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תוכן העניינים

This article is a product of in-depth research in Yaffa, The Arab Democratic School that was carried out in 2004/05, as part of a study on alternative Arab education in Israel. Its aim, beyond telling the story of Yaffa, is to explicate the motivations that underlay this initiative, and to examine parental choice amongst the disadvantaged. We ask how the Arabs' parental choice is affected by their (marginalised) social location, by how far they are from the dominant culture, and by their (in)capacity to make a difference. Apparently, to make a choice is a multidimensional act, reflecting the Palestinian citizens' resistance to their marginalisation and unwillingness to be subjugated through non-democratic educational perceptions. Their positionality resonates in Yaffa, as an act of intervention, and their search for an alternative reality where democratic education is not and cannot be separated from the Palestinian citizens' need to imagine themselves as Arabs.

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The main question that is discussed in this paper is the way in which the Ministry of Education in Israel dealt with the changes in the political reality, and the shift from violent relations towards the possibility of peace agreements between Israel and its neighbours and the Palestinians. Drawing on the analysis of official documents – Director General Directives (DGDs) – this paper asks how the possibility for peace was understood by the Ministry of Education and how the role of the education system and educators was defined. It also asks to what extent changes in the political reality have altered the dominant discourses (militarism and peace-loving society) while making room for a more positive form of peace education. The analysis reveals that the changes in political reality have led to the articulation of two unique responses, alongside the dominant discourses. They are peace as a surprise and peace as a disturbance. This paper focuses on these two responses and the ways in which they correspond to the militaristic culture and the image of Israel as a peace-loving society, and how they might shape peace education.

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This book focuses on linguistic landscapes in present-day urban settings. In a wide-ranging collection of studies of major
world cities, the authors investigate both the forces that shape linguistic landscape and the impact of the linguistic landscape on the wider social and cultural reality.

Contents
Introduction by Eliezer Ben-Rafael, Elana Shohamy, Monica Barni
Part I: LL multilingualisms
1. Monica Barni and Carla Bagna: Linguistic Landscapes and language vitality; 2. Jeffrey L. Kallen and Esther Kallen:
Language and inter-language in urban Irish and Japanese linguistic landscapes; 3. Yael Guilat: “The Holy Ark in the
Street”
Part II: Top-down, power and reactions
4. Shoshi Waksman and Elana Shohamy: Decorating the city of Tel Aviv-Jaffa for its centennial; 5. Theo du Plessis:
Bloemfontein/Mangaung, ‘City on the move’; 6. Jia Jackie Lou: Chinese on the side; 7. Heiko Marten: LL under Strict State
Language Policy; 8. Aneta Pavlenko: Linguistic landscape of Kyiv , Ukraine
Part III: Benefits of LL
9. Adam Jaworski and Simone Yeung: Life in the Garden of Eden; 10. Jennifer Leeman and Gabriella Modan: Selling the
City; 11. David Malinowski: Showing Seeing in the Korean Linguistic Cityscape
Part IV: Perceptions of passers-by
12.Jokin Aiestaran, Jasone Cenoz and Durk Gorter: Multilingual cityscapes; 13. Nira Trumper-Hecht: LL in Mixed Cities
in Israel from the Perspective of ‘Walkers’; 14. Rebecca Garvin: Responses to the Linguistic Landscape in Memphis,
Tennessee
Part V: Multiculturalism in LL
15. François Bogatto and Christine Helot: Linguistic Landscape and Language Diversity in Strasbourg; 16. Robert
Blackwood: Marking France’s public space; 17. Gerda de Klerk and Terrence G. Wiley: Linguistic landscape as
multi-layered representation; 18. Eliezer Ben-Rafael and Miriam Ben-Rafael: Diaspora and returning diaspora

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From texting and social networking sites to after-school activities, young people have many opportunities to interact with one another, and yet loneliness and isolation trouble today’s youth in increasing numbers. Many children and teens report feeling lonely even in the midst of family and friends, and childhood loneliness is a prime risk factor for adult alienation.

The book illuminates seldom-explored experiences of social isolation among young people as well as the frustrations of the parents and teachers who wish to help. This book conceptualizes loneliness not simply as the absence of social connections, but as a continuum of developmental experience, often growing out of the conflict between opposite needs: to be like one’s peers yet be one’s unique self. The book draws clear distinctions between loneliness and solitude and identifies genetic and environmental characteristics (i.e., social, psychological, familial, and educational as well as disabilities and special educational needs) focusing attention on factors that can be reinforced to help children become more resilient and less isolated. In addition, therapeutic approaches are described that challenge loneliness by encouraging empowerment, resilience, and hope, from proven strategies to promising tech-based interventions.

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