Role of Higher Education in Promoting the Palestinian Identity: AAUJ as a Case Study رسالة ماجستير

Abstract

This work examines the role of Palestinian higher education in promoting the Palestinian identity. It takes the Arab American University– Jenin as a Case Study. Chronicling all the crises and transformations that the Palestinian Identity has undergone, the present work focuses on post-Oslo Palestine, a stage typically identified with a decline of political awareness. Year 1993 was a turning point in the history of the Palestinian Cause, with Oslo Accords– and the ensuing concessions– threatening the fundamental principles of the Palestinian identity. The Palestinian politics has reached a critical predicament, which has produced a disoriented state and mixed up mystification in terms of identity and national existence. The study consists of six chapters, in addition to the results and recommendations. I set out from the assumption that university curriculum, faculty members, student movements and university administration do not play a role in promoting Palestinian identity. The author utilized both quantitative and qualitative approaches. The main method was a questionnaire that gathered information from students on the role of university curriculum, faculty members, student movements and university administration in promoting national identity. The sampling included 435 respondents (420 students and 15 employees from the AAUJ). The secondary tool involved personal vi interviews and focus groups. Data were analyzed using t-test for independent samples, one-way analysis of variance (ANOVA), least significant difference (LSD) test, and correlations coefficients. The findings suggest that the role of higher education in promoting the Palestinian identity received an average rating of 2.77 with a standard deviation of 2.11. On Likert scale, this is a moderate rating of that role. The results suggest that the most influential factor in the promotion of national identity is the faculty members, with a mean of 2.96. In contrast, the rating for the role of the student movements in promoting the Palestinian identity was the lowest, at 2.56. The analysis found no statistically significant differences at an alpha level of α = 05.0 associated with ‗gender‘ and ‗place of residence‘ in relation to the role of higher education in promoting the Palestinian identity. The factor ‗gender‘ has a significant bearing on the views of students on the role of ‗Faculty Members‘ variable. The mean for females who drew a positive relationship between ‗Faculty Members‘ and promoting national identity is by far higher than the mean for males. On the other hand, the analysis suggested a statistically significant difference at an alpha level of α = 05.0 associated with ‗year of study‘, ‗political affiliation‘ and ‗faculty‘, except for the role of student movements within ‗year of study‘ and the role of the university administration with ‗political affiliation‘ and ‗faculty‘. Answers elicited from the interviews with academic and administrative staff suggest that the university should strike a balance between the academic content and the inclination to promote the national identity through the courses within the academic programs. A fundamental goal of the philosophy of education should focus on vii consolidating the notion of national identity. Being a link between the community and the students, the university is a channel for passing societal values to the students. The study concluded with a set of recommendations addressed to the AAUJ faculty members, students and administration. The faculty members, being the spearhead of national education, are advised to raise issues and prompt in-class discussions on patriotism and national identity. Impartial treatment, not based on political affiliation, is expected from professors. A responsible professor helps students develop a sense of identity, making them proudly identify with their patriotism. Professors can always encourage students to participate in non-curricular activities to enhance national awareness and critical thinking. The student movements must have an effective role in consolidating efforts in furtherance of the national aspirations of the students. In doing so, they should abandon partisan polarity, respect others, build tolerance and focus on issues of common national concerns. Part of the effort should be channeled to help survive the adverse effects of the Palestinian internal divide and the decadence within the parties, which affected the performance of the movements, in order to regain the confidence lost between students and student councils. It is also critical at this stage to appreciate the global changes associated with technology and cyber networking. The student movements must be resilient and able to utilize technology and social networks in educating students about their national identity. It is very important to have a combination of academic courses and courses related to the Palestinian politics, culture, identity, history and heritage. The university viii administration should cooperate more with the students and maintain more effective communication, feedback and discussion of matters of mutual interest. It can streamline procedures for effective participation in national, social and cultural events. Part of the academic content should be designed to help students identify with their national politics, history and heritage. The university can, for example, draw strategic plans and allocate all the financial resources needed to create departments for social sciences and research, human development, humanities and literature. These are needed to understand the historical context and the different stages for the evolution of the Palestinian identity. It is also necessary for AAUJ to draw policies that would assimilate the 1948 students within the surrounding community, together with students from the West Bank and Jerusalem. Integration-oriented activities, such as seminars and other gatherings, would be a unique opportunity for students from different backgrounds to get to know others. Palestinian nationalism national should be a shared and unifying authority for all.

This work examines the role of Palestinian higher education in promoting the Palestinian identity. It takes the Arab American University– Jenin as a Case Study. Chronicling all the crises and transformations that the Palestinian Identity has undergone, the present work focuses on post-Oslo Palestine, a stage typically identified with a decline of political awareness. Year 1993 was a turning point in the history of the Palestinian Cause, with Oslo Accords– and the ensuing concessions– threatening the fundamental principles of the Palestinian identity. The Palestinian politics has reached a critical predicament, which has produced a disoriented state and mixed up mystification in terms of identity and national existence. The study consists of six chapters, in addition to the results and recommendations. I set out from the assumption that university curriculum, faculty members, student movements and university administration do not play a role in promoting Palestinian identity. The author utilized both quantitative and qualitative approaches. The main method was a questionnaire that gathered information from students on the role of university curriculum, faculty members, student movements and university administration in promoting national identity. The sampling included 435 respondents (420 students and 15 employees from the AAUJ). The secondary tool involved personal vi interviews and focus groups. Data were analyzed using t-test for independent samples, one-way analysis of variance (ANOVA), least significant difference (LSD) test, and correlations coefficients. The findings suggest that the role of higher education in promoting the Palestinian identity received an average rating of 2.77 with a standard deviation of 2.11. On Likert scale, this is a moderate rating of that role. The results suggest that the most influential factor in the promotion of national identity is the faculty members, with a mean of 2.96. In contrast, the rating for the role of the student movements in promoting the Palestinian identity was the lowest, at 2.56. The analysis found no statistically significant differences at an alpha level of α = 05.0 associated with ‗gender‘ and ‗place of residence‘ in relation to the role of higher education in promoting the Palestinian identity. The factor ‗gender‘ has a significant bearing on the views of students on the role of ‗Faculty Members‘ variable. The mean for females who drew a positive relationship between ‗Faculty Members‘ and promoting national identity is by far higher than the mean for males. On the other hand, the analysis suggested a statistically significant difference at an alpha level of α = 05.0 associated with ‗year of study‘, ‗political affiliation‘ and ‗faculty‘, except for the role of student movements within ‗year of study‘ and the role of the university administration with ‗political affiliation‘ and ‗faculty‘. Answers elicited from the interviews with academic and administrative staff suggest that the university should strike a balance between the academic content and the inclination to promote the national identity through the courses within the academic programs. A fundamental goal of the philosophy of education should focus on vii consolidating the notion of national identity. Being a link between the community and the students, the university is a channel for passing societal values to the students. The study concluded with a set of recommendations addressed to the AAUJ faculty members, students and administration. The faculty members, being the spearhead of national education, are advised to raise issues and prompt in-class discussions on patriotism and national identity. Impartial treatment, not based on political affiliation, is expected from professors. A responsible professor helps students develop a sense of identity, making them proudly identify with their patriotism. Professors can always encourage students to participate in non-curricular activities to enhance national awareness and critical thinking. The student movements must have an effective role in consolidating efforts in furtherance of the national aspirations of the students. In doing so, they should abandon partisan polarity, respect others, build tolerance and focus on issues of common national concerns. Part of the effort should be channeled to help survive the adverse effects of the Palestinian internal divide and the decadence within the parties, which affected the performance of the movements, in order to regain the confidence lost between students and student councils. It is also critical at this stage to appreciate the global changes associated with technology and cyber networking. The student movements must be resilient and able to utilize technology and social networks in educating students about their national identity. It is very important to have a combination of academic courses and courses related to the Palestinian politics, culture, identity, history and heritage. The university viii administration should cooperate more with the students and maintain more effective communication, feedback and discussion of matters of mutual interest. It can streamline procedures for effective participation in national, social and cultural events. Part of the academic content should be designed to help students identify with their national politics, history and heritage. The university can, for example, draw strategic plans and allocate all the financial resources needed to create departments for social sciences and research, human development, humanities and literature. These are needed to understand the historical context and the different stages for the evolution of the Palestinian identity. It is also necessary for AAUJ to draw policies that would assimilate the 1948 students within the surrounding community, together with students from the West Bank and Jerusalem. Integration-oriented activities, such as seminars and other gatherings, would be a unique opportunity for students from different backgrounds to get to know others. Palestinian nationalism national should be a shared and unifying authority for all.