TY - JOUR
T1 - The new civics curriculum for high schools in Israel
T2 - The discursive construction of Palestinian identity and narratives
AU - Pinson, Halleli
N1 - Publisher Copyright:
© The Author(s) 2019.
PY - 2020/3/1
Y1 - 2020/3/1
N2 - The Israeli education system is divided and segregated along the lines of nationality and religiosity. While Israeli society and its education system, in particular, have generally been subjected to the influence of globalisation, including universal discourses of citizenship, in many ways it remains highly particularistic and nationalistic. To a large extent, what we see today in terms of school curricula in Israel stands in contradiction to the main trends in civic education in the developed world. It expresses a move towards neo-nationalistic religious (neo-Zionist) discourse which overtly gives preference to the Jewishness of the state over and above its commitment to democratic universal principles. This article will focus on these recent discursive changes. It will examine the space, or rather the lack of it, that is given to the Palestinian identity and narratives in the official civics textbook for high schools. The article explores several discursive practices adopted by the textbook in reinforcing the marginal position of Palestinian citizens, constructing them as the ultimate ‘others’ and undermining their civic status and rights.
AB - The Israeli education system is divided and segregated along the lines of nationality and religiosity. While Israeli society and its education system, in particular, have generally been subjected to the influence of globalisation, including universal discourses of citizenship, in many ways it remains highly particularistic and nationalistic. To a large extent, what we see today in terms of school curricula in Israel stands in contradiction to the main trends in civic education in the developed world. It expresses a move towards neo-nationalistic religious (neo-Zionist) discourse which overtly gives preference to the Jewishness of the state over and above its commitment to democratic universal principles. This article will focus on these recent discursive changes. It will examine the space, or rather the lack of it, that is given to the Palestinian identity and narratives in the official civics textbook for high schools. The article explores several discursive practices adopted by the textbook in reinforcing the marginal position of Palestinian citizens, constructing them as the ultimate ‘others’ and undermining their civic status and rights.
KW - Israel
KW - Palestinian minority
KW - citizenship education
KW - discourse analysis
KW - textbook
UR - http://www.scopus.com/inward/record.url?scp=85064627198&partnerID=8YFLogxK
U2 - 10.1177/1746197919840811
DO - 10.1177/1746197919840811
M3 - Article
AN - SCOPUS:85064627198
SN - 1746-1979
VL - 15
SP - 22
EP - 34
JO - Education, Citizenship and Social Justice
JF - Education, Citizenship and Social Justice
IS - 1
ER -