Israeli Textbooks!
Israeli school textbooks as well as children’s storybooks, according to recent academic studies and surveys, portray Palestinians and Arabs as "murderers," "rioters," "suspicious," and generally backward and unproductive. Direct delegitimization and negative stereotyping of Palestinians and Arabs are the rule rather than the exception in Israeli schoolbooks, according to Maureen Meehan , www.washington-report.org Professor Daniel Bar-Tal of Tel Aviv University studied 124 elementary, middle- and high school textbooks on grammar and Hebrew literature, history, geography and citizenship. Bar-Tal concluded that Israeli textbooks present the view that Jews are involved in a justified, even humanitarian, war against an Arab enemy that refuses to accept and acknowledge the existence and rights of Jews in Israel. "The early textbooks tended to describe acts of Arabs as hostile, deviant, cruel, immoral, unfair, with the intention to hurt Jews and to annihilate the State of Israel. Within this frame of reference, Arabs were delegitimized by the use of such labels as ‘robbers,’ ‘bloodthirsty,’ and ‘killers,’" said Professor Bar-Tal, adding that there has been little positive revision in the curriculum over the years. Bar-Tal pointed out that Israeli textbooks continue to present Jews as industrious, brave and determined to cope with the difficulties of "improving the country in ways they believe the Arabs are incapable of." Textbooks currently being used in the Israeli school system, says Bar-Tal, contain less direct denigration of Arabs but continue to stereotype them negatively when referring to them. He pointed out that Hebrew- as well as Arabic-language textbooks used in elementary and junior high schools contain very few references either to Arabs or to Arab-Jewish relations.
An independent study of Palestinian textbooks by Professor Nathan Brown of George Washington University in Washington, DC, notes that "virtually every discussion in English on Palestinian education repeats the charge that Palestinian textbooks incite students against Jews and Israel". Brown states that: "It may therefore come as a surprise to readers that the books authored are largely innocent of these charges. Brown concluded that "the Palestinian curriculum is not a war curriculum; while highly nationalistic, it does not incite hatred, violence and anti-Semitism. It cannot be described as a peace curriculum either, but the charges against it are often wildly exaggerated or inaccurate." ("Democracy, History and the Contest over the Palestinian Curriculum," an independent report prepared for The Adam Institute, 2002).
"When I was in high school 12 years ago, the date ‘1948’ barely appeared in any textbooks except for a mention that there was a conflict, Palestinians refused to accept a U.N. solution and ran away instead," said Jamal Atamneh, coordinator of the Arab Education Committee in Support of Local Councils, a Haifa-based NGO. "Today the idea communicated to schoolchildren is basically the same: there are winners and losers in every conflict. When they teach about ‘peace and co-existence,’ it is to teach us how to get along with Jews."
Atamneh explained that textbooks used by the nearly one million Arab Israelis (one-fifth of Israel’s population) are in Arabic but are written by and issued from the Israeli Ministry of Education, where Palestinians have no influence or input. "Fewer than 1 percent of the jobs in the Education Ministry, not counting teachers, are held by Palestinians," Atamneh said. "For the past 15 years, not one new Palestinian academic has been placed in a high position in the ministry. There are no Palestinians involved in preparing the Arabic-language curriculum [and] obviously, there is no such thing as affirmative action in Israel."
In addition, there are no Arabic-language universities in Israel. Haifa University, Atamneh points out, has had a steady 20 percent Arab student population for the past 20 years. "How can that figure have remained the same after all these years when the population in the north [of Israel] has grown to over 50 percent Arab?"
Answering his own question, Atamneh rattles off statistics that reflect excellent high school scores among Arab students which he contrasts to their subsequent lower-than-average performance in Hebrew-language college entrance exams given by the state. "No major scholarships have ever been awarded to an Arab; there are no dorms for Arabs and no college-related jobs or financial aid programs. They justify this legal discrimination by the fact that we do not serve in the army. There are numerous blatant and official methods used to keep Palestinian Arabs out of the universities."
It does hurt once a scholarship is denied, especially when it was promised, for futile silly reasons. Education, like medicine, urgent surgery, is but a human noble need. It indeed needs a serious honest reconsideration. The world has been under rapidly constant changes and modifications. The realization of the long awaited for dream of peace, tranquillity and co-existence in the small village of today is the dire need for a new start where love instead of hatred to prevail, acceptance not rejection, power of logic not the logic of power, dialogue and not a gun.
BY
Mohammad abdo Al-Ibrahim