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Palestine in Israeli School-Books: Ideology and Propaganda in Education. I.B. Tauris. 2012 London
Abstract
The present book presents a critical multimodal study of one aspect of the Israeli-Zionist narrative as it is reproduced in school books of three disciplines: history, geography and civic studies. It consists of an analysis of the visual and verbal texts that represent the 'others' of Zionist Jews, namely Palestinians – both the citizens of Israel and the non-citizens who have been living under a military regime in the occupied Palestinian territories since 1967.The book shows that Israeli textbooks use racist discourse, both visually and verbally to repreent Palestinians.
... It disrupts the commonplace practices (Lewison et al., 2008) prevalent in the Palestinian-Israeli educational system, a system in which students are often treated as receivers of knowledge according to Freire's (1970) banking model rather than meaning makers (Luke & Freedody, 1999), "robots" in a teaching and learning system in which matters of justice are erased (Giroux, 2020, p. 1). The national curricula designed for Palestinian-Israeli schools are devoid of matters relevant to the challenges with which the Palestinian minority in Israel grapples (Bekerman, 2009;Peled-Elhanan, 2012). Hayik and colleagues (e.g. ...
... Incorporating PhotoVoice into Palestinian-Israeli college course syllabi disrupts commonplace practices (Lewison et al., 2008) that often consider students as passive receivers of knowledge in a system devoid of matters of social justice (Bekerman, 2009;Giroux, 2020;Peled-Elhanan, 2012). Diverging from the prevalent banking model (Freire, 1970), the students became active meaning makers (Luke & Freedody, 1999), engaging in learning experiences that connected the word and world (Freire, 1983) though the documentation, analysis, and reflection on the problematic linguistic reality in Israel. ...
... If the colonised are assigned to an inferior evil race, their exclusion can be legitimate through racist discourse-with the negative qualities presented as 'it's in their blood'. The Israeli textbooks dehumanise Palestinians and convey the image of the Arab society, which is traditional, and by its nature, reluctant to change (Peled Elhanan, 2012). ...
This article sheds new light on the Aramean movement in northern Israel, drawing from studies on nationalism, racialisation, ethnic conflict and minority mobilisation. In 2014, Israel allowed members of several churches to identify as Aramean. The pivotal role in the Aramean minority's distancing of itself from the Arab identity was played by the Israeli Christian Aramaic Association (ICAA). Specifying and partially adapting Yusri Hazran's concept of ‘Druzification’, meaning the Israelis' conscious policy of minoritising indigenous populations and encouraging their conscription to the army, the term ‘Druzification from below’ is proposed to stress the bottom‐up character of the Aramean movement in the north of the country as well as the agency of Middle Eastern Christians. My general standpoint is that ‘Druzification from below’ can be perceived as an adaptive strategy—a survival response to structural political conditions and urbicidal practices of the ethnocratic state and adaptation to external threats.
... This is why the Israeli education system serves a dual role: as a nationalizing apparatus for Jews and as a denationalizing apparatus for Palestinians. It does so by promoting the Zionist narrative and erasing the Palestinian national identity (Yiftachel 2006;Peled-Elhanan 2012;Awayed-Bishara 2020;Karkabi 2021). In this sense, Palestinians in Israel are subjugated to Israeli denationalization of their community (Karkabi 2021). ...
This linguistic ethnographic study offers a nuanced pedagogical account of the Arabic term sumud, or ‘steadfastness’, through a sociolinguistic analysis of decolonial modes of expression among Palestinian youth in Israel. I reflect on events during the 2021 uprisings in East Jerusalem, when Palestinian youth within Israel took to the streets in solidarity with Palestinians in Jerusalem and Gaza. Considering the Israeli education system's denationalization of the Palestinian community within its borders, I examine how Palestinian political ideals cultivated outside the formal educational system open new possibilities for political organizing and expression. I reflect upon interviews with members of the Haifa Youth Movement and a Palestinian hip-hop artist and his lyrics. Engaging with Stroud's theorization of linguistic citizenship, I show how pedagogy of sumud as a linguistic citizenship practice opens new semiotic spaces for Palestinian youth in Israel to resist the erasure of their identity. (Linguistic citizenship, sumud pedagogy, Palestinian youth, colonized education)*
Younger learners (and older ones too) enjoy folktales, fairy tales of all kinds, and most EFL teachers know that. Textbook writers too, including versions of familiar ‘children’s stories’ from the international or English repertoire. But how many teachers here in Bulgaria use English versions of Bulgarian traditional tales in their teaching—stories that all the teachers and a portion of the younger (and older) learners probably know in original Bulgarian versions through the numerous books of Ran Bossilek and Angel Karalyichev? It can become a revealing window onto your own culture through its translation into English. Using indigenous traditional tales: toward a ‘Bulgarian Applied ELT’. In ‘indigenizing the EFL syllabus,’ making it closer in feeling, content and imagination to the life worlds of Bulgarian learners, Bulgarian folktales in English translation have a key role to play. I would argue that indigenizing materials in Bulgaria, integral to a ‘Bulgarian TEFL,’ needs to take this parameter into clear account, within a framework of a ‘Bulgarian Applied ELT’ sensitive to local realities.
The article also foregrounds secondarily the online upsurge in ‘storytelling in education’ over the past decade digitally and in the classroom, including learners as storytellers, story authors (see section 13. below) − work by David Heathfield, Simona Stambazzi, Nick Bilbrough at the Hands Up Project and many others. This in HLT on Heathfield's project: https://www.hltmag.co.uk/feb24/tell-a-child-in-gazas-tale The article also introduces the new IATEFL PATRON, storyteller Jan Blake. Zlibrary has a broad array of folktale volumes from around the world, downloadable: https://z-library.rs/ The article concludes with a critical political epilogue reflecting on the genocide in Gaza, 2023-2024.
In the broader current context, Aljazeera 'journalistic storytelling' is about what is happening to the Palestinians at the hands of the Israeli military and its government . On 22 Sept. 2024 the Israeli military shut down the main Ramallah journalistic hub of Aljazeera for an extended period. No reason given. Watch this brief video by one of AJ's reporters: https://youtu.be/3GxmN5k2sdg Stories about the suffering of Palestinians, Aljazeera telling stories about people fighting for their freedom. Sections 1 and 16 focus on these stories / realities of ongoing Occupation, massacre, destruction of culture and schooling, destroying 12 universities, intentional genocide, scholasticide, repression of Palestinian voice in Gaza and the Occupied West Bank. Here a video reportage by AJ on this shutdown of critical AJ journalism in Ramallah: https://youtu.be/bbkINgcK5-8 Listen to Israeli Knesset member Ofer Cassif (Hadash party) speaking there in powerful incisive conclusion. Also watch this incisive interview with Rami Khouri, of the American Univ. of Beirut. https://youtu.be/eGdnJMKzm8c >Journalism is not a crime, attacking journalism is< This AJ panel (22 Sept 2024) explores what Israel may be planning in Gaza going forward, incisive commentary and analysis: https://youtu.be/99TnX7bfeKw Watch, discuss this docu-fim, Not in My Name (https://youtu.be/ymekIiR-EfQ ) with and about Jewish-Australian critical journalist Antony Loewenstein, who is based in Melbourne and writes about Gaza and the Palestinians.
An earlier significantly shorter version of this article appeared in BETA E-Newsletter, No. 8, Nov.-Dec. 2013, pp. 5-21, and has been retitled and substantially revised here draft Sept. 2024, its links updated. Many links in the 2013 version no longer function and are updated here.
In Portugal, the dictatorial Estado Novo regime (1933-1974) ended with the Carnation Revolution of 25 April, which put an end to thirteen years of colonial war on several fronts. Since then, the regime has been the subject of an intense historiographical debate that has ultimately covered its multiple dimensions and realities. Part of this debate has focused on its possible “fascist” nature. The aim of this text is to use a comparative methodology (qualitative and quantitative) to analyse post-25 April history textbooks to see how the approach to the dictatorship might have evolved.
This article presents an analysis of Rana Bishara’s installation Roadmap for Elimination , which is semiotically and materially interesting due to the skillful combination of language, maps of Palestine, and other key symbolic elements of Palestinian resistance such as cactus leaves. The article illustrates how, in the artwork, space and time fold into each other for political purposes in such a way that the European colonial past is visually overlaid with the present Israeli occupation, and the vision of a different future. Ultimately, the argument mounted in the article is that the installation is a defiant act of linguistic citizenship through which Bishara engendered a momentary space of otherwise. The spatio-temporal elements in the artwork, in turn, activate a plethora of emotions that affectively interpellate a European viewer into complex discursive positions of implicated subject vis-à-vis the Israeli/Palestinian conflict. On a theoretical level, the article seeks to demonstrate how Povinelli’s notion of spaces of otherwise, coupled with Stroud’s linguistic citizenship, can be relevant to sociolinguistics and the sociology of language, giving us a conceptual apparatus for better understanding the nexus of agency, space and time. On a more empirical level, the article also seeks to bring more precision to the spatio-temporal dimensions of both Stroud’s and Povinelli’s work.
This article examines how secondary school (grades 9 to 12) geography textbooks of Ethiopia represented images of Africa. The study employed a qualitative content analysis method. All pages of the textbooks were used as units of analysis. The findings revealed that the textbooks represented utopian and dystopian images of Africa. On the one hand, the textbooks portrayed Africa as a naturally good place endowed with various natural resources. On the other hand, the textbooks represented Africans as incapable of using their natural resources for their well-being, and that they have turned the good place (Africa) into extreme poverty and sufferings. It can thus be concluded that the images of Africa represented in the textbooks have the potential to cultivate pessimistic dystopian images, disempowerment, and afropessimistic attitudes among students. Based on the findings, the study recommends reforms should be needed in school textbooks to integrate messages of dystopian and utopian images of Africa in balanced ways that can empower and prepare young students as agents of future changes in the African contexts.
Literatürde dil eğitimi-kültür arasında sıkı bir ilişkinin bulunduğuna yönelik bilgiler araştırmacıyı yabancı dil öğretimi ders kitaplarında yer alan okuma ve dinleme/izleme metinlerindeki kültürel unsurları sınıflandırarak incelemeye yönlendirmiştir. Türkiye’de İngilizce öğretiminin hemen her yaş seviyesinde yapılması sebebiyle yabancı dil öğretimi ders kitaplarından Türkçe ile İngilizce ders kitapları araştırmada kullanılmıştır. Araştırmada İstanbul Yabancılar için Türkçe, Pearson Yayınları New Language Leader ve Cambridge Yayınları Unlock kitaplarının orta düzeylerinde (B1-B2) yer alan okuma ve dinleme/izleme metinlerindeki kültürel ve kültürlerarası unsurların tespiti amaçlanmıştır. Çalışmada doküman incelemesi yöntemi, verilerin analizinde 7 ana başlıktan (günlük yaşam, yaşam koşulları, kişiler arası ilişkiler, gelenek ve görenekler, beden dili, törenler, evrensel unsurlar-hedef kültür dışındaki unsurlar) ve alt başlıklardan oluşan rubrik kullanılmıştır. Araştırma sonucunda Unlock ve New Language Leader kaynaklarında en çok yer verilen unsurun “evrensel unsurlar-hedef kültür dışındaki unsurlar” olduğu tespit edilmiştir. İstanbul Yabancılar için Türkçe (B1-B2) kitabında en fazla işlenen kültürel unsurun “gelenek ve görenekler” olduğu görülmüştür. İstanbul Yabancılar için Türkçe B1 ve B2 kitaplarında yer alan kültürel unsur oranlarının aynı olduğu, Unlock kitaplarının B1 seviyesinde (47), B2 (35) seviyesine göre kültürel unsurların daha fazla bulunduğu tespit edilmiştir. İstanbul Yabancılar için Türkçe (B1-B2) kitabında kültürel unsur çeşitliliği ve metin başına düşen kültürel unsur oranı Unlock (B1-B2) ve New Language Leader (İntermediate) kitaplarından daha fazladır.
Literatürde dil eğitimi-kültür arasında sıkı bir ilişkinin bulunduğuna yönelik bilgiler araştırmacıyı yabancı dil öğretimi ders kitaplarında yer alan okuma ve dinleme/izleme metinlerindeki kültürel unsurları sınıflandırarak incelemeye yönlendirmiştir. Türkiye’de İngilizce öğretiminin hemen her yaş seviyesinde yapılması sebebiyle yabancı dil öğretimi ders kitaplarından Türkçe ile İngilizce ders kitapları araştırmada kullanılmıştır. Araştırmada İstanbul Yabancılar için Türkçe, Pearson Yayınları New Language Leader ve Cambridge Yayınları Unlock kitaplarının orta düzeylerinde (B1-B2) yer alan okuma ve dinleme/izleme metinlerindeki kültürel ve kültürlerarası unsurların tespiti amaçlanmıştır. Çalışmada doküman incelemesi yöntemi, verilerin analizinde 7 ana başlıktan (günlük yaşam, yaşam koşulları, kişiler arası ilişkiler, gelenek ve görenekler, beden dili, törenler, evrensel unsurlar-hedef kültür dışındaki unsurlar) ve alt başlıklardan oluşan rubrik kullanılmıştır. Araştırma sonucunda Unlock ve New Language Leader kaynaklarında en çok yer verilen unsurun “evrensel unsurlar-hedef kültür dışındaki unsurlar” olduğu tespit edilmiştir. İstanbul Yabancılar için Türkçe (B1-B2) kitabında en fazla işlenen kültürel unsurun “gelenek ve görenekler” olduğu görülmüştür. İstanbul Yabancılar için Türkçe B1 ve B2 kitaplarında yer alan kültürel unsur oranlarının aynı olduğu, Unlock kitaplarının B1 seviyesinde (47), B2 (35) seviyesine göre kültürel unsurların daha fazla bulunduğu tespit edilmiştir. İstanbul Yabancılar için Türkçe (B1-B2) kitabında kültürel unsur çeşitliliği ve metin başına düşen kültürel unsur oranı Unlock (B1-B2) ve New Language Leader (İntermediate) kitaplarından daha fazladır.
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