Umm Salamuna Demo Proceeds, Despite IOF Interference

On Friday August 24 at 12:00pm around 40 Palestinians and 40 internationals gathered in Umm Salumuna, in the region of south Bethlehem, to protest the building of the apartheid wall. The village had been declared a military zone by the IOF, thus preventing anyone who didn’t live there from entering by road. However, this did not make it illegal to be present within the village because soldiers at the checkpoint did not present a map of the declared closed area. As a result of this restriction, the internationals and Palestinians who did not live in the village were forced to enter through grounds owned by a Palestinian from the area.

At the beginning of the demonstration the Palestinian community gathered for prayer on part of the site that had been destroyed for the building of the annexation wall. Following prayer a local religious leader called for internationals and Palestinians alike to raise their hands in supplication for the reclamation of land which is being stolen from the local landowners by the occupation forces.

Demonstrators in Umm Salamuna March Past Army Jeep

In contrast to previous occasions the protestors did not march uphill towards the line of awaiting soldiers, whose numbers had been substantially reinforced compared to last week, blocking the route to the wall of separation. Instead the non-violent demonstrators marched together past local houses, along the road used by bulldozers and other construction vehicles chanting slogans against the occupation. They proceeded along the main road where one Palestinian put an olive tree branch in between the aerial bracket and door of an IOF armored jeep, which resulted in the soldiers inside the jeep releasing two sound grenades into the crowd of demonstrators.

The first sound bomb struck an international demonstrator on the leg but thankfully caused no injury. The second, however, caused a middle aged man to collapse to the ground where he remained for a minute until he regained his composure and was able to rejoin the march with the assistance of his colleagues.

The march ended at the municipality building of Walaja, which will be demolished within several weeks. Israel will demolish the building because authorities claim the building had been built too close to the annexation wall. The non-violent resistance organizers in Umm Salumona continue to appeal for Palestinians, internationals and Israelis to support their efforts in opposing the yet unconstructed section of the apartheid wall in their region. Support for their regular Friday demonstrations would be greatly appreciated.

133rd Demonstration in Bil’in – IOF Violence Against Peaceful Demonstration

Bil’in 24 august 2007 video:

The 133rd consecutive demonstration against the illegal apartheid wall in bil’in took place today. The illegal wall segregates Palestinian farmers from their legitimately owned land depriving them of their livlihood and their economic means of survival.

With approximately 100 demonstrators participating, of these around 50 were international and Israeli, and the other 50 Palestinian, the demonstrated got underway following friday prayers at the local mosque. The demonstrators marched towards the olive groves chanting against the Wall, the occuption and the oppression they faced. Without reaching even 100 meters of the wall soldiers unleashed a barrage of tear gas and sound grenades at the non-violant group.

The demonstration lasted 1 hour and a half. During that time the demonstrators tried to persevere, despite the suffocating tear gas, and pushed on through to continue their demonstration. As the level of violance inflicted by the IOF steadily escalated, Palestinian youth responded to the military violance by exercising their legitimate right to resist the occupation and threw stones in response to the rubber bullets fired at them through the olive groves.

At one point, demonstrators were within 20 meters of the soldiers, and trying to reduce the aggression they faced, they sat down peacefully on the road. The soldiers replied by hurling 5 teargas bombs into the middle of the group of demonstrators. This caused the group to disperse leaving a few demonstrators behind. In the commotion caused by the soldiers, one Israeli activst was detained by the soldiers and dragged away.

The demonstrators eventually left in the same peaceful fashion that they arrived. Thankfully nobody was hurt.

Eyal Weizman Interview: Israel’s Oppressive Architecture of Occupation

Eyal Weizman interview: Israel’s oppressive architecture of occupation

The Migron settlement

Dissident architect Eyal Weizman explains the mechanics of Israel’s occupation of Palestine to Anindya Bhattacharyya

The occupied West Bank, 1999. A group of Israeli settlers complain that their mobile phone reception cuts out on a bend in a road from Jerusalem to their settlements.

The mobile phone company Orange agrees to put up an antenna on a hill overlooking the bend.

The hill happens to be owned by Palestinian farmers, but since mobile phone reception is a “security issue”, the mast construction can go ahead without the farmers’ permission.

Other companies agree to supply electricity and water to the construction site on the hill.

In May 2001 an Israeli security guard moves on to the site and connects his cabin to the water and electricity mains. Then his wife and children move in with him.

In March 2002 five more families join him to create the settler outpost of Migron. The Israeli ministry for construction and housing builds a nursery, while donations from abroad build a synagogue.

By mid-2006 Migron is a fully fledged illegal settlement comprising 60 trailers on a hilltop around the antenna, overlooking the Palestinian lands below.

This blow-by-blow account of just one example of the ongoing Israeli colonisation of Palestine appears in the opening pages of a fascinating new book by Eyal Weizman, the dissident Israeli architect.

Called Hollow Land: Israel’s Architecture of Occupation, it is an extraordinarily detailed account of exactly how the occupation works in practice, focusing on the physical organisation of space and the political dynamics that shape it.

The 300 page book is packed with fascinating diagrams and photographs that shed a revealing light on almost every aspect of the occupation.

Housing

It explains the way that housing projects in Jerusalem are clad with a specific kind of stone to give the houses a “Biblical” look, and the use of one-way mirrors at border posts in the West Bank.

Eyal Weizman started work on the book in 2001 when he was commissioned by B’Tselem, the Israeli human rights organisation, to help document how Palestinian rights were being violated through the planning of Israeli settlements in the West Bank.

This work was later turned into an exhibition and book called A Civilian Occupation. The Israeli Association of Architects commissioned the project – only to prevent the exhibition from being shown and then destroy 5,000 copies of the book.

Today Eyal Weizman lives and works in London as director of the Centre for Architectural Research at Goldsmiths College.

His students work on a variety of similar projects that combine architectural and political analysis, including studies of Dubai, Beirut and United Nations protectorates in the former Yugoslavia.

I asked Eyal what had prompted him to write the book – and what the significance was of its subtitle referring to the “architecture of occupation”.

“As I was working, it seemed to me more and more that the entire occupation, the entire formation of the terrain itself, could be thought of in the same way as you think of the structure of a building,” he says.

“This first occurred to me while reading the Oslo Accords of 1993. The partition of the territory put forward there is not two dimensional but three dimensional – it partitions a volume, rather than a land, giving Palestinians some bits of land while maintaining the subterranean water reservoirs and airspace for Israel.

“As soon as you imagine geopolitics operating in a volume like that, architecture comes into play.”

This analogy led him to consider how architectural analysis could be applied to a military and political situation: “For instance, what’s the most basic analytic tool you use if you’re an architecture student and you want to understand a building? You draw a cross-section through it.

“In fact, the book Hollow Land is structured as a cross-section through the entire Occupied Territories. The first chapter is about the underground water reservoirs.

“Then it looks at the archaeology, then the valleys, the hills and finally the airspace. It’s a series of episodes that make up a volume, layer by layer, chapter by chapter.

“So you can think of the entire occupation as if it was some kind of complex building, such as an airport or a shopping mall, with security corridors inbound and outbound, and movement through it.”

This focus on the material organisation of Israel’s encroachment into the West Bank might sound rather dry – but in fact Hollow Land’s relentless and patient accumulation of details throws the human catastrophe of the occupation into even starker light.

One particularly chilling section of the book discusses Israeli military techniques for sending assassination squads into the dense urban sprawl of Palestinian settlements.

Rather than use the alleyways and paths of the settlement – and risk ambush – the Israeli soldiers simply blast their way in a straight line through to their target. They cut holes in the walls of residential buildings and literally march straight through people’s living rooms.

To train the occupation troops the Israelis have built a fake Palestinian settlement in the Negev desert – whose buildings are ready equipped with holes cuts into their walls. The US has now started building similar fake villages to train its troops for the occupation of Iraq.

Hollow Land does not just document the shape of the Israeli occupation – it also looks into the dynamics that created that shape in the first place. “It’s about the way in which politics, culture and other formative forces register themselves in the organisational form of the landscape,” says Eyal.

“The idea is that you look at a piece of architecture, or any piece of design, and study it as a consequence of conflicts, forces, practices and so on. So form becomes a kind of diagram of the forces that create it – process is frozen into form.”

One example of this is the Migron settlement described at the beginning of the book, which arises out of the interplay of a whole host of actors – Israeli settlers, mobile phone companies, utility firms, state institutions, the army and so on.

Eyal is keen to stress how “settlements emerge out of organisational chaos”. The very nature of the occupation is one of “uncoordinated coordination”, where the government allows degrees of freedom to rough elements and then denies its involvement. He says this is characterised by “micro-processes that become wheels in larger processes”.

The wall

A key example of this is the construction of the “separation wall” in the Occupied Territories – a huge barrier designed to wall off the Palestinians into tiny enclaves while annexing vast portions of the West Bank for Israel.

The wall is fiercely controversial even within Israel, and its precise route is constantly being contested. As a result the wall snakes through the West Bank in a curiously fluid manner, sometimes swinging out east to take in an illegal Israeli settlement, at other times being pushed back west again.

“The trick is to understand how the wall is flexible without justifying it as benign – it’s a dangerous flexibility!” says Eyal.

“But what the course of the wall registers the most is opposition to it – the constant petitions of Israeli NGOs to the Israeli high court of justice and the weekly demonstrations by Israeli human rights groups, for instance.”

In a striking analogy, Eyal suggests that the space of possible routes of the wall maps the spectrum of official Israeli politics – the doves seeking a wall to as close to Israel’s pre-1967 borders as possible, the hawks wanting to push the wall out towards Jordan.

The wall’s route reflects the dynamic between these two forces.

But for Eyal the problem is that fierce battles over the precise route of the wall can fail to challenge the wall’s very existence.

“These micro-political acts of resistance are paradoxical because by pursuing the lesser evil they allow the greater evil of the wall to exist and function,” he says. “The opposition to the wall becomes part of what designs it – it becomes complicit in the wall.”

Eyal argues that this paradox is part of a larger pattern whereby the occupation has absorbed and incorporated the views of the human rights organisations and NGOs at work in the Occupied Territories.

Human rights

“In some cases human rights organisations end up influencing the design plans for checkpoints,” he notes.

“They end up sustaining the occupation. They go to the military and plead for certain things. Governance always needs carrots and sticks – it operates not just on the basis of threats, but by absorbing the opposition into a governing system.”

One example of this is the fact that Palestinians in Gaza are dependent on food aid from international donors.

“If humanitarian organisations did not feed Palestinians in Gaza there would be a crisis – some 1.8 million Palestinians live off international aid,” he says.

“Consequently a significant part of Israeli intelligence is to monitor the levels of hunger in Gaza and keep it just at the level that the world will tolerate. This level changes – a level of hunger that would not have been tolerated in the 1990s is tolerated now.”

Eyal is aware that this might sound “anti-humanitarian” but he insists he is not suggesting that NGOs should simply down tools and leave the Palestinians to their fate.

Rather it’s a matter of a clear sighted acknowledgement that even the best intentioned and most benign of humanitarian organisations operating in the Occupied Territories is to a certain extent complicit, and, to a certain extent, part of the problem.

Ultimately Eyal says he is pessimistic over the current prospects for Palestinians. He believes the madness and terror of the occupation stem out of the paradoxes of trying to partition the land in the first place into separate “Israeli” and “Palestinian” territories.

“You have to understand the idea that guides the Israeli occupation, which is how to resolve the paradox of maintaining overall control while ensuring separation,” he says.

“It’s very different from other kinds of colonial geography – for instance, the ‘bantustans’ in apartheid South Africa were special designated zones, but with Israel and Palestine you get overlapping claims over the same sites woven together into mutually exclusive separate networks that try to never cross.”

This pattern of settlements and camps arranged in space, connected by bridges and tunnels, has a long history. “This is something you get from the very first attempt to divide Israel and Palestine,” Eyal notes.

“If you look at plans from the 1920s and 1930s prepared for the League of Nations during the mandate period by diplomats and mapmakers, you’ll see that nobody could find a line that separates Israel from Palestine – it was always a matter of building bridges or tunnels over or under the other’s territory to maintain continuity.

“So my critique throughout the book is against the politics of partition. I want to show how paradoxical partition is – and that it just cannot operate physically.”

Hollow Land: Israel’s Architecture of Occupation by Eyal Weizman is published by Verso and available from Bookmarks, the socialist bookshop, for £19.99. Phone 020 7637 1848 or go to www.bookmarks.uk.com

PIC CAPTION: The Migron settlement (Pic: Milutin Labudovic/Peace Now)

http://www.socialistworker.co.uk/art.php?id=12838

Haaretz: Officer to Pay for Killing West Bank Teen

By Fadi Eyadat

The Hadera Magistrate’s Court has ordered an Israel Defense Forces officer and the Defense Ministry to pay NIS 500,000 to a Palestinian family after the officer killed their 16-year-old son in 2002.

The officer, Captain Tzvi Koretzky, who was convicted of negligent homicide by a military court, shot and killed Mohammed Zayid of the West Bank village of Nazlat Zeid.

Koretzky thought Zeid and a relative standing next to him were egging on dozens of boys who were throwing stones at the vehicles carrying troops who had entered the village in October 2002 following a terror warning of a car bomb.

Koretzky ordered the two boys to go into their house, which they did. The crowd of boys remained at the scene. Koretzky fired one bullet toward Zayid’s home, which struck and killed the teen, who was in the living room.

The state claimed in Koretzky’s defense that his actions constituted an “act of war” which grants immunity even if the soldier was negligent. However, Judge Sabri Mohssin ruled that the IDF initiated the action in order to locate a car bomb, and shooting at the house was not directly connected to the search for the bomb. Therefore, the fatal shooting could not be construed as an “act of war.”

The court determined that the soldiers had options that could have prevented Zayid’s death and, therefore, the state should not be absolved of its responsibility to the family.

Teaching Under Apartheid in Palestine

by: Lina

When I first decided to go to Palestine to teach kids English and yoga my main concerns were managing the kids’ behavior, assessing their needs and maintaining their interest. After all, those are the most challenging issues I face everyday in my classroom in Philadelphia. In the US I rarely get through an entire unit and to actually teach without a behavior related incident interrupting class is a very rare event. I quickly found it to be quite the opposite in Tel Rumeida which left me feeling like a fish out of water in the beginning.

I arrived in Palestine on a Tuesday, attended nonviolent resistance training about Tel Rumeida on Wednesday which was extremely intimidating yet necessary and helpful. I hung out in Jerusalem on Thursday and headed to Tel Rumeida on Friday to observe Katie’s art class and to meet some of the kids I would be teaching as well as the person who would help me translate in the classroom. The kids were very well behaved for Katie. They seemed to be very motivated and enjoyed her lesson. This was a good sign. The translator, a local university student named Ibrahim, helped more than I expected. I began to worry that language was going to be a larger barrier than I was used to at home since my Arabic was limited at the time to only basic greetings. At home I can speak my students’ language enough to translate on my own.

Ibrahim helped organize the classes of which each consisted of 10-15 kids. One class for girls under the age of 12, one for girls over 12 years and one for boy up to 12 years. Their levels varied in reading and writing but they were all around the emergent or beginner level in listening and speaking, therefore this is where I decided to focus my lessons. As any experienced teacher knows it can take several weeks sometimes months to get into a groove, so I didn’t want to waste anytime as I was only going to be teaching English 3 days a week, an hour each session, for a total of 4-weeks. As for the yoga, this would be 1 day a week for an hour. I knew that would be a brand new experience for the kids so I was also a little worried about how they would perceive me and the concept of yoga overall. Sometimes in very religious communities, such as Tel Rumeida, people view yoga as taboo or voodoo. I knew that I would need to be sensitive to their cultural and religious beliefs.

English Lessons

We started classes immediately the following day. I was a bit nervous because not only did I want them to like me and enjoy the classes but I also wanted them to learn to speak English. I was greeted with a handshake by every student! Wow, such respect from the start! Each class started that way as well. They also all came to class fully prepared to learn with pencils and notebooks and of course enthusiasm and an intense interest in learning English. A stark contrast to the kids I teach in the US who rarely come to class prepared. I was kind of shocked when one student forgot her notebook and Ibrahim told her to go home and get it and not to forget next time or she will not be allowed to come to class. He mentioned that it is unacceptable to come to school unprepared in Palestine. Unfortunately being unprepared is more of the norm where I teach.

The first lesson started out with simple questions and responses such as “What is your name?” “My name is Roba.” And “How old are you?” “I am 8 years old.” After assessing their levels mostly through conversation I then created an entire unit as this was my own project and a curriculum was not being provided. I was a bit worried because I had never really taught without the aid of a curriculum but welcomed the freedom to be as creative as I wanted. I had brought along a few of my own materials which included workbooks for photocopying, phonics readers, music language CDs, and a book for lesson planning ideas. I then relied on the Internet and fellow teaching friends at home for other creative ideas. I was also able to pick up other materials in Hebron and Ramallah, for less than half the price it would have cost in the US. Sometimes it was difficult because I could not find enough manipulatives relative to the lessons so I needed to improvise more often than not. Also, I typically teach up to the 4th grade at home, or up to 11 years old, and in Tel Rumeida I had high school students mixed into the classes. I took advantage of the situation by having the older students assist the younger ones.

Once I got a better feel for how comfortable they were speaking, and everyone seemed to enjoy the opportunity to speak as most children do, I decided to create a base goal for the lessons. The goal was to be able to communicate with internationals basically in case of an emergency. The majority of the lessons consisted of building vocabulary such as settlers, settlement, throw and rocks as well as directional prepositions, how to give directions and follow commands, how to describe things and people and how to read a map of their own community. I was told that this was the first time they ever saw a map of Tel Rumeida. Amazing! I felt a little sad and uneasy teaching for this purpose in the beginning but the lessons needed to reflect upon their personal experiences, and unfortunately this was their reality. Of course, we did find time to escape and talk about other things such as their homes and families.

I ended up not being so concerned about their level of interest in learning because they were always so eager and enthusiastic and participated even when I thought the lesson was not going as well as I as wanted or if the content was a bit difficult. I even gave them homework assignments which most of them did with such enthusiasm and pride that I brought most of their work back with me to show my students here at home. Perhaps I’ll be able to set a spark in students’ motivation here. I really think that my students here can learn something from the kids in Tel Rumeida.

Even some of the international volunteers would report back to me that the kids would approach them and ask them the questions I was asking during our lessons such as “Where are you from?” and then explain the proper way to respond. The most amusing incident I recall hearing about followed a lesson on commands. I taught the kids things like stand up, sit down, touch your toes for use in our yoga lessons. After the lesson they approached the internationals sitting at their posts and yelled to them to stand up and sit down. The internationals were amused and played along. I would also fill in the internationals on what I was teaching and how they could help. Everyone did their best to reinforce the lessons. It was really a community effort.

Yoga classes

Yoga classes were held for one hour, one day a week. I have to admit that the yoga classes were the most enjoyable for both me and the kids. My worries about their perceptions of yoga were quickly diminished after the first class. Not only was it a great way for them to learn English and exercise but it was a great way for all of us to bond. Even the boys enjoyed it! The older girls focused more on holding positions and proper positioning while the younger ones allowed themselves to be silly and fall where their bodies took them. I taught them how to relieve stress through breathing exercises which I hope they practice in the future. We sang songs to help them remember series of positions like sun salutations which the little ones thoroughly enjoyed belting out at the top of their lungs! They were so flexible and willing to try any position. It was nice to see them smiling and full of energy!

It was also especially nice to see the older girls exercising and having fun. In Tel Rumeida you do not see girls outside. They spend most of their time inside their own homes, visiting friends in their homes or within the confines of the grounds of their family’s home. They rarely get to run around and exercise. Some of the girls were aware of stretching exercises that they said they learned from television and gym class at school. Yoga though was new to them and they initially associated it with meditation. They seemed really eager to learn more once they experienced it. I always felt on top of the world after a yoga session with them.

Reflection

The most impressive thing besides being able to actually teach and not have to constantly be interrupted for discipline problems was that the younger girls would line up outside the community center where classes were held at least 30 minutes early! When I asked why they did this they said it was because they wanted to be first in line! I was astonished! I wanted to cry, of course tears of joy! At home I have to drag the kids from the hallway into my classroom. In Palestine, kids live under occupation in extreme poverty and yet they are so motivated to learn. They came to class prepared with pencils and notebooks unlike kids in my school in the US. Their parents and the community in general stress the importance of education and show much respect towards teachers. I would occasionally be approached on the street by mothers welcoming and thanking me for teaching their children. I rarely receive expressions of thanks in the US. I rarely receive respect from parents and students. I didn’t want to leave Tel Rumeida. I fell in love with the kids and with being treated with respect.

Most of the kids were just beginning to understand me on their own without Ibrahim’s help at the end. I hope that they keep practicing. They begin learning English now in the first grade but they do not typically have a native English speaking teacher to teach them, so most considered this a great opportunity to take advantage of. If anyone reading this is considering teaching kids in Palestine, especially in Tel Rumeida, I must say please do it! You won’t regret it. The experience, the place, the people and most importantly the kids will capture your heart and change your life forever, in the most positive way. I say this because this is exactly what happened to me and I wouldn’t have had it any other way.

I will return one day, insh’allah!