Required Changes in the Palestinian Authority’s Schoolbooks

Used in UNRWA Schools

Avoid De-legitimization of the State of Israel and of the Jewish Presence in the Country

  • Every map that shows today’s political boundaries in the region should mark Israel’s pre-1967 territory by the name “Israel”. Such a territory must not be left un-named and certainly should not be named “Palestine”, as that constitutes a distortion of the present situation on the ground.
  • Israel should be presented as an ordinary sovereign state in every text mentioning the region’s states currently.
  • Every reference to a region, settlement or site within Israel’s pre-1967 borders must not describe such a region, settlement or site as Palestinian-under-occupation.
  • Every discussion within the books of the holy places in the country should refer to the Jewish holy places alongside the Muslim and Christian ones. Any reference to a place which happens to be sacred to Jews (such as the Wailing Wall in Jerusalem, the Cave of the Patriarchs in Hebron, and Rachel’s Tomb in Bethlehem) should state that fact.
  • Any discussion of subjects related to population and demography issues in the country should include the number of Jews living there (close to 7 million in 2019). Any map that shows cities in the country should include the important Jewish cities as well – under their Hebrew names (such as Tel Aviv, Eilat, Ashdod, etc.).
  • The books should not describe Israel’s pre-1967 territory as “occupied Palestine”, nor use circumlocutions such as “the lands of 48”, “the Interior” or “the Green Line” in reference to this territory instead of the phrase “Israeli territory”.
  • Historical documents should not be falsified, as has been done with British Mandate coins and stamps reproduced in PA schoolbooks with the Hebrew inscription erased.

 

Avoid Demonization of Israel and Jews

  • Schoolbooks should not include pieces which virulently demonize Israel/Jews, or de-humanize them, or any description that goes beyond the presentation of Israel and/or the Jews as an ordinary adversary with its own rights, interests and positions. Jews should not be presented as enemies of Islam, as has been often done.
  • It is much desired to add to the books the still non-existent material that deals with Israel and the Jews objectively (for example, pieces that talk about the Israeli government structure, economy, science and technology, the Hebrew culture, Jewish history, etc.), which might balance the enormous anti-Israeli critical material in the books.
  • It is crucially important to stress in the books that, in spite of the conflict, the Jewish/Israeli individual is also a human being, apart from being an adversary, and should be treated accordingly.
  • While dealing with the conflict, the PA schoolbooks studied at UNRWA schools should include also self-criticism (i.e., the rejection of proposals for a peaceful resolution of the conflict, massacre of unarmed Jewish neighbors, etc.)

 

Advocate a Peaceful Solution instead of Violent Struggle, Jihad and Martyrdom 

  • The books taught in UNRWA schools should emphasize, when dealing with the solution to the conflict, that peace and coexistence with the State of Israel is a strategic choice and that negotiations are the only way to achieving a solution to the conflict.
  • The books should refrain from any presentation of an armed or violent struggle as a means for solving the conflict.
  • The traditional Islamic ideals of Jihad and martyrdom should be mentioned in historical contexts only and not as part of a future endeavor within the conflict.
  • The territorial struggle against Israel should be restricted to the areas of the West Bank and the Gaza Strip alone and not include Israel’s pre-1967 territories.
  • Any discussion of what is termed “Nakbah” should stress the fact that the Nakbah was a direct result of a war initiated by the Palestinian side itself and not of a Jewish aggression, contrary to what is said today in the books.
  • Within this context, Palestinian children should be taught to recognize their own party’s shared responsibility for past events and not restrict that to the adversary alone. An example: the so-called “Separation Wall” which was built for defending the Israeli population against suicide bombing attacks by Palestinians.
  • The so-called “Right of Return” should be presented as a demand representing the Palestinian party’s position regarding the solution of what is termed “the Refugee Problem”, while the solution itself will be achieved in the framework of the negotiations between the two parties and on the basis of mutual agreement only.

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