Attitudes towards Palestinian resistance literature and practicing the resistance behavior of students and teachersJerusalem city as a model

Resumen

The term "Palestinian resistance literature" became popular after 1967, following the Israeli occupation of Palestine. The duty of Palestinian intellectuals towards their cause was to awaken the idle culture in the countryside, where they played a key role in shaping an advanced state of awareness. Attitudes are generally considered an introduction to people's behaviors, which requires the attention of governmental and non-governmental entities as they relate to many educational issues with students and teachers at schools. Therefore, it threatens the main objective that schools aim to attain, which is academic achievement within the suitable educational framework, in addition to its direct impact on social interaction between individuals and on society. Students and teachers are faced with various attitudes, resulting in different behavioral challenges. Attitudes represent the emotional dimension of educational goals; they are linked with the learner's feelings, sensations and emotions and how to be directed in the right path in order to accomplish the objectives of education. The study and identification of attitudes have been addressed by many specialists in the fields of humanities and sociology. The individual obtains his/ her attitudes from various sources including religion, traditions, media, family and school The main contributions of this thesis are firstly, to identify the attitudes of students towards the Palestinian resistance literature and to measure the degree of resistance behaviour among Palestinian students with test the role of some variables (gender, stage and place of residence) in determining students¿ attitudes and behaviour. Secondly, to identify the attitudes of teachers towards the Palestinian resistance literature and to measure the degree of resistance behaviour among Palestinian teachers with test the role of some variables (gender, specialisation, academic qualification and experience) in determining students¿ attitudes and behavior. To measure the attitudes and behavior of students and teachers we have built two questionnaires. First, for students, we developed two sections to measure a scale for students¿ attitudes towards Palestinian resistance literature comprised 58 items and the degree of practicing resistance behavior comprised 43 items based on Palestinian curricula and references related to Palestinian resistance literature. Second for teachers, we developed two sections to measure a scale for teachers¿ attitudes towards Palestinian resistance literature comprised 58 items and the degree of practicing resistance behavior comprised 43 items based on Palestinian curricula and references related to Palestinian resistance literature. The study population consisted of all students (n = 68,493) and teachers (n = 4,562) in the schools of Jerusalem. The sample was withdrawn using the cluster random method after obtaining the official records endorsed by the Ministry of Education for students registered in academic year 2012/2013. The sample consisted of 1,302 students and 299 teachers. we used the descriptive correlation method as a research methodology for this study. Results for students, this results indicates the special political and security conditions endured by Palestinian children under the Israeli occupation and its practices. However, we cannot undermine the key role of Palestinian resistance literature in influencing students' attitudes and culture. As expected, the results show that students prefer literature that relates them to their reality in light of the political conditions, and this indicates that students possess a wide literature background and they are well-informed of their Palestinian literature. In addition, Arabic language curricula taught at Palestinian schools comprise all aspects of Palestinian resistance literature including poetry, stories, plays and novels. Students are keen on learning this type of literature which represents their realistic and moral conditions. The results showed the degree of resistance behavior among Palestinian students in Jerusalem were low in al aspect: Peaceful demonstrations; civil society institutions; Boycotting Israeli products; Apartheid Separation Wall; Resistance media; Working in settlements. There are no statistically significant differences between average attitudes towards Palestinian literature among students in Jerusalem that are attributed to the gender variable. Contrary, there are statistically significant differences in attitudes towards Palestinian literature among students in Jerusalem that are attributed to the stage variable in favor of the elementary stage. The Palestinian curricula have featured resistance literature in an ascending manner from elementary to secondary stages. In addition, the results showed that students residing in refugee camps have better attitudes towards PRL than their peers. Perhaps this result can be attributed to the nature of development, particularly the social and political aspects, and the nature of communication for students at the refugee camp which is higher than that in the city or the village, as well as the fact that roughness and violence from the perspective of the environmental heritage are more influential in the camp community compared to that of the city and the village in our Arab society. Residents of Palestinian camps are called refugees, affecting them directly, especially students, so they head to Palestinian resistance literature more than the city or the village because it reminds them of the importance of returning to their original homes from which they were expelled There are statistically significant differences in resistance behavior among students in Jerusalem that are attributed to the gender variable. Male students in Arab societies are allowed more freedom than females to turn their attitudes into resistance behavior. In addition, there are statistically significant differences in resistance behavior among students in Jerusalem that are attributed to the stage variable in favor of the elementary stage. The elementary students undertake resistance behaviors against Israeli troops without planning or knowing the consequences, which poses a threat to their lives. Also we found there are statistically significant differences in resistance behavior among students in Jerusalem that are attributed to the residence variable in favor of refugee camp residents. The refugee camp children are more attracted to Palestinian resistance literature, and this reflects on their behavior towards Israeli troops more than those of the city and the village. Finally, the higher the attitudes towards Palestinian resistance literature, the more resistance behavior by students in Jerusalem. The Palestinian factions are working hard to recruit Palestinian students with high attitudes towards Palestinian resistance and utilize them to transform their attitudes into behavior against Israeli troops. Results for teachers, the results show that teachers' attitudes towards Palestinian resistance literature are high but their resistance behavior is low, which indicates that not all attitudes are transformed into behavior, because resistance behavior is a personal belief of the teacher, and daily life conditions force the Palestinian individual to compromise some national principles such as boycotting Israeli products (moderate) because the Palestinian individual knows that it is impossible to boycott Israeli products completely because no Palestinian or international alternatives are available, so he/ she has to buy some Israeli products sometimes. There are no statistically significant differences in attitudes towards resistance literature among teachers in Jerusalem that are attributed to the gender variable. The male and female teachers have passed courses about Palestinian resistance literature in Palestinian universities as well as Palestinian factions and parties which are active in Palestinian universities to recruit males and females to all forms of resistance. In addition, there are no statistically significant differences in attitudes towards resistance literature among teachers in Jerusalem that are attributed to the specialization variable. the specialization of the teacher is irrelevant to the attitudes towards Palestinian resistance literature Further, there are statistically significant differences in attitudes towards resistance literature among teachers in Jerusalem that are attributed to the qualification variable in favor of the bachelor's degree. There are statistically significant differences in attitudes towards resistance literature among teachers in Jerusalem that are attributed to the experience variable that differences were in favor of (5-10) years of experience. The years of experience play a key role in highlighting the significance of Palestinian resistance literature and following up on the latest updates this literature. In addition, there are statistically significant differences in resistance behavior among teachers in Jerusalem that are attributed to the gender variable and in favor of males. Contrary, there are no statistically significant differences in resistance behavior among teachers in Jerusalem that are attributed to the specialization variable. Furthermore, there are statistically significant differences in resistance behavior among teachers in Jerusalem that are attributed to the qualification variable were in favor of bachelor's degree. Resistance behavior among teachers is highly anticipated by all segments of the Palestinian society. the resistance behavior among teachers at the bachelor's stage is more active among young people. There are statistically significant differences in resistance behavior among teachers in Jerusalem that are attributed to the experience variable were in favor of (less than 5 years) experience. The resistance behavior is influenced by the expertise of teachers (5 years) when they are fresh graduates with connections with Palestinian factions. Finally we found there is a positive correlation between attitudes towards resistance behavior leading to detention and martyrdom, which means that the higher the attitudes towards Palestinian resistance literature, the more resistance behavior is practiced by teachers in Jerusalem.