The word “occupation” is not heard in classrooms on the Hebrew University campus, at the heart of Palestinian East Jerusalem. The “war outside” is not spoken of. Israeli and Palestinian students unsettle this denial for the first time in a practice-led course on human rights in the reality around them. Readers join the students for a walking tour of the Palestinian neighborhoods surrounding the Mt. Scopus campus. They explore the complex relations between education, civil engagement, and the occupation, which present themselves in the Palestinian neighborhoods of Issawiyye, Sheikh Jarrah, and Lifta. These relations then make their way into the classroom where Palestinian and Israeli students engage with one another for the first time.

The word “occupation” is not heard in classrooms on the Hebrew University campus, at the heart of Palestinian East Jerusalem. The “war outside” is not spoken of. Israeli and Palestinian students unsettle this denial for the first time in a practice-led course on human rights in the reality around them. Readers join the students for a walking tour of the Palestinian neighborhoods surrounding the Mt. Scopus campus. They explore the complex relations between education, civil engagement, and the occupation, which present themselves in the Palestinian neighborhoods of Issawiyye, Sheikh Jarrah, and Lifta. These relations then make their way into the classroom where Palestinian and Israeli students engage with one another for the first time.

Whether planning a new course or searching for new teaching ideas, this collection is an indispensable compendium for anyone teaching the Arab-Israeli conflict.

Boycott Theory for Palestine aims to advance academic boycott, divestment, and sanctions (BDS) by presenting the fullest and most sophisticated justification for it yet given, demonstrating how the boycott relates to current debates within contemporary political and intellectual life.

The Conflict over the Conflict offers a unique view of the threat to free speech, academic freedom, and the future of the academy posed by those on both sides of the Israel/Palestine campus debate.

Explores how American youth are indoctrinated with Zionist mythology and how to intervene in that process by teaching about Palestine. It argues that as the relationship between Zionist education and the Israel lobby continues to be strong, it is necessary to correct the misrepresentations that infiltrate Western culture.

How is the Israel/Palestine question narrated in Western academia? What ideas dominate the key textbooks on the subject and what is presented as 'truth'? This book answers these critical questions. It is widely known that Western support of Israel played a vital role in the realization of Zionist objectives in Palestine. But academic support of Israel in the West has been a neglected issue, with Western academic knowledge being regarded as impartial and objective. This book reveals that this understanding of Western academic knowledge is wrong when it comes to the Israel/Palestine question. Rather, knowledge has been biased, misleading, and dogmatic and Western college students are subscribing to 'factual histories' based on theories at best, if not fiction. The book is the first empirical investigation able to document this partial reporting of history. Seyed Hadi Borhani examines the most popular college-level textbooks used to teach the history of the Israel/Palestine in Western universities, combining 'textbook analysis' (to determine how the dominant academic texts report the question) and a 'context analysis' (to identify who 'manufactures' the dominant knowledge). The book provides a historical map of how the Israel-Palestine conflict is understood in the West. The book can be used as a critique for students and professors to use alongside textbooks and is a vital and much-needed intervention into the state of affairs in Western academia.