Protesting for Human Rights in the Occupied Palestinian Territory: Assessing the Challenges and Revisiting the Human Rights Defender Framework

Jaraisy, Raghad; Feldman, Tamar

doi:10.1093/jhuman/hut021

Cited by 5 publications

(4 citation statements)

References 2 publications

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“…The importance of family and community, including the schools in which they work, may very well explain Arab teachers' over-commitment at work in this study. In a previous study, Arab female teachers were found to view their commitment to work at school as an extension of their commitment and loyalty to their home [70]. Hence, one can argue that they might experience an exacerbated sense of work-home conflict, which could in turn, have a negative impact on their sense of well-being.…”

Section: Discussionmentioning

confidence: 95%

“…Arab teachers who experience home-work conflict should receive training in developing and practicing coping strategies and tools to separate work and their personal lives. To support teacher self-efficacy, Arab school leaders may consider providing formative feedback on their performance, asking teachers about resources needed, including time management skills and supporting teachers through relevant professional development opportunities [48,70].…”

Section: Discussionmentioning

confidence: 99%

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Arab Teachers’ Well-Being upon School Reopening during COVID-19: Applying the Job Demands–Resources Model

et al. 2023

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Once the major threat of the COVID-19 pandemic diminished, schools reopened, and teachers once again had to cope with unprecedented challenges. The impact of these challenges on the emotional well-being of Arab teachers, who have a unique set of challenges within the Israeli school educational system, has received little attention in the recent literature. In this cross-sectional study, we examined 300 Arab teachers’ well-being in Israel in May 2021, three months after schools were reopened. All study hypotheses were confirmed. Findings indicate the need to promote a sense of well-being among Arab teachers in stressful conditions and to design solutions specifically tailored to support them in accordance with their cultural and social characteristics. Israel’s Ministry of Education should encourage school administrators to seek ways to provide a supportive environment for Arab teachers in school environments in order to improve their performance and retention, and maintain their well-being.

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Section: Discussionmentioning

confidence: 95%

Section: Discussionmentioning

confidence: 99%

Arab Teachers’ Well-Being upon School Reopening during COVID-19: Applying the Job Demands–Resources Model

et al. 2023

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“…Incarceration itself has been a means for Israel to remove political activists from Palestinian society (Ron 2000; Nashif 2008), including those who are physically non-violent (Peteet 2009; Jaraisy and Feldman 2013). While in custody, these Palestinians are often denied family visits, as explained above, and the IPS highly restricts their access to media sources and books (IPS Commission Ordinance 03.02.00, Arts.…”

Section: Israel's Divide-and-rule Apparatusmentioning

confidence: 99%

Rights as a Divide-and-Rule Mechanism: Lessons from the Case of Palestinians in Israeli Custody

Viterbo¹

2018

Law soc. inq.

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Critics have highlighted the complicity of human rights law in mass disempowerment and domination—a criticism equally applicable to child law. This article investigates this issue, as evidenced by three recent developments that Israel has justified by invoking these legal frameworks: an increased separation of Palestinian adults and children in Israeli custody; the Israeli legal system's growing preoccupation with “rehabilitating” the now-segregated Palestinian children; and the Israeli authorities' ever-diminishing interest in such rehabilitation for adult Palestinian prisoners. By canvassing the legal architecture, judicial rationalizations, adverse effects, and sociopolitical context of these developments, this article foregrounds their divide-and-rule logic and structure of driving a generational wedge between Palestinians and potentially weakening their political ties, solidarity, and resistance.

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“…The intention of throwing stones against tanks as a reaction to previous aggressions is closer to an expression of anger and frustration than a clear expectation to stop such aggression by hurting Israeli soldiers. 32 In such a scenario, it is actually still feasible for a defender to be considered a defender despite the fact that he or she might engage in actions that could be considered ethically unacceptable in other contexts. In other words, it is not about losing the protection that a defender deserves, but about the ethical acceptance of such behaviour, which should be determined by understanding the broader relational context within which the defender works.…”

Section: Human Rights Practice and Ethicsmentioning

confidence: 99%

Towards developing a critical and ethical approach for better recognising and protecting human rights defenders

Fernández¹,

Patel

2015

The International Journal of Human Rights

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Protesting for Human Rights in the Occupied Palestinian Territory: Assessing the Challenges and Revisiting the Human Rights Defender Framework

Cited by 5 publications

References 2 publications

Arab Teachers’ Well-Being upon School Reopening during COVID-19: Applying the Job Demands–Resources Model

Arab Teachers’ Well-Being upon School Reopening during COVID-19: Applying the Job Demands–Resources Model

Rights as a Divide-and-Rule Mechanism: Lessons from the Case of Palestinians in Israeli Custody

Towards developing a critical and ethical approach for better recognising and protecting human rights defenders

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