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Abstract
Advocates of integration and cross cultural contact believe schools have a seminal role to play in perpetuating or breaking the cycle of violence and division in conflicted societies. Historically, segregated schools are the norm in such societies. An alternative educational model is provided through integrated schools—schools where children from different national, ethnic, or religious groups are deliberately educated together. Integrated schools are believed to be essential in contributing to the healing of the wounds that afflict conflicted societies, easing the path toward peace, reconciliation, and integration. The present study reports on interviews conducted with the three first cohorts of students which graduated from the only integrated school in Israel running through K12. The interviewees are shown to have been able to successfully negotiate present reigning societal believes in all that regards to the ethos of the conflict and adopt perspectives which help them overcome hatred, fear, and anger while recognizing present sociopolitical complexities and difficulties. All in all the schools? environment and educational practices seem to help counter the socio-psychological infrastructures which evolve in the context of intractable conflicts.
Notes
1. This study deals only with Palestinians citizens of Israel and not with those in the Palestinian Authority, and the terms ‘Palestinian-Arab’ and ‘Palestinian’ are used interchangeably. When the word Arab/s appears, it reflects the rhetoric of the interviewees or the Israeli bureaucracy. The Palestinians in Israel are a unique national indigenous minority which endures discriminatory government policies resulting in deprivation in almost all domains (Jamal Citation2007).