The 5th Nordic Conference on Middle Eastern Studies, Lund 2001

THE MIDDLE EAST: INTERPRETING THE PAST

PROMOTING NATIONAL IDENTITY:

A CHALLENGE TO PALESTINIAN EDUCATION

By Unni Kjus Aahlin,

E-mail: aahlin@eunet.no

http://www.hf.uib.no/smi/pal/abstract_Lund_02UKA.pdf

Abstract:

Palestinian national aspirations are against Israeli interests. Through the ‘peace-process’ realisation of a just and durable peace seems to be far away. While Palestinian aim is to build a viable state, all they have gained is self-government of limited extent on separated units with Israeli control of the whole area. For thousands of years Palestine has attracted foreigners. Contrary to other former colonies it has not yet gained independence and the Palestinians are behind in interpreting the history, which has been re-written by others.

A century ago, private Christian schools were the arena from where national poets evolved. Contrary to the Ottoman schools, Arabic language was their medium of instruction. During Israeli occupation it has been forbidden to publicly write anything connected to ‘Palestine’. Palestinians have become increasingly aware of the decisive battle about the past. The landscape is changed literally and on the ground. An aim of the first Palestinian curriculum is to strengthen cultural identity and promote national cohesion. Through international campaigns Palestinian authorities are accused of producing textbooks that have an hostile content to Israel. In reality, organisations connected to Israel try to deny Palestinians their right to promote national consciousness.

When the Palestinians only are allowed restricted independence and depend on foreign financial support, imposed regulations and self-censorship can lead to fragmented descriptions of the history. Good education is important for the nation-state building, but also for future co-existence with Israel. The fundamental philosophy of the curriculum was based on paternity to the land, the national identity as Arabs and openness to the world. From initial work with the curriculum the drift was secular, today an aim is to teach Moslem values. Strengthening national identity could enhance or reduce holistic understanding of history. Awareness of our own times and the past are equally important in fostering tolerant and confident students.