Stereotypes and Prejudice in Conflict: Contents

Preface Introduction General overview 1. The psychological basis of intergroup relations 1.1 Intergroup behaviour 1.2 Psychological intergroup repertoire 1.3 Formation of the psychological intergroup repertoire 1.4 Conclusions 2. Psychological intergroup repertoire in intractable conflicts 2.1 Intractable conflicts 2.2 Societal beliefs in intractable conflicts 2.3 Negative psychological intergroup repertoire 2.4 Conclusions 3. The context: The Arab-Israeli intractable conflict 3.1 Socio-cultural context 3.2 The intractable nature of the Arab-Israeli conflict 3.3 The Jewish narrative of the Arab-Israeli conflict 3.4 Israeli Jewish ethos of conflict 3.5 Conclusions 4. Representation of Arabs in public discourse 4.1 The impact of mass media 4.2 Public discourse before the establishment of the State 4.3 Public discourse by leaders 4.4 Public discourse through the media in the State of Israel 4.5 Research on the presentation of Palestinians in the Israeli mass media 4.6 Research on the presentation of Arab citizens of the State of Israel in the media 4.7 Conclusions 5. Representation of Arabs in school textbooks 5.1 Presentation of Arabs in school textbooks of the pre-state period 5.2 Presentation of Arabs in school textbooks from 1948 up to the early 1970s 5.3 Presentation of Arabs in school textbooks between the mid 1970s and 1990s 5.4 Conclusions 6. Representation of Arabs in cultural products 6.1 Adult Hebrew literature 6.2 Children's literature 6.3 Hebrew drama 6.4 Israeli films 6.5 Conclusions 7. Representation of Arabs by Israeli Jews: review of empirical research 7.1 Psychological repertoire towards Arabs 7.2 Views about Arab-Israeli relations 7.3 Views about Arabs 7.4 Citizens of Israel 7.5 Conclusions 8. The development of shared psychological intergroup repertoire in a conflict: theory and methods 8.1 The cognitive foundations of social representations 8.2 Personality development, personality states, and social representations 8.3 The context of social representations 8.4 An integrative developmental-contextual approach for the acquisition and development of stereotypes and prejudice 8.5 Assessment of children's social representations - general considerations 8.6 Conclusions 9. Studies with preschoolers 9.1 Objectives and overview 9.2 Words, concepts, identities, stereotypes, and attitudes 9.3 Images, stereotypes, and attitudes in different social environments 9.4 General discussion 9.5 Conclusions 10. Studies with school children, adolescents, and young adults 10.1 Objectives and overview 10.2 Image acquisition 10.3 Influences of specific environments 10.4 Differentiation and generalisation 10.5 Sense of knowledge, perceived similarity, and perceived quality of relations as predictors of stereotypes and attitudes 10.6 General discussion 10.7 Conclusions 11. The reflection of social images in human figure drawing 11.1 The development and meaning of drawings 11.2 Obtaining and scoring the drawings 11.3 Scoring the beliefs and intentions questionnaire 11.4 Research overview and objectives 11.5 General discussion 11.6 Conclusions 12. General conclusions and implications 12.1 Conclusions 12.2 Changing the shared psychological intergroup repertoire of people involved in intractable conflict: general observations 12.3 Changing the psychological intergroup repertoire in the context of intractable conflict: thoughts about intervention 12.4 Final words 12.5 References.