived. Nice! An American, typical attitude of the police here. Actually he was a bit more diplomatic. He said that he had to file a report for arson based on what the settlers said but that he is aware of the absurdity, well, he didn't use that word but that is the gist of it. So, he took our passports and another officer took them over to the police vehicle to copy down the numbers. It must have been around 10:30pm by this time. Smoke was still pouring out of the building, that was not on fire, that we started:-)
A young settler boy approached the police vehicle and leaned on it to get a glimpse of our passports. I intervened and requested that he be removed. The police officers told him to go away. Thank you very much! After about 20 minutes we had our passports in hand and were told to leave the nonexistant burning fire. We left.
The owner of the building had to take matters in his own hands unfortunately. The fire brigade never showed up. The building is still occupied by the soldiers who eventually secured the building by permanently sealing the side door shut.
Just another day in Palestine.
One evening around 9:30pm in mid-July we received a phone call from a Palestinian coordinator that an occupied (by soldiers) home in the old city of Hebron was on fire. I think there were at least 12-15 of us staying in the apartment at the time and all of us decided to go check it out. For some reason we were split up. Some of the people arrived at the fire first to find black smoke billowing out of the building. Eventually we all met up and some people decided to return to the apartment while 5 of us decided to stay and wait for the fire brigade, I was one of the 5 who decided to wait.
We arrived at the building via a street coming down to Shuhada St behind the Quortoba School (the one that was recently set on fire, hmmmm a pattern?). We then walked down Shuhada Street a short way and waited in front of the building. Between this building which the soldiers use as a military post and the building across the street in which a Palestinian family lives as well as the Christian Peacemakers Team (CPT) is a barrier set up by the military in order to stop the flow of traffic from Shuhada Street to the old city. The barrier consists of a metal fence approximately 12 feet high, razor wire and a concrete barrier.
Eventually the soldiers approached us to see what we were doing and to try to tell us that we are not allowed to stand there. We were allowed to be there however. We told them we were waiting for the fire brigade to come and put out the fire. The police arrived next and all claimed not to speak English, except for one who sounded like he had a Russian accent and his English was very poor. He requested that we designate one person as a spokesperson, so we appointed a Swedish man who happens to be a firefighter. The conversation basically consisted of the police officer telling us to leave, that it was suspected that a Palestinian started the fire, then that there really wasn't a fire! Yes, nothing ever makes sense in Palestine.
Next a few settlers decided to join in. They insisted that they saw the 5 of us internationals come from the old city, break through the barrier and throw something in the building to set it on fire. It was then I became aware of my super hero capabilities to jump 12 ft fences and razor wire in a single bound! Oh yes, and to set a fire that didn't exist. Amazing! Theatre of the absurd!
(This is a view from inside the old city; the building that was burning is the one on the right.)
Eventually an American police officer arrived. Nice! An American, typical attitude of the police here. Actually he was a bit more diplomatic. He said that he had to file a report for arson based on what the settlers said but that he is aware of the absurdity, well, he didn't use that word but that is the gist of it. So, he took our passports and another officer took them over to the police vehicle to copy down the numbers. It must have been around 10:30pm by this time. Smoke was still pouring out of the building, that was not on fire, that we started:-)
A young settler boy approached the police vehicle and leaned on it to get a glimpse of our passports. I intervened and requested that he be removed. The police officers told him to go away. Thank you very much! After about 20 minutes we had our passports in hand and were told to leave the nonexistant burning fire. We left.
The owner of the building had to take matters in his own hands unfortunately. The fire brigade never showed up. The building is still occupied by the soldiers who eventually secured the building by permanently sealing the side door shut.
Just another day in Palestine.
07 August 2007
Hebron Settlers Removed
From the NY Times this evening.
Settler violence was increasing while I was there so I am not surprised by all the violence in removing them. I'm still at a loss for words when it comes to settlers illegally occupying Palestinian homes. All I can do is pray for peace.
Here is also a video of live footage from Al Jazeera of the action today.">
I wish I was still there.
Settler violence was increasing while I was there so I am not surprised by all the violence in removing them. I'm still at a loss for words when it comes to settlers illegally occupying Palestinian homes. All I can do is pray for peace.
Here is also a video of live footage from Al Jazeera of the action today.">
I wish I was still there.
Arriving In Hebron
I spent a couple of days in Ramallah to attend the nonviolent resistence ISM training which more than prepared me for life in the Tel Rumeida (TR) section of Hebron. Actually, the training scared the heck out of me. Worst case scenarios were given and they certainly appeared to be the worse. I had roughly one day after training to make my way down to Jerusalem where I took in some of the sites in the old city before I headed to TR the following day. I didn't intend to do ISM work while there, only teaching the kids, but later would find that it was impossible not to help out in other ways due to my conscience.
From Jerusalem I took a service taxi with Katie and Mary. The ride takes just about an hour. We had to switch services in the middle of a highways just outside of Jerusalem because it could not pass through the checkpoint. The road system is quite strange due to divisions between Israel and Palestine. I never did quite figure it out in regards to this point. Once we switched we headed directly for Hebron. The terrain is quite beautiful.
Rolling hills covered with rock gardens and catus. It reminded me of the high desert in eastern Oregon and Washington states. Every so often you can see a small village with just a few houses that look as though they will fall over at any minute. The closer we got to Hebron the more trash we saw, evidence of extreme poverty.
Once we arrived in Hebron I had a nervous feeling. This was it! I'm here to stay. We passed through the checkpoint dividing H1 from H2. H1 is a Palestinian only section of Hebron. H2 is where the Tel Rumeida settlement is. I can't even remember at this point if they asked for ID but regardless if they did this time, there would be many, many more times in which they would. We exited through the metal detectors and looked out onto Shuhada Street (street of martyrs).
It was like a ghost town. All of the oxidized bluish-green doors closed up. Once the heart and soul of Hebron but now a heavily armed guarded area completely shutdown. It was hard to imagine at that moment how things once appeared. Immediately we turned right to begin our walk up the very steep hill on Tel Rumeida Street.
The Palestinians are forced to walk up and down these extremely steep hills on a daily basis. Palestinians in TR are not allowed to drive cars. However, the settlers can. If someone was handicapped and could not walk I am not sure what they would do. Most likely they would be confined to a life at home. Even I had trouble walking down the hills. I was always in fear that I would slip and fall. Most likely a psychological block because others, especially Palestinian women, could walk down in high heels! But, they have had years of practice. One positive thing I can say about the hills is that they helped maintain my leg strength for running (which I couldn't do at all in TR).
At the top of the hill we passed another checkpoint with armed soldiers stationed at both sides of the street. Directly across from us where the road dead ends sat two ISMers keeping watch over the soldiers. Up the hill to the left sat the TR settlement. The soldiers here are basically useless and their job seemed to be to harrass Palestinians instead of providing protection to anyone. Eventually I would see them day after day playing around with each other, pointing guns as a game at women and children who walked by, stopping young Palestinian men to ask them to lift their shirts and trouser cuffs as though they were equipped with bombs.
Across from the settlement is a Palestinian home. We were told that we are not allowed to walk up that direction passed a certain point. Even the Palestinian's family members are not allowed to enter the family's home that way. Instead they must walk all the way around the back. About a 15 minute extra walk. Just the beginning of the absurd things I would hear about and witness with my own eyes.
Off in other direction was the international apartment. Atop the apartment was a roof with the most incredible view of Hebron as well as the areas we would patrol.
Across the street was the community center where I would begin teaching my classes.
From Jerusalem I took a service taxi with Katie and Mary. The ride takes just about an hour. We had to switch services in the middle of a highways just outside of Jerusalem because it could not pass through the checkpoint. The road system is quite strange due to divisions between Israel and Palestine. I never did quite figure it out in regards to this point. Once we switched we headed directly for Hebron. The terrain is quite beautiful.
Rolling hills covered with rock gardens and catus. It reminded me of the high desert in eastern Oregon and Washington states. Every so often you can see a small village with just a few houses that look as though they will fall over at any minute. The closer we got to Hebron the more trash we saw, evidence of extreme poverty.
Once we arrived in Hebron I had a nervous feeling. This was it! I'm here to stay. We passed through the checkpoint dividing H1 from H2. H1 is a Palestinian only section of Hebron. H2 is where the Tel Rumeida settlement is. I can't even remember at this point if they asked for ID but regardless if they did this time, there would be many, many more times in which they would. We exited through the metal detectors and looked out onto Shuhada Street (street of martyrs).
It was like a ghost town. All of the oxidized bluish-green doors closed up. Once the heart and soul of Hebron but now a heavily armed guarded area completely shutdown. It was hard to imagine at that moment how things once appeared. Immediately we turned right to begin our walk up the very steep hill on Tel Rumeida Street.
The Palestinians are forced to walk up and down these extremely steep hills on a daily basis. Palestinians in TR are not allowed to drive cars. However, the settlers can. If someone was handicapped and could not walk I am not sure what they would do. Most likely they would be confined to a life at home. Even I had trouble walking down the hills. I was always in fear that I would slip and fall. Most likely a psychological block because others, especially Palestinian women, could walk down in high heels! But, they have had years of practice. One positive thing I can say about the hills is that they helped maintain my leg strength for running (which I couldn't do at all in TR).
At the top of the hill we passed another checkpoint with armed soldiers stationed at both sides of the street. Directly across from us where the road dead ends sat two ISMers keeping watch over the soldiers. Up the hill to the left sat the TR settlement. The soldiers here are basically useless and their job seemed to be to harrass Palestinians instead of providing protection to anyone. Eventually I would see them day after day playing around with each other, pointing guns as a game at women and children who walked by, stopping young Palestinian men to ask them to lift their shirts and trouser cuffs as though they were equipped with bombs.
Across from the settlement is a Palestinian home. We were told that we are not allowed to walk up that direction passed a certain point. Even the Palestinian's family members are not allowed to enter the family's home that way. Instead they must walk all the way around the back. About a 15 minute extra walk. Just the beginning of the absurd things I would hear about and witness with my own eyes.
Off in other direction was the international apartment. Atop the apartment was a roof with the most incredible view of Hebron as well as the areas we would patrol.
Across the street was the community center where I would begin teaching my classes.
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