Explore the vast range of titles available.

The article explores how the Holocaust is represented in history textbooks for Palestinian pupils in the Palestinian and Arab-Israeli curricula from a pedagogical perspective. Since no mention of the Holocaust was found in Palestinian Authority textbooks, the study seeks to explain why this is so, while examining representations of the Holocaust in the Arab (Palestinian) Israeli textbooks. It pursues four principal objectives: (1) to investigate the extent to which Israeli and Palestinian history textbooks discuss the Holocaust, (2) to examine how it is portrayed, (3) to contextualize these portrayals in relation to collective memories of other events (e.g., the Nakba), and (4) to consult with Israeli and Palestinian curriculum policy makers regarding the inclusion or omission of the Holocaust from the curriculum.

The article explores how the Holocaust is represented in history textbooks for Palestinian pupils in the Palestinian and Arab-Israeli curricula from a pedagogical perspective. Since no mention of the Holocaust was found in Palestinian Authority textbooks, the study seeks to explain why this is so, while examining representations of the Holocaust in the Arab (Palestinian) Israeli textbooks. It pursues four principal objectives: (1) to investigate the extent to which Israeli and Palestinian history textbooks discuss the Holocaust, (2) to examine how it is portrayed, (3) to contextualize these portrayals in relation to collective memories of other events (e.g., the Nakba), and (4) to consult with Israeli and Palestinian curriculum policy makers regarding the inclusion or omission of the Holocaust from the curriculum. El artículo explora el modo en que se representa el Holocausto en los libros de historia para alumnos palestinos en el plan de estudios palestino y árabe-israelí desde una perspectiva pedagógica. Como no se encontró ninguna mención al Holocausto en los libros de texto de la Autoridad Palestina, el estudio busca explicar el motivo y a la vez examinar las representaciones del Holocausto en los libros de texto árabe (palestinos)-israelíes. Se persiguen cuatro objetivos principales: (1) investigar hasta qué punto los libros de historia israelíes y palestinos hablan sobre el Holocausto, (2) examinar cómo se representa, (3) poner dichas representaciones en contexto en relación con la memoria colectiva de otros eventos (p. ej. la Nakba) y (4) consultar a los legisladores israelíes y palestinos acerca de la inclusión u omisión del Holocausto en el plan de estudios. L’article explore la manière dont l’Holocauste est représenté dans les livres d’histoire destinés aux écoliers palestiniens suivant les programmes palestiniens d’une part et arabo-israéliens d’autre part, du point de vue pédagogique. Étant donné qu’aucune mention de l’Holocauste n’a été trouvée dans les manuels scolaires de l’Autorité palestinienne, l’étude vise à expliquer ce phénomène, tout en examinant les représentations de l’Holocauste dans les manuels scolaires arabo- (palestiniens) israéliens. Elle s’attache à réaliser quatre grands objectifs : (1) enquêter sur la mesure dans laquelle les livres d’histoire israéliens et palestiniens évoquent l’Holocauste, (2) examiner la manière dont il est présenté, (3) mettre ces présentations dans le contexte des mémoires collectives d’autres événements (par ex. la Nakba) et (4) consulter les concepteurs des programmes israéliens et palestiniens au sujet de l’inclusion ou de l’omission de l’Holocauste dans les programmes. 巴勒斯坦教科书中的大屠杀：以色列和巴勒斯坦的异同 该文从教育学的角度探讨了在巴勒斯坦和阿拉伯-以色列课程中针对巴勒斯坦学生的历史教科书对大屠杀是如何描述的。由于在巴勒斯坦权威教科书中未发现对大屠杀的任何提及，该研究试图解释为何如此，同时检视在阿拉伯（巴勒斯坦）以色列教科书中对大屠杀的描述。该研究追求四个主要目标：（1）调查以色列和巴勒斯坦历史教科书对大屠杀的探讨程度，（2）检视对大屠杀是如何描述的，（3）将这些描述置于与其它事件（例如巴勒斯坦大灾难）集体记忆有关的背景中考虑，和（4）就教科书中对大屠杀的包含或删除，咨询以色列和巴勒斯坦课程政策制定者。 تستكشف المقالة كيفية تمثيل الهولوكوست في كتب التاريخ المدرسية للطلبة الفلسطينيين في المناهج الفلسطينية، والعربية/الإسرائيلية من منظور تربوي. ولأنه لم يتم العثور على أي ذكر للهولوكوست في الكتب التي تصدرها السلطة الفلسطينية، فإن هذه الدراسة تسعى لتوضيح سبب ذلك، وفي نفس الوقت يتم مراجعة كيفية عرض الهولوكوست في الكتب المدرسية الإسرائيلية/العربية )الفلسطينية(. وتستهدف أربعة أهداف رئيسية هي: ) 1 ( بحث إلى أي مدى تمت مناقشة الهولوكوست في كتب التاريخ المدرسية الإسرائيلية والفلسطينية ) 2 ( دراسة كيفية تصويرها ) 3( صياغة هذه الأوصاف فيما يتعلق بالذاكرة الجماعية للأحداث الأخرى )النكبة على سبيل المثال( و ) 4( التشاور مع واضعي سياسات المناهج الدراسية الإسرائيلية والفلسطينية بخصوص إدراج أو إغفال الهولوكوست من المناهج الدراسي Данная статья исследует, как Холокост представлен в учебниках по истории для палестинских учеников в палестинском и арабо-израильском учебных планах с педагогической точки зрения. Поскольку упоминаний Холокоста в государственных палестинских учебниках обнаружено не было, данное исследование пытается объяснить причину этого факта, изучая упоминания Холокоста в арабо(палестино)-израильских учебниках. Мы преследуем четыре основные цели: (1) исследовать меру того, насколько в израильских и палестинских учебниках истории обсуждается Холокост, (2) изучить то, как он преподносится, (3) определить контекст этого изложения в связи с коллективной памятью других событий (напр., Накба), и (4) провести консультации с создателями образовательной политики в Израиле и Палестине в связи с добавлением Холокоста в учебный план или его исключением.

This study provides insights about attitudes toward heroes and role models in German and Israel. We expected German and Israeli school textbooks and teachers to provide varying renditions for the traumatic effects of World War II and the Holocaust, and for students to express different attitudes about the role of heroes in their lives. In contrast, the study found that German and Israeli adolescents share perceptions about heroes and role models, suggesting that either there are no such models today or that heroes and role models are overblown and dangerous for democracy. In doing so they reflect a broader consensus among their teachers and the school textbooks they use.

Conflicts over East Jerusalem are often thought to reflect larger conflicts in the Middle East. In this article, the authors focus on schooling in East Jerusalem in order to provide a better appreciation of the protracted conflict in the area. This close examination of schooling in East Jerusalem can illuminate reasons for the political paralysis that has beset Jerusalem since 1967. Their study draws on a series of in-depth interviews with officials, principals, teachers, and students. Their purpose is to show both the unique sociopolitical position of the East Jerusalem residents and their system of education. In addition, the authors illustrate the challenges that this distinctive system faces in terms of crowded classrooms, funding of school programs, and the teaching force. The day-to-day reality of schooling in East Jerusalem exposes why it is so difficult to separate the Israeli and Palestinian political entities. The evidence leads to the conclusion that, in the absence of a fundamental change, the exceptional predicament of East Jerusalem and its educational system--centered in the midst of a state of exception--is likely to remain poor and frustrating, paralyzing both sides in a contained exchange of blows on an otherwise roaring political volcano. (Contains 1 table, 1 figure, and 8 footnotes.)

Key experiences are short and intense instructional episodes that students remember to have had a decisive effect on their lives and are usually equated with a sense of self-direction and empowerment. This study analyzes gender differences in the narrations of key educational experiences of Palestinian Israeli students—an educated segment in Israeli-Palestinian society. The results suggest that while female Palestinians in Israeli academic programs have attained more than equal gender representation, a significant number of respondents still express traditional gendered conceptions. Though academically successful, many female students hide motives of agency, while expressing their stories as traditional gendered narratives. These results imply that while gender equality has been formally attained amongst Palestinians in Israel, gender differences persist with regard to women's basic cultural habitus, even amongst educated students. It thus suggests that while efforts to achieve formal and institutional gender equality are necessary, they are hardly sufficient conditions for changing cultural conceptions of gender subjectivity.

This article analyzes history, civics, and national education textbooks used between grades seven to twelve of the Palestinian and Jordanian school systems from a gender perspective. It focuses on the ways in which men and women are presented within the context of the prevalent culture, which portrays men as the more superior, capable, creative, productive, and therefore dominant, and women as weaker, inferior, dominated, and thus unable to play more than minor roles. As culture affects the perceptions, desires, and ambitions of both males and females, it becomes a key factor in changing the role of women in modern society, and is developed and transferred from one generation to another. This study also emphasizes the need to identify the approaches toward gender adopted by the curricula of Jordan and Palestine, as well as the nature of the language they use. The results from the sample used in this study indicate that although the stereotyping of men and women in both the public and the private sectors varies according to school grade and subject, there is an obvious bias in favor of men.