MEMRI's Palestinian Authority Textbook Study
http://www.memri.org/63271A_MemriBook.

December 2, 2001

MEMRI's Palestinian Authority Textbook Study

MEMRI's study of Palestinian Authority textbooks is now available on our website at www.memri.org. The study may be accessed directly at: http://www.memri.org/63271A_MemriBook.pdf.

Appearing below are the introduction and conclusion of the textbook study:

Introduction

In September 2000, six years after the Palestine Liberation Organization (PLO) assumed its responsibility and authority over education and cultural affairs in the Palestinian territories, the Palestinian Authority inaugurated its new curriculum at the Curriculum Development Center in Ramallah.

The first step taken to introduce the new curriculum was the creation of twenty new textbooks for grades one and six, as part of a long-term project. The need to develop new Palestinian textbooks was long overdue.(1) There had been no uniform curriculum; Jordanian textbooks were used in the West Bank, Egyptian ones in Gaza. Large portions of the content were out of date and lacked clear relevance to Palestinian society.(2)

The revision of the curriculum was intended "to prepare the Palestinian people to restore all of their national rights on their land and establish their independent state with Jerusalem as its capital."(3) It was also intended to respond to Israeli complaints that the content of the previous books included antisemitic, inciting, and provoking language, in violation of the Cairo Agreement between Israel and the PLO that required both sides "to foster mutual understanding and tolerance and... accordingly, [to] abstain from incitement, including hostile propaganda."(4)

This study deals with the central ideas and content of the new textbooks-ideas and values that will greatly determine the future development of the Palestinian autonomous territories.

Conclusion

The new Palestinian textbooks reflect a general attempt at lowering the flame of anti-Israel venom. Direct incitement has significantly declined, explicit calls for violence have been radically reduced and a serious effort has been made to enhance values such as democracy and freedom.

However, the paramount goal of the new textbooks to maintain the claim of a unique, distinct and homogeneous Palestinian nation as the basis for the creation of a Palestinian state, seems to have marred the end product of five years of preparations.

Hence, the definition of the Palestinian nation as a 'natural' entity that is based on distinctions from others that are perceived as different and therefore not belonging to the majority of the Palestinian people. Much worse, this definition is linked to physical features, both facial and bodily, of the kind of long-discarded racial theories.

The curriculum focuses the obligations of the individual to the community, parents, family, school and co-religionists. These obligations set the stage for the highest degree of the individual's loyalty to the Palestinian nation, culminating in nurturing the wish for self-sacrifice and martyrdom among the youth.

The concept of freedom is related solely to external oppression, not to domestic repression. The opportunity to enhance an era of peace and reconciliation through the new textbooks has been missed. Israel still does not appear on the maps.

Antisemitic stereotypes portraying Jews still exist and present-day conflicts are tied to ancient religious disputes and enmity. Moreover, the new textbooks do not nurture positive attitudes towards the West. Disorderly clothing, for example, is depicted as a symbol of undesirable foreign behavior.

The new Palestinian textbooks focus primarily on what is needed to successfully confront enemies. Sadly the opportunity to educate Palestinian school children in the spirit of nationbuilding as part of a peace-process was missed and has to wait for another opportunity.

Notes:

(1)For the historical background and organizational framework of the curriculum project, see: Palestinian Curriculum Development Center, "The First Palestinian Curriculum Plan for General Education: A Comprehensive Plan" [in Arabic] (Ramallah, 1996); and Palestinian Curriculum Development Center, "First Palestinian Curriculum Plan" (Ramallah, 1998).
(2)For an evaluation of the curriculum, see: PCDC, "A Comprehensive Plan," pp. 175ff.
(3)PCDC, "First Palestinian Curriculum Plan," p. 1.
(4)Cairo Agreement, Article XII (May 4, 1994). As a consequence of these mutual obligations, discussions arose between Palestinian and Israeli experts regarding how the history of the other side should be reflected in the curriculum of each. A summary of such a debate relating to the presentation of the Holocaust in the Palestinian curriculum is given in a document published by MEMRI. See Appendix.