Suchergebnisse

Education in East Jerusalem gives a voice to the residents of East Jerusalem, addressing educational issues and revealing implicit layers in Israeli policy and attitude affecting the education system. In this close examination of school life under occupation, the book presents criticism of the system from within, and calls for teachers to prioritize pupils' needs. Uncovering a complex daily reality experienced in schools by principals, teachers and pupils, this book presents new findings, focusing on system-internal properties which manifest the macro effects inside the microsystem. The author draws on field studies and content analysis to show a need for educational action and suggest ample room for improvement. This study reveals that there is a significant relationship between the failures of the education system in East Jerusalem and the strategies implemented by the state, and outlines the responsibilities of the state. This book will be of great interest to academics, researchers, and postgraduate students in the fields of educational policy, sociology of education, and Middle East studies

"Araber", "Palästinenser", "Israelis", "arabische Israelis", "israelische Araber", "israelische Palästinenser", "unsere Araber" und "Araber von 1948" - das sind nur einige der Bezeichnungen für eine Gruppe in Israel, die fast ein Fünftel dessen Staatsbürger stellt: die indigenen Bewohner des heutigen Israel, deren Familien im ersten israelisch-arabischen Krieg 1948 weder vertrieben wurden noch flohen. (Orient Journal/DÜI)

Intro -- Foreword -- Preface -- Contents -- List of Figures -- Chapter 1: Introduction: Views of Others in School Textbooks-A Theoretical Analysis -- The Role of Textbooks -- Textbooks and Others -- Outline of the Book -- References -- Chapter 2: When Europe Meets the Middle East: Constructing Collective Identities in Social Studies Textbooks for a Globalising World -- From Images of a Small World to the Representation of the Grand Nation -- Global and Local Challenges for Textbook Revision -- Contextualising the Textbook: Refining Methods of Analysis -- Different Layers of Collective Identities in Europe -- Can Textbook Revision Itself Become a Victim of the Conflicting Identity Patterns It Reveals? -- References -- Chapter 3: Palestine: The Unseen Conflict over the Hidden Curriculum -- Writing a National Curriculum for a Non-state? -- The Palestinian Debate -- Post-2000 Debates: Low-Intensity Conflict Among Contrasting Visions -- Conclusion -- Textbooks Cited -- References -- Chapter 4: Zionism as the Other in Curricula and Textbooks of the Palestinian National Authority -- The Development of Palestinian Education -- Textbook Analysis -- Conclusion -- Textbooks Cited -- References -- Chapter 5: Textbooks for the State and State-Religious Jewish Sector in Israel -- Attitudes Towards Peace and War with the Arab/Muslim Other -- Presenting the Palestinian Point of View and Suffering -- Attitudes Towards Islam and Muslim and Arab Heritage -- Attitudes Towards Arab-Israeli Citizens and Other Ethnic Minorities -- Findings According to Academic Subject -- History -- Civics -- Geography -- Literature and Hebrew Language -- Bible and Judaism Studies -- Arab Language -- Conclusion -- Textbooks Cited -- References

AbstractAs part of an effort to establish a national identity within the education sector, the Palestinian National Authority (PNA) revised its 2018/2019 textbooks. This study seeks to understand the motivation behind the revisions, focusing on how the new content depict 'the self' and 'the other'. Through our analysis, it was discovered that the textbooks should be seen as an extension of the Palestinian struggle for nation‐building and self‐determination. The PNA's strategy to curricula development represents a departure from the previous Oslo framework with a focus on historical Palestine and defining 'the other' on their own terms.

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.

Educational reform in the Arab world: directives, mechanisms, and challenges in Lebanon, Syria, and Oman / Nemer Mansur Frayha -- Education reform in Oman: evolution of secondary school curricula / Salha Abdullah Issan -- Educational developments in Jordan from the 1950s until today: stages and characteristics / Mohammad Khalil Abbas -- Major trends of educational reform in Egypt / Iman Farag -- On the impossibility of teaching history in Lebanon: notes on a textbook controversy / Massoud Daher -- History textbooks in Egyptian schools: a tool for the representation of collective memory / Atef Botros -- Different layers of identity in Lebanese textbooks / Jonathan Kriener -- The philosophical foundations of education and the range of its implications for the content of civic education textbooks in Jordan / Mustafa Abu al-Sheikh and Yasser al-Khalailah -- Gender images in Jordanian textbooks in the subject field of social education / Naseema al-Khalidi -- Images of Europeans in Jordanian textbooks / Qasem al-Newashi -- History curricula and textbooks in Palestine: between nation building and quality education / Samira Alayan -- Bridging conflicts through history education?: a case study from Israel/Palestine / Achim Rohde