“Imagining Transitional Justice in Israel/Palestine”: Experiential
Collaborative Learning at Tel Aviv University’s Minerva Centerfor Human Rights
Sigall Horovitz

T

he present contribution discusses a project that brought together
Israeli, Palestinian, and South African law students for the purposeof considering whether transitional justice approaches can helptransform the Israeli-Palestinian conflict. For context purposes, the contribution also includes a brief discussion of the concept of transitional justice,and relevant background about the Israeli-Palestinian conflict.
The project was initiated and coordinated by the author, under the
Minerva Center for Human Rights at Tel Aviv University’s Faculty of Law. It
was academically supervised by the Center’s director, Prof Leora Bilsky, andimplemented through a partnership with Prof Mia Swart of the University
of Johannesburg (Faculty of Law) and Prof Mutaz Qafisheh of the University
of Hebron (Dean of Law). The project was funded by the German Minerva
Foundation, under a special grant for the project Imagining Transitional
Justice in Israel/Palestine. The Minerva Foundation was also a source of inspiration throughout the implementation. Additional financial assistance
was provided by Prof Hennie Strydom of the University of Johannesburg,and the Cegla Center for Interdisciplinary Research of the Law at Tel Aviv
University. The venue of the Johannesburg workshop, the project’s main
component, was made available by Prof Strydom and adapted to the project by Prof Swart and her teaching assistant, Ms. Karin Krisch. The project
could not have materialized without the support of the above-mentioned
persons and institutions, and especially the remarkable efforts and enthusiasm of Prof Leora Bilsky and Prof Mia Swart.
The Project
Can transitional justice approaches help transform the Israeli-Palestinian
conflict? This was the central question animating the project Imagining
Transitional Justice in Israel/Palestine. The project’s guiding principles were
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Project participants with Justice Richard Goldstone (front row, fifth from left).

that students from Israel and Palestine must consider this question together
to ensure that all perspectives are taken into account, and that an effective
consideration of this question requires not only an understanding of transitional justice theories but also empirical knowledge of how these theories
play out in reality. Following a competitive selection process, twenty law students from the Israeli Tel Aviv University, the Palestinian Hebron University,and the South African University of Johannesburg were chosen to participate in the project. They were taught transitional justice theories on campus,
and were then sent to “experience” transitional justice “in action” in a special
workshop in Johannesburg. The transition from Apartheid to democracy inSouth Africa was accompanied by a variety of transitional justice processes,
some of which continue to take place today, and the country therefore offers
unique opportunities to observe firsthand transitional justice processes andtheir effects. The project thus combined two approaches that are still uncommon in Israeli law schools: experiential learning and Israeli-Palestinian
collaboration.
The workshop in South Africa was dedicated to assessing that country’s transitional justice experiences, including from critical perspectives,and drawing lessons for Israel/Palestine. The workshop lasted two weeks
and combined lectures, study sessions, site visits, film screenings, and discussions with activists. Traveling to South Africa enabled the Israeli andImagining Transitional Justice in Israel/Palestine

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Palestinian students to observe ongoing transitional justice practices, critically assess past transitional justice processes, meet relevant experts, andstudy with local students who were “beneficiaries” of transitional justice.
The trip also allowed the Israelis and Palestinians to interact with each other, a rare occurrence given the current political climate in Israel/Palestine.
Drawing on the workshop, the students wrote research papers on possible
transitional justice approaches for Israel/Palestine. The project culminatedwith academic conferences in Tel Aviv and Hebron, where the students presented their papers and discussed them with local and international scholars. Before addressing the project in further detail, in order to understand it
in context, the following paragraphs provide an overview of the field of transitional justice and background information about the Israeli-Palestinian
conflict.
Conceptual Framework: Transitional JusticeTransitional justice is an interdisciplinary field of study and practice concerned with addressing legacies of human rights abuses in the context oftransitions to peace and democracy. Transitional justice theories posit that
acknowledging and rectifying past injustices helps foster conditions forpeace, reconciliation and democracy. Transitional justice approaches canbe judicial or non-judicial, and they include criminal trials, institutional andlegal reforms, truth commissions, reparation schemes and memorialization
programs. These approaches are considered both normatively required (asa response to human rights violations) as well as pragmatically importantfor consolidating peace and democracy in the aftermath of conflict and repression. The victim-centeredness and backward-looking aspects of transitional justice distinguish it from fields such as conflict resolution and peacebuilding.
The field of transitional justice started attracting international attention, among both scholars and practitioners, after the operation of the South
African Truth and Reconciliation Commission in the 1990s. Transitional
justice approaches are most commonly invoked in transitions from civil
wars and repressive regimes, where former rival groups seek to consolidate
peace within one political system. However, transitional justice is increasingly discussed in connection with post-conflict transitions involving two
or more political systems. For example, post-World War II accountability

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and reparation mechanisms, such as the Nuremberg trials and the GermanIsraeli Reparations Agreement, have been examined from a transitional
justice perspective. Dealing with the past through these approaches can be
conducive to reconciliation between peoples.
Another important development in the field is the initiation of transitional justice approaches when the conflict is still active, in an attempt tobring it to an end. For example, accountability and reparation mechanisms
have been adopted in Colombia as part of an effort to foster conditions foran effective peace agreement. Transitional justice approaches are sometimes
adopted in times of conflict due to the “shadow effect” of a new global justiceactor that could intervene in active conflicts – the International Criminal
Court (icc). The icc, established by an international treaty in July 2002,
adjudicates atrocities that states do not investigate. States can thwart icc
interventions by addressing their conflict-related abuses domestically, including through transitional justice mechanisms.
Background: The Israeli-Palestinian Conflict
The Israeli-Palestinian conflict revolves around competing claims by Jews
and Palestinians to historical rights over the land between the Mediterranean
Sea and the Jordan River. The conflict started in the early 20th century, when
the relevant land was referred to as “Palestine” and was governed by the
British under a League of Nations mandate. The majority of the inhabitants
at the time were Arab Muslims, but there was also a Jewish presence. Jews
fleeing from persecution in Europe immigrated to mandatory Palestine,
which they considered their historical land and where they sought to establish a national homeland. Competing national interests of the Arab andJewish populations of mandatory Palestine escalated into violent riots in
1929 and again in 1936-1939. Jews continued to immigrate to the area, especially during and immediately after World War II and the Holocaust.
In November 1947, the un issued a resolution ending the British mandate over Palestine and dividing the area into two states – one Jewish andone Arab. This partition plan was met with local resistance and a civil war
erupted between the Jews and Arabs of Palestine. The Jewish forces won the
war and, in May 1948, established the State of Israel in the area defined today by the “green line”. In response, the surrounding Arab nations attacked
Israel and sparked a war which lasted until July 1949. The local and inter-Imagining Transitional Justice in Israel/Palestine

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national hostilities are considered by Jews as different stages of Israel’s War
of Independence, while Palestinians refer to them as the “Nakba” (which in
Arabic means “catastrophe”) because of their mass displacement and dispossession. Some commentators refer to the hostilities as the 1948 ArabIsraeli War.
During the 1948 Arab-Israeli War, approximately 700,000 Palestinians
fled or were forced out of the green line. Most of them settled in refugee
camps in Gaza and the West Bank, areas that were controlled by Egypt
and Jordan. Another war between Israel and the surrounding Arab nations
broke out in 1967, ending with the occupation by Israel of Gaza and the West
Bank, territories inhabiting large Palestinian populations. Today, the WestBank remains under Israeli occupation although the Palestinian Authority
controls parts of it. The Jews who settle in the West Bank are known as “settlers.” Gaza is under Israeli blockade and is effectively controlled by Hamas,an Islamist fundamentalist party.
In addition to competing land claims, the Israeli-Palestinian conflict isfueled by the parties’ mutually exclusive narratives of the past, their denialof each other’s nationhood and national aspirations, and their competition
over victimhood. While Jews blame the Palestinians for resorting to violence in 1947-1948 and for terrorist attacks ever since, Palestinians blame
Israel for their 1948 displacement and dispossession and for occupying theirlands and using force against them to this day.
In 2012, the un recognized the existence of a State of Palestine within Gaza and the West Bank. Having been recognized as a state, Palestine
joined a number of international treaties including the Rome Statute of the
icc. Recently, the Palestinian Authority requested the icc to investigate andprosecute alleged war crimes committed by Israelis against Palestinians in
the West Bank and Gaza.
Relevance of Transitional Justice to Israel/Palestine
Many argue that transitional justice is inapplicable to the situation in Israel/
Palestine, because the conflict is still ongoing and since the sought resolution is one of separation rather than unification. Indeed, thus far, transitional justice approaches aimed at officially acknowledging and addressing
historical injustices – most notably events around the 1948 Israeli-Arab War
and their consequences – have not been adopted in connection with the206

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Israeli-Palestinian conflict. The idea of addressing past injustices in Israel/
Palestine was rejected in the Oslo peace process and in many of the peace
initiatives since then. However, as explained earlier, transitional justice approaches can be initiated when the conflict is active, and in connection withtransitions involving two or more political systems.
In this light, it is worth considering the relevance of transitional justice to the Israeli-Palestinian conflict. For example, could transitional justiceinstitutions such as truth commissions or reparation programs, or other
responses that acknowledge and address historical injustices, help resolve
the Israeli-Palestinian conflict? Could they provide some measure of justice?
Could they at least help determine to whom justice is owed and for what?
Are there any transitional justice theories or lessons from transitional justice practices that could be helpful to Israel/Palestine? Absent official transitional justice measures, can civil society actors advance alternative forms oftransitional justice through bottom-up initiatives? These were the questions
confronting the students participating in the project Imagining Transitional
Justice in Israel/Palestine.
Collaborative Transitional Justice Project
Imagining Transitional Justice in Israel/Palestine involved law students fromTel Aviv, Hebron and South Africa, and encouraged them to collaboratively
consider transitional justice’s applicability to the Israeli-Palestinian conflict.
The participants were chosen following interviews and a competitive selection process that took into account their merits, interests and personality.
The project had three stages: (1) The preparatory stage, in which the students gained relevant theoretical knowledge by completing a transitional
justice course at their respective universities; (2) The experiential stage, inwhich the students traveled to South Africa to study transitional justice “inaction” through a special workshop designed for this purpose; (3) The concluding stage, in which the students wrote research papers on possible transitional justice approaches for Israel/Palestine and presented these papers inacademic conferences in Israel and Palestine.
The preparatory courses were taught in parallel in Tel Aviv, Johannesburg
and Hebron, in accordance with a syllabus developed especially for the project. These were conventional university courses focusing on transitional justice theories, but they were also designed to prepare the students for the trip

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Israelis, Palestinians and South Africans studying together.

to South Africa. The students participating in these courses were delighted
to discover a new approach to conflict resolution, one that simultaneously
focuses on the individual and the collective, and has justice as a central element. In addition, the Israeli and Palestinian students were enthusiastic
about the idea of traveling to South Africa, and the prospects of meeting
students from the “other side” of the conflict. Given the strong social pressure on both sides to refrain from engaging in such collaborative projects,
and the prevailing mutual stigmas, we were quite impressed by the students’interest in meeting and studying with their counterparts from the other side.
It should be mentioned in this context that Israelis and Palestinians
are prohibited by law from entering each other’s cities. This lack of directcontact entrenches mutual fears and stigmas that fuel the conflict. It also
makes it very difficult for students from both sides to engage in collaborative
programs in Israel or Palestine. Israeli-Palestinian interaction in third statesis also quite limited, given the financial and logistical difficulties involvedin traveling abroad (especially for Palestinians, whose international travelis severely restricted by the Israeli authorities). Another obstacle to suchinteractions is the policy of “anti-normalization”, a grassroots movement in
Palestine that urges Palestinians to refrain from collaborating with Israelis,
as a form of non-violent resistance to the occupation.
We decided to carry out the project despite these challenges. Sadly, every step of the way revealed how the Israeli-Palestinian conflict itself obstructs any efforts to transform it. Within weeks of receiving the grant for

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the project, our original Palestinian counterparts withdrew from the project. The Johannesburg workshop was two months away. Determined to go
ahead with the plans, we welcomed an initiative to involve a student delegation from Hebron University’s College of Law. The new group of Palestinian
students made great efforts to complete the on-campus transitional justicecourse in a very short period. The project was saved. Or so it seemed.
Days before the start of the Johannesburg workshop, three young Israeli
settlers were abducted by Palestinians near Hebron. This led to serious political tensions and the imposition of a travel ban on Hebron residents by
the Israeli Defense Forces. Without special permits, the Palestinian students
would be prohibited from traveling to the airport to catch their flight toJohannesburg. The chances of getting such permits were slim. Believing in
the importance of the workshop for the future of Israelis and Palestinians,
the South African Ambassador to Israel decided to intervene. Addressing
top Israeli government and military officials, the Ambassador explained
how important it was that Israelis and Palestinians learn from his country’s
experience with peace and justice. The Israeli officials listened, and eventually granted the Palestinian students special travel permits. The workshop in
Johannesburg would take place after all.
Experiential Workshop In South Africa
South Africa was chosen as the trip’s destination because this country
demonstrated how transitional justice mechanisms, such as the Truth andReconciliation Commission (trc) and a new Constitution and Constitutional
Court, can help a society transition from conflict and repression to peaceand democracy. The South African society still engages with transitional
justice today, as discussions continue to take place regarding the opening of
criminal investigations and the delivery of reparations for Apartheid-related
crimes. South Africa’s intensive and continuous engagement with transitional justice in the last twenty years makes it an exciting place to observetransitional justice processes “in action.” While many lessons can be learned
from South Africa’s transitional justice practices, important insights canalso be gained from the weaknesses and failures of these experiences. For
example, some argue that the endemic corruption, high crime rates and extreme racial inequalities in today’s South Africa suggest that reconciliationand the rule of law have not entirely been attained.

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Group photo at workshop venue.

The activities in South Africa were organized under a special workshop
held at the University of Johannesburg. Twenty law students from Israel,
Palestine and South Africa participated in the workshop. The Israelis andPalestinians met each other for the first time in Johannesburg, as all attempts to organize a meeting of the two groups in Israel/Palestine failed
due to the political realities. The involvement of South African students allowed the Israelis and Palestinians to study and interact with youth who
were raised under Apartheid but have since become part of a racially mixed
democratic society. The South African students enriched the program bysharing their perspectives as beneficiaries of transitional justice processes.
They also extended a warm welcome to the Israeli and Palestinian students,
making them feel at home at every stage of the program.
The workshop was designed especially for our project, and was dedicated to assessing South Africa’s transitional justice experiences and drawing lessons for Israel/Palestine. It combined didactic approaches with experiential learning methods. Both the experiential and the didactic partsof the workshop were designed to encourage extensive interactions among
the participants. The workshop was based at a beautiful villa with spacious

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H u m a n R i g h t s E d u c at i o n i n A s i a - Pa c i f i cclassrooms, charming gardens, and a dining room. While the villa belonged
to the University of Johannesburg, it was removed from the main campus
and thus offered an intimate and informal setting that was conducive to ourinteractive program.
During the workshop, the students met inspiring South Africans
such as retired Constitutional Court Justice Richard Goldstone and trc
Commissioner Pumla Gobodo-Madikizela. The students also received lectures from over a dozen leading South African scholars, who covered topics
ranging from the history of Apartheid, to the South African Constitution
and Constitutional Court, the trc and its amnesty regime, post-Apartheid
prosecutions, reparations, land reforms, restitution, memorialization, theAfrican Ubuntu philosophy, reconciliation, forgiveness, and gender equality. Some of the scholars presented critical perspectives on South Africa’stransitional justice processes. For example, it was argued that transitional
justice failed as far as its economic dimensions were concerned. Every lecture was followed by a Q&A session and a group discussion. In addition,
the students discussed transitional justice with Apartheid victims who aremembers of the famous “Khulumani Support Group,” and with activists

Group photo at the Apartheid Museum.

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from the Ahmed Kathrada Foundation, theInternational Center for Transitional Justice,
the Johannesburg Holocaust and Genocide
Centre, Liliesleaf Trust, and the Helen
Suzman Foundation.
In addition to lectures and discussions,
the workshop included study sessions, film
screenings, and site visits. During the study
sessions, the students split into small multinational teams of three or four individuals
and together explored certain topics fromthe various national and academic perspecStudents at Regina Mundi (site of tives of the group members. The students
South Africa’s TRC).
chose their respective topics at the beginning of the workshop, and were asked to research these topics by posing
relevant questions during the workshop meetings and study sessions. Afterthe workshop they were asked to develop their initial research into an academic paper, which they later presented at university conferences in Israel
and Palestine.
Some of the documentary films shown during the workshop focusedon the Israeli-Palestinian conflict. The films addressed unique aspects of theconflict, which presented opportunities for justice and reconciliation. The
screenings were followed by group discussions, and supplemented with lectures by Israeli and Palestinian experts, including historian Dr Adel Mannaof the Jerusalem Van Leer institute. These activities provided a structure
for the participants to deliberate on different perspectives of the IsraeliPalestinian conflict. The participation of both Jewish and Palestinian students generated rich discussions about each group’s interpretation of thepast and visions of the future. Heated debates revolved around competing
perceptions of past injustices and the appropriate reparations. As discussed
below, agreements were not always reached but the discussions promoted
empathy and understanding among the participants. Interesting and nonobvious perspectives were offered by the two members of the Tel Aviv
University group who were Palestinian citizens of Israel, and who represent
a minority in Israel that has a tense relation with Jews and is separated geographically from their Palestinian brothers in the West Bank.

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The sites visited during the workshop included the South African
Constitutional Court as well as a number of relevant museums and memorials such as the Women’s Prison, Liliesleaf Farm, the Apartheid Museum,the Hector Peterson Museum, Mandela House, the Regina Mundi church,and Museum Africa. At some of these venues, special activities were organized for the students. For example, during their visit at the Apartheid
Museum, the students met the museum’s curator and heard from her about
the creation, purposes, programs and development of the museum. The students also went to the landmark Market Theatre, where they watched John
Kani’s latest political play “Missing.” These special programs exposed thestudents not only to transitional justice processes in South Africa but also to
the very injustices these processes were supposed to remedy. The site visitswere stimulating and allowed the students to “experience” South Africa withall their senses rather than merely hearing or reading about it. These excursions also provided great opportunities for social interactions (especially thebus trips they entailed).
The workshop was an eye-opener for the students. They not only acquired special insights into South Africa and its transitional justice mecha-

Students attending lecture at the Constitutional Court of South Africa.

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Students at Hector Pieterson Museum.

nisms, but they also began thinking about new approaches that could helptransform the Israeli-Palestinian conflict. South Africa’s experience showsthat local context is critical for the design of transitional justice processes.
But this did not deter the students from considering the relevance of theseprocesses back home; instead, it made them think creatively about ways toadapt transitional justice approaches to Israel/Palestine, whether in connection with land reforms, collective apologies, education programs, etc.
Another significant lesson from South Africa concerned the role of civilsociety. While national involvement was critical for the success of transitional justice processes in South Africa, civil society bottom-up initiatives
that took place for about a decade prior to the trc were essential for building the legitimacy of later official transitional justice institutions. This is an
important lesson for Israel/Palestine, where any official involvement in transitional justice is far from sight. The students also reflected on the value andchallenges of compromise. Interestingly, while the Israel-Apartheid analogy
was raised, it was not central to the discussions, which rather focused on
ways to address and rectify the respective experiences of injustice in Israel
and South Africa.

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At the end of the workshop, one of the Israeli participants consideredthat “just as they teach about the Holocaust, they should teach about apartheid. I find apartheid to have universal significance, and the fact that we got
to listen, know, meet and learn about apartheid, and not just from an ‘academic’ perspective, but really closely, was for me an experience that changed
me and my way of thinking … reality is complex, but it does not change thefact that the apartheid legal regime has ended, and therein lies an enormous
power that inspires confidence and hope.” A Palestinian student noted thatthe workshop had filled him with hope for “a new beginning in which we canengage in a genuine reconciliation process” in Israel/Palestine.
Meeting the Other
In addition to the above-mentioned lessons and insights, the workshop had
another important achievement: It forced the students to meet and listen
to each other. This had a transformative impact on their perception of theother, the conflict and themselves. A Palestinian student admitted that thiswas the first time she saw Israelis without army uniform, and was glad tomeet them and hear their views. An Israeli student added that this was “oneof very few incidents in my life that I had the opportunity to deeply discuss
the situation in Israel-Palestine not from within the Jewish-Israeli perspective, but with Palestinians who are not citizens of Israel.” Another participant, a Palestinian citizen of Israel, repeatedly noted how grateful he wasfor the unique opportunity to study with Palestinians from the West Bank.
A Jewish-Israeli student noted that “meeting with the Palestinian students,and especially in South Africa, caused me a kind of split personality. On the
one hand I felt the hurt and anger of the Palestinian side, but on the other
hand I could not completely erase my Israeli side and it was hard to feel thatmy voice lacked legitimacy … it took me a while to digest the complexity andtransform it into something positive rather than threatening.”
Students were also affected on a more personal-individual level. For example, one participant explained that “above all, the journey made me realize that it’s ultimately all about men and women. The interpersonal relationship that was forged, even if for a short time, was the most significant thing
for me.” Another student described the workshop as “eye-opening because
there is so much that goes into making Palestinians the ‘other’ that it cameas somewhat of a shock to see that they are exactly the same in more ways

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than can be imagined”. A Palestinian participant boldly acknowledged thatthe workshop had taught him that he could change.
Throughout the two-week workshop, despite the conflict back home,
the Israeli and Palestinian students interacted freely and easily. They expressed different views and opposing narratives about the conflict, but werestill able to voice their own perspectives and listen to the others. Whilesome of the discussions in class were heated, they were always civil, andafter class the students often enjoyed light conversations over dinner and at
the dormitories. They spent many hours together, from brushing their teeth
every morning in the communal bathrooms, to classroom activities, bus
trips, site visits, sharing meals, and watching the occasional soccer game on
TV. One of the female participants recalled that “hanging out with the girls
in the dormitory housing provided ample opportunities to have informal
conversations about the normal stuff girls talk about in dormitories.” The
students maintained their solidarity even when the harsh reality back homeknocked on our door. This was stressed by a participant who described one
evening in Johannesburg: “I will never forget sitting at one of our last dinners together while every single person in the room was on their phone,checking for news updates on the status of the three missing Israeli students[who were abducted near Hebron before the workshop]. There were rumorsthat their bodies had been found, and each of us checked our own preferredsource ... news bulletins in English, Arabic, and Hebrew were compared one
against the other. There was a collective sense of anger, disbelief, sadness,and tension about what was to come.”
Conferences in Israel/Palestine
After two weeks together in Johannesburg, the Israeli and Palestinian students were sad to part ways. Unfortunately, they returned home to a very
tense environment. The violence in and around Gaza had blown into fullscale war. There was very little email-interaction between the groups, despite
their earlier intentions to remain in touch. After returning home, one of thestudents noted that “coming back from South Africa to some of the most violent months the Israeli-Palestinian conflict has seen in years was extremely
frustrating, and reminded me how far the political discourse that took placein the workshop was from the current discourse in Israel-Palestine.” Other
participants experienced things differently. For example, one Israeli student
noted that “the war had more depth and context for me because of the weeks

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Conferences in Israel/Palestine.

I spent with Israeli, Palestinian, and South African students. I was able tomore easily personalize and humanize the people on the ‘other side’, and I
felt that maybe the other students were able to do the same.”
In any event, during and after the Gaza war, the students continued
working on their project research papers. These papers addressed possible
transitional justice approaches for Israel/Palestine and were based on thestudents’ experiences in South Africa, the multinational study sessions, andcomplementary individual research. Thus, in a way, the students continued
their joint learning experience despite the lack of direct Israeli-Palestinian
communication. This was an important legacy of the workshop.
The project culminated with two academic conferences in Tel Aviv andHebron, where the students presented their research papers and discussed
their insights from South Africa. The conferences also brought together
international and local scholars from various disciplines, who shared theirperspectives on the potential and pitfalls of transitional justice processes
in Israel/Palestine. International participants included Prof Kai Ambos of
Goettingen University, Prof Mark Osiel of the University of Iowa, Dr Regula
Ludi of the University of Bern, and Dr Annette Weinke of the University

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Lecture session.

of Jena. These world-renowned scholars not only presented their own research projects, but also took the time to review the students’ papers andoffer detailed comments. One of the students later noted that this “was thefirst time I wrote an academic paper which was totally mine, and presented
it like a ‘real’ academic at a conference where professionals treated me as anequal, expressed their interest, and conveyed their honest reviews. I learned
a lot from this process and I am grateful for the opportunity I was given to
take part in this program.” The conferences were open to the public. They
were held in November 2014. The Johannesburg workshop was conductedin June-July 2014.
Concluding Thought
Restoring inter-group relations does not require groups to achieve consensus or agree on all contentious issues. But it does require them to accept
members of the other group as human, and their collective narrative as legitimate. South Africans have proved it possible to achieve these goals. Overthe course of two weeks in Johannesburg, Israeli and Palestinian law students have also achieved these goals. For them, the workshop was a transitional justice process on its own right. For all, it demonstrated that dialogue
and even reconciliation between Israelis and Palestinians is possible.