The Voice of Silence: Patterns of Digital Participation Among Palestinian Women in East Jerusalem

Facebook is one of the world’s largest social networks, with more than 2,7 billion active users globally. It is also one of the most dominant platforms and one of the platforms most commonly used by Arabs. However, connecting via Facebook and sharing content cannot be taken for granted. While many studies have focused on the role played by networked platforms in empowering women in the Arab world in general and on feminist movements in the Arab Spring, few have explored Palestinian women’s use of Facebook. During and after the Arab Spring, social media was used as a tool for freedom of expression in the Arab world. However, Palestinians in East Jerusalem using social media witnessed a decrease in freedom of expression, especially after the Gaza war in 2014. This article focuses on the Facebook usage patterns and political participation of young adult Palestinian women living in the contested space of East Jerusalem. These women live under dynamic power struggles as they belong to a traditionally conservative society, live within a situation of intractable conflict, and are under state control as a minority group. Qualitative thematic analysis of 13 in-depth interviews reveals three patterns of usage, all related to monitoring: state monitoring, kinship monitoring, and self-monitoring. The article conceptualises these online behaviours as “participation avoidance,” a term describing users’ (non-)communicative practices in which the mundane choices of when, why, and how to <em>participate </em>also mirror users’ choices of when, why, and how to <em>avoid</em>.

MODERNIZATION EXPERIENCES IN PUBLIC EDUCATION SCHOOLS LIMITS OF THEIR EMPLOYMENT IN JERUSLAEM/ PALESTINE

The study aimed to identify learning from successes in public education schools in the East Jerusalem, and to uncover the effect of learning factors from successes in achieving learning from successes and determining their competitive advantage. The researchers followed the descriptive and analytical approach for its relevance to this study, and the researchers used the study tool (in-depth personal interview) With a sample of public education school principals in the West Bank in Palestine. The study focused on three main axes: 1. The first axis: learning from past successes retrospectively. 2. The second axis: the journey after the learning question: the future method. 3. The third axis: learning about learning: identifying and transmitting learning patterns at the individual and group levels. Each of these axes included a set of related questions that deal with the subject of the study. The results of the study showed the importance of learning from the successes in public education schools, following the success factors in achieving the desired goals, employing strategic planning, raising the motivation of human resources and the level of their personal and professional competencies, and following the methods of evaluation, evaluation and follow-up in school achievements. The researchers recommended the necessity of analyzing the school environment and identifying strengths and weaknesses in order to identify and follow success factors, and to invest and transfer creative and innovative ideas in employing success factors and achieving respiratory advantage.

THE IMPACT OF MOTIVATION ON ORGANIZATIONAL BEHAVIOR

The study aimed to identify the impact of motivation on organizational behaviour. The descriptive analytical approach was used, through a questionnaire that included four axes. The study sample included (54) teachers working in two secondary schools based in East Jerusalem. The data was processed using the statistical analysis program (SPSS), and the Pearson test was used to determine the extent of the association, in addition to the ANOVA test to examine the research hypotheses. The results indicated that the most important manifestations of incentives and their impact on organizational behaviour from the teachers' point of view are they receive transportation allowances to and from school, secondly, the school also engages them in development courses as needed, and thirdly, it involves teachers in making special decisions. It also showed that the most important manifestations of organizational behaviour from the teachers' point of view is represented in that the school occupies advanced results at the academic level, and that the school is progressing in its performance during the current year, and their sense of respect and appreciation from all employees in their institution. As for the hypotheses, the study showed that there were no statistically significant differences in the degree of motivation and its impact on organizational behaviour due to the variables of gender and academic qualification, and showed that there are statistically significant differences in the degree of motivation and its impact on the organizational behaviour due to the variable of age and in favour of teachers whose age is (less than 30), and there are statistically significant differences due to the variable years of experience, and in favour of teachers who have years of experience (5 to less than 10). The study recommended working on preparing a system of incentives and renewing it according to the conditions in which the school is active and according to the characteristics of any individual at work, away from personal relationship, justice. Motivation should focus on teachers who are less than 30 years old. Incentives should be provided to teachers with years of experience (5 to less than 10), finally, the study recommends conducting more studies and research on how incentives affect organizational behaviour‎‎.‎

ATTITUDES OF SECONDARY SCHOOL TEACHERS IN EAST JERUSALEM TOWARDS EMPLOYING THE PORTFOLIO AS AN ALTERNATIVE ASSESSMENT TOOL IN TEACHING

The study aimed to identify the attitudes of secondary school teachers in East Jerusalem towards employing the achievement file "Portfolio" as an alternative assessment tool in teaching, according to gender variables, years of service, educational material, and the classes they teach. To verify the objectives of the study, the two researchers used the descriptive analytical method by constructing a questionnaire whose number of paragraphs was (15) paragraphs. The questionnaire was applied to a sample of (143) male and female teachers, from the study community consisting of (780) male and female teachers. The results of the study concluded that the attitudes of secondary school teachers in East Jerusalem towards employing the achievement file "Portfolio" as an alternative assessment tool were positive and to a medium degree, and that the overall tool obtained an arithmetic mean of (3. 40), as well as the presence of statistically significant differences due to the variables of gender, years of service and subject education and the classes they teach, came for the benefit of female teachers, long-serving teachers, 12th grade teachers, and also for teachers of subjects other than science, mathematics and languages.

ATTITUDES OF SECONDARY SCHOOL TEACHES IN EAST JERUSALEM TOWARDS EMPLOYING ALTERNATIVE ASSESSMENT STRATEGIES IN TEACHING

The study aimed to identify the attitudes of secondary school teachers in East Jerusalem towards employing alternative assessment strategies in teaching, according to gender variables, years of service, educational material, and the classes they teach. In order to verify the objectives of the study, the researchers used the descriptive analytical approach by adopting a questionnaire (Bani Khalaf, 2019) with some modifications to be made in line with the current study, and the number of its paragraphs reached (32) paragraphs distributed over three areas. The questionnaire was applied to a sample of (143) teachers male and female, from the study community consisting of (780) male and female teachers. The results of the study concluded that the attitudes of secondary school teachers in East Jerusalem towards employing alternative assessment strategies were positive and to a large extent, with the overall tool obtaining an arithmetic mean of (3.74), as well as the presence of statistically significant differences due to gender variables, years of service, educational material, and grades that were taught. The results showed positive statistical differences in favor of females with the variable of gender and for those with longer experience among teachers of the twelfth grade, The results showed positive statistical differences in favor of females with the variable of gender and for those with longer experience among teachers of the twelfth grade and in favor of teachers of other subjects over teachers of science, mathematics and languages. Keywords: Attitudes, High Schools In East Jerusalem, Alternative Assessment Strategies

‘Your daily reality is rubbish’: Waste as a means of urban exclusion in the suspended spaces of East Jerusalem

Drawing on ethnographic and visual research, this article examines the role of waste in two areas of occupied East Jerusalem cut off from the city by the Separation Wall and military checkpoints, Kufr Aqab and Shuafat Refugee Camp as well as their immediate surroundings. In asking how urban exclusion operates on the margins of the city, we argue that rubbish can disclose broader socio-spatial relations at work in Jerusalem from the ground up. We find that waste serves to reduce the ambiguity at work in these interstitial zones by furthering exclusion – it operates through the urban everyday where the legal and political situations are in suspension. Conceptually, we contribute to the discussion on spatial stigma associated with infrastructural violence by arguing for a multi-layered understanding of the way waste ‘works’ in urban exclusion. Three registers mutually constitute each other in this process: the materiality of waste with its embodied and affective interactions, the symbolic and discursive violence associated with waste, as well as spatialised stigma and bordering processes.