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Table of Contents
Intro; Contents; List of Contributors; List of Figures; List of Tables; 1: Introduction; References; 2: Engaged Academia in a Conflict Zone? Palestinian and Jewish Students in Israel; Introduction; Critical Race Theory, Colonialism, and Education in Israel; Methodology; Findings; Self-censorship of the Faculty; Discussion; Appendix: List of Community-Engaged Courses; References; 3: Power Structure and Everyday Life: Constructing a Position Toward the 'Other' in Jewish-Palestinian Encounters
4: Campus-Community Partnership in Professional Education: Architecture and Planning Students Reflect on Community-Engaged CoursesIntroduction; Community-Engaged Learning and Professional Education; The Program; Methodology; Students Reflect on Community-Engaged Professional Courses; Discussion; References; 5: From Personal to Critical Awareness and Active Engagement: Consciousness Shifts Among Students During Participation in an Academic Course; Introduction; Personal Awareness and Critical Consciousness; Theoretical Knowledge and Critical Consciousness
Social Identities, Power Relations, and Critical ConsciousnessActive Engagement and Critical Consciousness; The Program; Participants; Methodology; Personal Awareness; From Personal Awareness to Critical Consciousness; From Critical Consciousness to Active Engagement and Desire for Change; Discussion; References; 6: Building and Developing HaMesika Park: From Resistance to Collaboration; Toward the Slow Movement: From Fast Freeway to the Railway Park; Introduction; The Program; Fragments from a Collaborative Discourse; The Project in the Gonenim ("Katamonim"); From Text into Practice
Getting Rid of WallsChallenges and Achievements; Discussion; The Reading Station in the Railway Park; Conflicts in Jerusalem; From Activism to Community Development; Art or Community; Beit Safafa: Background; Creating a Joint Workgroup; Start-Up Event; A Surprising Design Session; Joint Design; Construction of the Library; Discussion; References; 7: Academic Engagement in Urban Regeneration Projects: Challenges in Building Students' Critical Professional Identity; 8: A Feminine Occupation? The Conflicts Inherent to Community Interpreting as Expressed by Female Student Interpreters
IntroductionCommunity Interpreting in Israel; The Program; Participants; Methodology; Community Interpreting as a Feminine Occupation; The Sense of Being Easily Replaceable; Coping with Emotions; Caring for Others; Struggling with Power: Leveraging the Power Embodied in the Role of Language Mediator; Postscriptum: The Course as a Catalyst of Personal Change; Discovering the Distinct Occupation of Community Interpreter; Discovering Some Personal, Social, and Political Implications; The Elephant in the Room; Discussion; References
4: Campus-Community Partnership in Professional Education: Architecture and Planning Students Reflect on Community-Engaged CoursesIntroduction; Community-Engaged Learning and Professional Education; The Program; Methodology; Students Reflect on Community-Engaged Professional Courses; Discussion; References; 5: From Personal to Critical Awareness and Active Engagement: Consciousness Shifts Among Students During Participation in an Academic Course; Introduction; Personal Awareness and Critical Consciousness; Theoretical Knowledge and Critical Consciousness
Social Identities, Power Relations, and Critical ConsciousnessActive Engagement and Critical Consciousness; The Program; Participants; Methodology; Personal Awareness; From Personal Awareness to Critical Consciousness; From Critical Consciousness to Active Engagement and Desire for Change; Discussion; References; 6: Building and Developing HaMesika Park: From Resistance to Collaboration; Toward the Slow Movement: From Fast Freeway to the Railway Park; Introduction; The Program; Fragments from a Collaborative Discourse; The Project in the Gonenim ("Katamonim"); From Text into Practice
Getting Rid of WallsChallenges and Achievements; Discussion; The Reading Station in the Railway Park; Conflicts in Jerusalem; From Activism to Community Development; Art or Community; Beit Safafa: Background; Creating a Joint Workgroup; Start-Up Event; A Surprising Design Session; Joint Design; Construction of the Library; Discussion; References; 7: Academic Engagement in Urban Regeneration Projects: Challenges in Building Students' Critical Professional Identity; 8: A Feminine Occupation? The Conflicts Inherent to Community Interpreting as Expressed by Female Student Interpreters
IntroductionCommunity Interpreting in Israel; The Program; Participants; Methodology; Community Interpreting as a Feminine Occupation; The Sense of Being Easily Replaceable; Coping with Emotions; Caring for Others; Struggling with Power: Leveraging the Power Embodied in the Role of Language Mediator; Postscriptum: The Course as a Catalyst of Personal Change; Discovering the Distinct Occupation of Community Interpreter; Discovering Some Personal, Social, and Political Implications; The Elephant in the Room; Discussion; References