Building a reality of peace and reconciliation through school textbooks

Lessons for the Israeli–Palestinian case

Bibliographic Data

ID12541193
AuthorsSara Zamir (0000-0002-7417-4201, Achva Academic College, corresponding author)
Year2017
Volume23
Issue3
Pages561-574
Publication date2017-05-04
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueIsrael Affairs (JOURNAL)
Journal identifiersISSN: 1353-7121 • E-ISSN: 1743-9086
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/13537121.2017.1306927
OpenAlexW2618553963
LanguageEN
Citations received1
References cited10

This article shows that effective reconciliation and peace-building require teaching children a constructed narrative based on the opposing stories, especially with regard to an intractable conflict such as the one that characterizes the Israeli–Palestinian case. Textbooks play an important role in any country when it comes to creating collective memory and political consciousness. They change over time, according to political and social powers within that nation, and can support and inspire processes of war or peace education. In a transition period between war and peace, for example, one can distinguish differential trends of texts that convey acceptance, tolerance, minimization of stereotypes and reduction of war imagery compared to the preceding period – all in the service of building a reality of peace and reconciliation

Aesthetics · Consciousness · Epistemology · Narrative · Peace Education · Period (music · Political economy · Political science · Politics · Sociology · Educator Training and Historical Pedagogy · Jewish and Middle Eastern Studies · Law · Peace and Human Rights Education · Philosophy

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