Course Content
Welcome to “A Crash Course on Media and Palestine”
This module facilitates participants in setting learning goals and joining the ice-breaker activity.
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Histories of Palestine
This module introduces participants to histories of Palestine through the lens of media history.
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Refugees & Returning
This module introduces participants to the world's oldest and largest refugee population.
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Open Classroom with …
In this module, participants will watch a TV documentary and interview a Palestinian journalist about their media work.
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International Law & the UN
This module introduces participants to international law, UN history, and the differences between the UN Security Council and UN General Assembly.
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Open Classroom with …
In this module, participants will interview a Palestinian-Lebanese scholar about their research on the UN.
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Israeli Apartheid
This module introduces participants to the framework of Israeli apartheid and how to apply this framework in analyzing visual media.
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Open Classroom with …
In this module, participants will interview an expert on Israeli apartheid and Palestinian human rights.
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Decolonizing Palestine
This module introduces participants to the concept of rainbow-washing by Israel in the media and counter narratives that resist rainbow-washing of the occupation in Palestine.
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Anti-Palestinian Media Bias
This module introduces participants to the concept of anti-Palestinian bias and how scholars study media bias through content analysis.
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Case Study: Framing Palestinians in News
In this module, participants will use activity deliverables from the previous module to join in a research exchange with students from LAU.
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Final Module for “A Crash Course on Media and Palestine”
This final module facilitates participants in the self-assessment of their learning about media and Palestine.
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Private: A Crash Course on Media and Palestine [beta version for CIL Fellowship]
About Lesson

As you read the following, consider this conclusion by UN-ESCWA (2017): “This report concludes that Israel has established an apartheid regime that dominates the Palestinian people as a whole.” (emphasis added).

This conclusion is based on “four domains” investigated by UN-ESCWA experts that fragment the Palestinian people whether they live as citizens of Israel; or are living as residents in the city of Jerusalem; or those, including refugees, living since 1967 under occupation in the West Bank and Gaza Strip; or those, including refugees or exiles, living outside territory under Israel’s control.

“This report finds that, taken together, the four domains constitute one comprehensive regime developed for the purpose of ensuring the enduring domination over non-Jews in all land exclusively under Israeli control in whatever category … The report concludes that the weight of the evidence supports beyond a reasonable doubt the proposition that Israel is guilty of imposing an apartheid regime on the Palestinian people, which amounts to the commission of a crime against humanity.” (emphasis added)

As you read, think about this question: How do the conclusions of the UN-ESCWA report (2017) help you define apartheid and help you think about the apartheid framework discussed by Hijab and Gassner (2017)?

UN-ESCWA (2017, March). Israeli practices toward the Palestinian people and the question of Apartheid. Retrieved from: https://electronicintifada.net/sites/default/files/2017-03/un_apartheid_report_15_march_english_final_.pdf

Hijab, N., and Gassner, I.J. (2017, April 12). Talking Palestine: What Frame of Analysis? Which Goals and Messages? Al Shabaka. Retrieved from: https://al-shabaka.org/commentaries/talking-palestine-frame-analysis-goals-messages/