Mixed Towns Trapped Communities

Modern urban spaces are, by definition, mixed socio-spatial configurations. In many ways, their enduring success and vitality lie in the richness of their ethnic texture and ongoing exchange of economic goods, cultural practices, political ideas and social movements. This mixture, however, is rarely harmonious and has often led to violent conflict over land and identity. Focusing on mixed towns in Israel/Palestine, this insightful volume theorizes the relationship between modernity and nationalism and the social dynamics which engender and characterize the growth of urban spaces and the emergence therein of inter-communal relations. For more than a century, Arabs and Jews have been interacting in the workplaces, residential areas, commercial enterprises, cultural arenas and political theatres of mixed towns. Defying prevailing Manichean oppositions, these towns both exemplify and resist the forces of nationalist segregation. In this interdisciplinary volume, a new generation of Israeli and Palestinian scholars come together to explore ways in which these towns have been perceived as utopian or dystopian and whether they are best conceptualized as divided, dual or colonial. Identifying ethnically mixed towns as a historically specific analytic category, this volume calls for further research, comparison and debate.

Binational cities play a pivotal role in situations of long-term conflict, and few places have been more marked by the tension between intimate proximity and visceral hostility than Jaffa, one of the "mixed towns" of Israel/Palestine. In this nuanced ethnographic and historical study, Daniel Monterescu argues that such places challenge our assumptions about cities and nationalism, calling into question the Israeli state’s policy of maintaining homogeneous, segregated, and ethnically stable spaces. Analyzing everyday interactions, life stories, and histories of violence, he reveals the politics of gentrification and the circumstantial coalitions that define the city. Drawing on key theorists in anthropology, sociology, urban studies, and political science, he outlines a new relational theory of sociality and spatiality.

As one of the smallest and most densely populated countries in the world, the State of Israel faces serious land policy challenges and has a national identity laced with enormous internal contradictions. In Land Law and Policy in Israel, Haim Sandberg contends that if you really want to know the identity of a state, learn its land law and land policies. Sandberg argues that Israel's identity can best be understood by deciphering the code that lies in the Hebrew secret of Israeli dry land law. According to Sandberg, by examining the complex facets of property law and land policy, one finds a unique prism for comprehending Israel's most pronounced identity problems. Land Law and Policy in Israel explores how Israel's modern land system tries to bridge the gaps between past heritage and present needs, nationalization and privatization, bureaucracy and innovation, Jewish majority and non-Jewish minority, legislative creativity and judicial activism. The regulation of property and the determination of land usage have been the consequences of explicit choices made in the context of competing and evolving concepts of national identity. Land Law and Policy in Israel will prove to be a must-read not only for anyone interested in Israel but also for anyone who wants to understand the importance of land law in a nation's life.

This book focuses on linguistic landscapes in present-day urban settings. In a wide-ranging collection of studies of major world cities, the authors investigate both the forces that shape linguistic landscape and the impact of the linguistic landscape on the wider social and cultural reality. Not only does the book offer a wealth of case studies and comparisons to complement existing publications on linguistic landscape, but the editors aim to investigate the nature of a field of study which is characterised by its interest in ‘ordered disorder’. The editors aspire to delve into linguistic landscape beyond its appearance as a jungle of jumbled and irregular items by focusing on the variations in linguistic landscape configurations and recognising that it is but one more field of the shaping of social reality under diverse, uncoordinated and possibly incongruent structuration principles.

Mixed city is a term widely used in Israel to describe areas occupied by both Jewish and Arab communities. In a critical examination of such cities, the author shows how a clear spatial and mental division exists between Arabs and Jews in Israel, and how the occurrence of such communities is both exceptional and involuntary. Looking at Jewish-Arab relations in Israel in the context of the built environment, it is argued that there are complex links between socio-political relations and the production of contested urban space. The case study of one particular Jewish-Arab "mixed city", the city of Lod, is used as the platform for wider theoretical discussion and political analysis. This city has great significance in the present global context, as more and more cities are becoming polarized, ghettoized, and fragmented in surprisingly similar ways. This book examines the visible planning apparatuses and the "hidden" mechanisms of social, political, and cultural control involved in these processes. Focusing on the spatialities of power, this book brings to the fore a critical discussion of the urban processes that shape Jewish-Arab "mixed cities" in Israel, and will be of interest to students and scholars of Urban Studies, Middle East Studies and Politics in general.

A comparative look at how discrimination is experienced by stigmatized groups in the United States, Brazil, and Israel Racism is a common occurrence for members of marginalized groups around the world. Getting Respect illuminates their experiences by comparing three countries with enduring group boundaries: the United States, Brazil and Israel. The authors delve into what kinds of stigmatizing or discriminatory incidents individuals encounter in each country, how they respond to these occurrences, and what they view as the best strategy—whether individually, collectively, through confrontation, or through self-improvement—for dealing with such events. This deeply collaborative and integrated study draws on more than four hundred in-depth interviews with middle- and working-class men and women residing in and around multiethnic cities—New York City, Rio de Janeiro, and Tel Aviv—to compare the discriminatory experiences of African Americans, black Brazilians, and Arab Palestinian citizens of Israel, as well as Israeli Ethiopian Jews and Mizrahi (Sephardic) Jews. Detailed analysis reveals significant differences in group behavior: Arab Palestinians frequently remain silent due to resignation and cynicism while black Brazilians see more stigmatization by class than by race, and African Americans confront situations with less hesitation than do Ethiopian Jews and Mizrahim, who tend to downplay their exclusion. The authors account for these patterns by considering the extent to which each group is actually a group, the sociohistorical context of intergroup conflict, and the national ideologies and other cultural repertoires that group members rely on. Getting Respect is a rich and daring book that opens many new perspectives into, and sets a new global agenda for, the comparative analysis of race and ethnicity.

Teaching to Difference? The Challenges and Opportunities of Diversity in the Classroom offers a comparative perspective on the pedagogical and cultural issues in managing differences and diversity in the classroom. Using reflections and experiential analysis, the volume presents perspectives on the experiences of teaching and learning through differences of race/ethnicity, culture, sexual orientation and gender, language, special needs and geography, from contexts such as the United States, Canada, New Zealand and Israel. The reflections are presented from the viewpoint of minority teaching professionals and white educators teaching diverse student populations ranging from K-12 to college students and pre-service teachers. This volume provides a lens into the questions, reflections, and experiences of teachers and practitioners when they encounter difference in the classroom. The essays highlight the trepidation and frustration educators feel when they perceive themselves to be ill-prepared for diversity in their classrooms. However, there are also essays of triumph and success when teachers feel they have reached their students in a meaningful way. Additionally, through the experiences depicted, teachers describe their processes of connecting to students, how they determined what worked and did not work in their journey, and what they learned from the experience that continues to impact them.