Why Israel is interfering in Palestinian education | Education
School Year Opens in Occupied East Jerusalem Amid Curriculum Controversy
The academic year commenced in occupied East Jerusalem with the announcement that approximately 45,000 Palestinian children will now use a curriculum developed by Israeli authorities. This figure represents more than a third of the Palestinian student population in the area and nearly doubles the number from the previous year.
Concurrently, Christian schools in the region began the academic year with a strike, as many teachers residing in the occupied West Bank were denied entry permits to the city.
For many in the Palestinian community, this development is viewed as further encroachment on their national rights by occupying forces. Israeli officials defend the move, asserting that textbooks produced by the Palestinian Ministry of Education and Palestinian teachers trained by the Palestinian Authority promote hatred.
International humanitarian law stipulates that an occupying power must facilitate the functioning of educational institutions and refrain from interfering with their operations. Recent commentary from the International Committee of the Red Cross notes that an occupying power should not replace existing education systems or impose new curricula.
Despite these guidelines, Israeli involvement in Palestinian education extends far beyond East Jerusalem, affecting schools in the occupied West Bank and Gaza Strip. Over the years, successive Israeli administrations have urged the United States and European governments to apply pressure on the Palestinian Authority to amend its textbooks as a condition for foreign aid. In Gaza, the deteriorating educational infrastructure has enabled non-governmental organizations funded by Western donors to introduce curriculums sanctioned by Israel.
Critics argue that the Israeli justification for revising Palestinian educational materials—claiming they promote hate—lacks evidence. An academic study, funded by the U.S. Department of State and conducted by a team of Palestinian and Israeli researchers, concluded that Palestinian textbooks do not advocate hatred or dehumanization of Israelis.
Investigations into the content of Palestinian textbooks compared to the edited versions used in East Jerusalem reveal significant alterations. References to Palestinian national symbols, including the national flag and anthem, have been removed or modified. A forthcoming study of primary school textbooks found that edits included replacing “Palestine” with “Israel” in certain contexts, as well as omitting discussions about the realities of occupation.
The Israeli government’s motivations for modifying Palestinian textbooks seem rooted in a desire to eliminate references to occupation, Palestinian history, and the concept of self-determination. These elements are seen as vital to fostering national consciousness among Palestinian youth, which goes against a narrative of Israeli sovereignty that dismisses the existence of a Palestinian identity.
Palestinian resistance to these curriculum changes transcends the issue of educational content. Many parents, educators, and community members fear that adopting the Israeli curriculum may imply acquiescence to Israeli control over Jerusalem and the erasure of Palestinian identity.
The removal of topics such as occupation, the Nakba (catastrophe), the right of return, and Palestinian sovereignty from educational materials could gradually sever the connection between Palestinian political identity and the historical narratives that underpin it.
While Israel’s efforts to shape Palestinian curricula receive limited scrutiny from its Western allies, significant discrepancies remain in the education provided to Israeli children. Research conducted by Israeli scholar Nurit Peled-Elhanan revealed that textbooks used in Israeli schools often incorporate racist tropes and omit Palestinian perspectives, leading students to develop a biased understanding of their neighbors.
A recent study by another Israeli researcher, Yael Teff-Seker, highlighted the ethnocentric framing prevalent in Jewish Israeli schoolbooks, which not only emphasize Jewish victimhood but also underrepresent Palestinian narratives. The study noted that while depictions of peace with Arab nations are generally positive, the occupation is often treated neutrally, and occupied territories are sometimes referred to by Israeli designations.
Further research co-authored by Israeli academic Roy Weintraub investigated how Israeli education addresses the Nakba. The findings suggest that while the term is acknowledged, teaching materials primarily justify Israeli military actions during the 1948 War, rather than fostering an understanding of the associated suffering and injustices.
The educational landscape in Israel and the occupied territories reflects deeper struggles for power. When one side retains control over land, movement, and educational resources, it can also shape the narrative provided to the next generation. This ongoing conflict over educational content extends beyond mere curriculum; it involves determining what constitutes legitimate historical discourse.
