Fled or expelled? Representation of the Israeli-Arab conflict in U.S. High school history textbooks

Bibliographic Data

ID12439641
AuthorsIfat Maoz (0000-0002-8524-1297, Hebrew University of Jerusalem, corresponding author), Gili Freedman (0000-0002-7006-9674, Haverford College), Clark Mccauley (0000-0001-8937-302X, Bryn Mawr College)
Year2010
Volume16
Issue1
Pages1-10
Publication date2010-01-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenuePeace and Conflict Journal of Peace Psychology (JOURNAL)
Journal identifiersISSN: 1078-1919 • E-ISSN: 1532-7949
PublisherAmerican Psychological Association (PUBLISHER • US)
DOI10.1080/10781910903237562
OpenAlexW2033365635
LanguageEN
Citations received2
References cited7

Assuming that the perceived history of a conflict shapes the potential for peace, this study examined the representation of the Israeli–Arab conflict in eight widely used U.S. high school history textbooks. The analysis focused on two issues that are crucial to the understanding of the conflict: (a) the creation of the 1948 Palestinian refugee problem and (b) the status of the sizeable minority of Arab citizens within Israel. The results indicate that, although several of the textbooks do represent—to some extent—a complex and multifaceted account of the creation of the 1948 Palestinian refugee problem, the existence of Arabs in Israel and their problematic status as a national minority are, in many cases, not clearly described

Arab–Israeli conflict · Criminology · Political science · Politics · Refugee · Representation (politics · Sociology · Educator Training and Historical Pedagogy · Gender Studies · Innovative Teaching Methodologies in Social Sciences · Jewish and Middle Eastern Studies · Law

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