谁的自主权?将巴勒斯坦被占领土上的“殖民治外自治”概念化

IF 2.1 3区社会学 Q2 INTERNATIONAL RELATIONS

Politics Pub Date : 2022-10-08 DOI:10.1177/02633957221128216

Tariq Dana, Ali Jarbawi

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引用次数: 1

摘要

“巴勒斯坦自治”的概念在以色列1967年后在被占领巴勒斯坦领土上的战略规划中占据了核心地位。尽管如此，与对政治自治的常规理解及其在理论和实践中的概念化和应用相比，这一概念仍然研究不足。以色列设想的巴勒斯坦人自治的一个引人注目的方面是，它与当今世界各地实施的任何现有自治模式都不相似。本文试图通过提出“殖民地域外自治”一词来弥合这一概念差距，这是以色列1967年占领后发展起来的一种特殊的殖民治理模式，旨在解决领土/人口问题，支持以色列“最大限度地利用最小的巴勒斯坦人”的殖民野心。

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Whose autonomy? Conceptualising ‘colonial extraterritorial autonomy’ in the occupied Palestinian territories

The notion of ‘Palestinian autonomy’ has occupied a central position in Israel’s post-1967 strategic planning in occupied Palestinian territories. Despite that, the notion remains understudied in relation to the regular understanding of political autonomy and its conceptualisation and application in theory and practice. One striking aspect of Israel’s envisioned autonomy for the Palestinians is that it does not resemble any existing model of autonomy implemented around the world today. This article seeks to bridge this conceptual gap by proposing the term ‘Colonial Extraterritorial Autonomy’ as a peculiar mode of colonial governmentality that has been developed in the aftermath of Israel’s 1967 occupation to resolve the territory/demography question in favour of Israel colonial ambition for ‘maximum land with minimum Palestinians’.

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来源期刊

Politics Multiple-

CiteScore

5.50

自引率

0.00%

发文量

期刊介绍： Politics publishes cutting-edge peer-reviewed analysis in politics and international studies. The ethos of Politics is the dissemination of timely, research-led reflections on the state of the art, the state of the world and the state of disciplinary pedagogy that make significant and original contributions to the disciplines of political and international studies. Politics is pluralist with regards to approaches, theories, methods, and empirical foci. Politics publishes articles from 4000 to 8000 words in length. We welcome 3 types of articles from scholars at all stages of their careers: Accessible presentations of state of the art research; Research-led analyses of contemporary events in politics or international relations; Theoretically informed and evidence-based research on learning and teaching in politics and international studies. We are open to articles providing accounts of where teaching innovation may have produced mixed results, so long as reasons why these results may have been mixed are analysed.