Natasha's book on the theory and method behind 'Integrative Simulations', the conflict negotiation modules she has run for over a decade, with both students and professionals.

In December 2015 Natasha received the Peter Becker Award for Peace and Conflict Studies, for her book and method. http://www.css.ethz.ch/en/think-tank/themes/mediation-support-and-peace-promotion/mediation-in-peace-processes/Peter-Becker.html

Article by Natasha Gill, inviting the pro-Israel community to engage in a discussion about the roots of the Israel/Palestine conflict in the pre-1948 period, and in particular, to examine the original reasons why the Arabs of Palestine opposed Zionism. 

Middle East Policy Council, 19 June, 2013

An abridged version of this article was published in Haaretz, and can be found at: 

Op-ed by Natasha Gill, arguing that Israelis and Palestinians should not be asked to be friends or recognize the legitimacy of each other's narrartive, but rather given the tools to address each other as adversaries, within the context of the conflict.

The Forward, 3 April, 2013

An article by Natasha Gill on the limits of crisis-simulations run in policy circles. 

Paxsims website, August 2012 http://paxsims.wordpress.com

Article by Guardian journalist Jonathan Freedland about his experience role-playing a Palestinian negotiator in a TRACK4 simulation.

The Guardian, April 20, 2011

Op-ed by Natasha Gill on how Britain can make itself a relevant player in the Israeli/Palestinian peace process

The Guardian, 25 March, 2010

An article by David. A. Walsh analyzing the educational value of Reacting to the Past historical simulations, with emphasis on the Struggle for Palestine game.

History News Network

Op-ed by Natasha Gill on how an excessive focus on rights and recognition can undermine the Israeli/Palestinian peace process

FORWARD, The Jewish Daily, 6 June, 2007

New York Times article by Richard Courage on Reacting to the Past in the classrooms

New York Times

Natasha's book on the history of educational philosophy in eighteenth century France. The book looks at how philosophers and political and social thinkers considered education to be a laboratory in which the most innovative ideas of their time could best tested: through the prism of pedagogy theorists tried to balance new concepts about individuality and socialization, freedom and constraint, human malleability and the balance between nature versus nurture. 

Ashgate Press, 2010