14 Pages Posted: 24 Feb 2010 Last revised: 29 Mar 2010
Date Written: February 23, 2010
This study explores the Palestinian curriculum from an Israeli perspective. Israelis accused the Palestinian school books do not teach the notions of peace and coexistence with Israel, but plant the seeds of hate in upcoming Palestinian generations through their delegitimization of Israel’s existence, hotbed of anti-Israeli and anti-Semitic, implicit seeking of Israel’s destruction, defamation of Israel and encouraging militarism and violence. Findings show that the consensus of expert opinion on Palestinian Authority schoolbooks is quite different from what Israelis accused. The overall orientation of the Palestinian curriculum is peaceful in spite of the harsh and violent realities in which schools operate; they are focusing on teaching human rights concepts, justice, peace, equality, freedom, and tolerance, in terms of both self and others, and it encourages tolerance among religions and ask students to respect the freedom of religion and protect religious places as well. They tell history from a Palestinian point of view and reflect Palestinian life and reality as victims, as well as the diversity within Palestinian society, taking into consideration his culture, norms, heritage, values, and believes. Accordingly, Palestinian curriculum should teach Palestinian history from a Palestinian, rather than a Zionist, perspective. Finally, Palestinian school books are not perfect since they are under continual revision and improvement.
Notes: Downloadable document contains abstract only.
Keywords: Curriculum, Textbooks, Identity, Palestine, Conflict, Jihad
Suggested Citation: Suggested Citation
Abukhayran, Ashraf Mohammed Hasan, Palestinian Curriculum from an Israeli Perspective (February 23, 2010). Available at SSRN: https://ssrn.com/abstract=1557592 or http://dx.doi.org/10.2139/ssrn.1557592