Peace and conflict in Israeli state-approved textbooks

2000-2018

Bibliographic Data

ID21345693
AuthorsYael Teff‐Seker (0000-0002-9910-9078, Technion – Israel Institute of Technology, corresponding author), Yael Teff-Seker (Technion – Israel Institute of Technology)
Year2020
Volume52
Issue4
Pages533-550
Publication date2020-07-03
Open AccessYes
TypeARTICLE
VenueJournal of Curriculum Studies (JOURNAL)
Journal identifiersISSN: 0022-0272 • E-ISSN: 1366-5839
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00220272.2020.1716392
OpenAlexW3002910357
LanguageEN
Citations received7
References cited15

The current article describes the peace and conflict educational approaches found in the Jewish-Israeli curricula between the years 2000–2017. Using thematic analysis, it extracts the dominant themes and messages towards Muslim, Arab and Palestinian ‘others’. The study follows 123 textbooks recommended by the Israeli Ministry of Education for grades 7 through 12 of the Jewish state and state-religious sectors for the 2000–2019 academic years. The academic subjects or disciplines represented in the study include history, geography, civics, (Jewish) religious studies and Hebrew language and literature studies. Study findings indicate that current Israeli textbooks to not contain any overt racism or incitement against Palestinians. However, ethnocentric perceptions and victim mentality are two themes that still dominate curricular discourse and are counterproductive to peace education goals. Additionally, the paucity of Palestinian narratives is another potential hurdle to achieving peace education goals

Civics · Curriculum · Ethnocentrism · Jewish state · Judaism · Peace Education · Pedagogy · Political science · Politics · Qualitative research · Social science · Sociology · State (computer science) · Thematic analysis · Educator Training and Historical Pedagogy · Gender Studies · History · Jewish and Middle Eastern Studies · Law · Peace and Human Rights Education

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