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"Area without data": The attitude towards Palestinians in Israeli textbooks: Presented on the 24th of October at the hearing of the political committee of the European Parliament by: Nurit Elhanan History and geography 1. The Mediterranean countries- A Geography textbook for grade 5 2. People in space- A Geography textbook for grade 9 3. Israel-The Man and the Space – selected chapters in geography 4. The Geography of the Land of Israel – A Geography textbook for grades 11-12 5. Modern Times Part II - A History textbook for grades10-12 6. The 20th century- A Geography textbook for grades 10-12 7. A journey to the Past- A History textbook for grade 9 8. From Conservatism to Progress - A History textbook for grade 8 For this presentation I use four history textbooks and four geography textbooks that are in current use, in Israeli state schools, (1 in primary school and 3 in secondary school). In my talk I will give examples from written texts and the visuals: maps, graphs etc. I will try to show that these books, whether they are written by left or right wing authors, have common aims regarding both the Palestinian population in the occupied territories and the Palestinians who are full citizens of the state of Israel. The question that interests me most is what Israeli children learn from their textbooks both in terms of content and in terms of reading and writing scientific-informative prose in various subjects and genres. Israeli children learn that the population in Israel is divided ethnically and not according to citizenship, namely into Jews and non-Jews. This means that they learn to treat others as non-us. This stems from the ideology of racial solidarity, which includes all the members of the Jewish faith and excludes all others (Hodge and Kress 1993). This attitude to non-us is not new in the history of the world and Jews especially have a collective memory of the times when they were regarded as non-Christians or non-Arians. When a person is not-us it does not matter who s/he is: Example no 1: Israel-the Man and the Space. Jews vs. non-Jews P. 12- "The Arab Population: Within this group there are several religious groups and several ethnic groups: Muslims, Christians, Druze, Bedouins and Cherkessians. But since most of them are Arabs they shall be referred to henceforth as Arabs. p. 17: The Cherkessians: In the 19 century their ancestors escaped The Caucasus Area in Russia… They are Muslims but they are not Arabs nationally. This is a minority group that tries to preserve its special national-cultural character." Now, referring to all those who are not-us as Arabs, without further distinctions, serves the purpose of Israeli indoctrination that "The Arabs have 21 countries of their own, why should they also inhabit ours?" This is one of the main reasons for not calling Palestinians "Palestinians". In fact the Palestinians are absent from all textbooks, The Occupation is never mentioned, and the area where Palestinians live is presented in the maps either as an empty space referred to as “an area without data” (Man and Space- maps) or it is incorporated into the state of Israel (The Geography of the land of Israel- maps). In both cases use of the term "occupation" is out of the question, since you cannot occupy illegally what is yours anyway and you cannot occupy illegally an empty space. When reference is made to date in the west bank it is only to Jewish colonies or to main cities like Nablus, Hebron or Beth Lehem as Israeli tourist sites (show maps). In Israel today there is already a second generation of children who don’t know there are occupation, illegal domination and illegal settlements. Example no. 2: Denying and legitimizing occupation The Geography of the land of Israel 124- "Following the 1967 war the areas of Judea and Samaria were passed to Israeli domination. Since 1967 many Jewish settlements have been established there, that received the nickname: colonies. All the governments of Israel have encouraged the development of these places, most of them community settlements, the city of Ariel is an example of a settlement that is developing fast, other examples: Efrata, Emanuel." Even the Palestinians' wish to return to Palestine is described (ironically?) in Jewish terms and metaphors like "The dream of returning to Zion" (Modern Times: 238). In order to minimize the problem of Palestinian refugees, references to them are always accompanied by other descriptions of other refugees. Example no. 3: People in Space Refugees all over the world are running for their lives Refugees as the result of the Israelo-Arab conflict "The Israeli –Arab conflict and the wars between Israel and the Arabs caused the migration of large groups of refugees – both Arab and Jewish. The Arab refugees were rooted up from their houses that were located in the areas of the battles. The Jewish refugees were rooted up from their homes in the Arab countries as a result of the hostilities that rose against them with the foundation of the state of Israel and as result of the Israel-Arab conflict. " A journey into the past: Ktzia Tabibian Arabs are rooted out of their homes and become refugees "The war had a heavy human price. As a result of the war half of the Palestinian Arabs who dwelt in Mandatory Israel – were rooted out and became refugees. For the most part it was a direct result of the war and not the fruit of any preplanning either by the Jews or by the Arabs… explicit instructions were given, not to drive the inhabitants out…. the expulsion of the inhabitants of Lod and Ramla received the approval of the political level. (=justification) The Arab political leadership contributed to the panicked flight of the Arabs from Israel. It had no clear policy in this matter and it did not give the Palestinians clear instructions how to behave. The refugees concentrated in refugee camps in Jordan, in Gaza strip, in Lebanon and in Syria." Another reference I found to the Palestinians was as foreign day-laborers Example no. 4: Man and Space: 32- "Part of the foreign workers are Palestinians. They are employed in unprofessional jobs and their wages are lower than that of the Israeli citizens who work in the same jobs…. This is characteristic of all developed countries." Where do they come from? Where do they live? How do they live? No data (map). They probably come from over the sea like the other half slaves from China, Thailand and Africa, who populate south Tel-Aviv. Palestinian workers come from "abroad"- but the Palestinian authority, referred to mainly as an adversary is here, somewhere, threatening and stealing “our” water in Ramallah. Example no. 5 Geography of the land of Israel p. 100 "The struggle for water: The Palestinian authority steals water from Israel By Eitan Rabin "Mekorot" discovered a number of illegal wells that have been dug in Ramallah. The Palestinians: We will go on drilling water even at the stake of a conflict with Israel. The Mekorot" company discovered recently that the PA is stealing water from Israel, security sources disclosed yesterday. The sources reveal that the PA drills water illegally in Ramallah. According to the agreement, (which one? with whom? when was it signed?) the Palestinian should receive 24000 cm a day but it seems that the Palestinians have dug more wells in Ramallah and drilled another 3000 cm a day for the last four years. The thing would not have been revealed had the PA not complained that the Palestinians are receiving less water than they should. Mekorot people checked the allegation and then found out the additional wells dug by the Palestinians. Israel demanded that the Palestinians prevent more theft of water, to shut down the wells and to shut down another big well that was recently discovered. So far nothing has been done. Sources in the PA claimed: "We were addressed in that spirit by Israel, but we suffer from lack of water. We shall go on providing our citizens water even with the price of a conflict with Israel" (Maariv 20/6/2000). In a book called: Geography of occupation by Prof. Elisha Efrat from Tel Aviv University we find there has never been any agreement, only an Israeli arbitrary decision by which every Israeli receives 3-4 times more water than any Palestinian. Geography of occupation by Prof. ELisha Efrat from Tel Aviv University p. 81:" In any future political agreement between Israel and the PA it will be necessary to provide the basic human needs of all the inhabitants living in the area equally; that is to say to multiply the provision of water to the Palestinians for personal use three or four times. As for now Israel has no legal claim on the water in the mountain aquifer…Israel has an interest to keep the occupied territories at Judea and Samaria, under which are the saturated strata, especially at the Samaria western slopes, the Gilboa mountain, the Dotan valley, the Jerusalem area and Gush Etzion… When Israel decided in the early 1970 to found settlements in the occupied territories it thought of the importance of these areas for controlling the water sources… Today Israel controls the three main areas of water: The settlements along the Cross Samaria road, which is the sources for the Yarkon river, the settlements in the west of the Binyamin region – sources for the Ayalon river and the eastern settlements of Gush Etzion that control the drilling areas of Herodion." Palestinians are also mentioned as "a poisonous problem". Discussing the "Refugees problem" their nationality is presented as doubtful, and seems to have been created only because of their troubles, which means it is nor genuine. Example no.6: Palestinian identity (Modern Times, Eli Bar Navi and Eyal Nave p. 239 "During the years the hate and alienation, propaganda, the hope to return and feelings of revenge turned the refugees into a nation… the Palestinian problem would poison for more than a generation the relationships of Israel with the Arab world." Example no.7 People in Space "Most of the Arab refugees ran away from Israel during the war of Independence and the six days war – two wars that the Arabs initiated….They received the nickname “Palestinian refugees”. Their destinations were various: many of them settled in the area of Judea and Samaria…." The only textbook that defined the conflict as Zionist-Palestinian was banned by the minister of education and bookstores were requested to grind it. Thank God I have a copy. (A world of Changes by Dan Yaakobi) Palestinian names of villages and cities are never mentioned, just as the illegal and inhuman occupation of their land is never mentioned. No one knows the former Arab names of Israeli settlements since the establishment of the state. No Israeli child knows how many Kibutzim and in Israeli villages are former Arab villages whose inhabitants were expelled. Hardly any child knows where the olive trees in the Peace Park in Jerusalem came from or which villages were ruined in order to build cities like Carmiel, which features in all Geography textbooks as a Jewish success or the artists’ village of Ein Hod: One of the books: The Geography of Israel, painted occupied territories such as the Golan Heights and East Jerusalem on its cover-jacket to make sure everyone sees its position from the outset. This attitude is best supported by quotes from the bible. Example no. 8: The Mediterranean Countries Geography textbook for 5th grade The Bible helps colonizing the whole Mediterranean Agriculture in the Mediterranean countries "A country of milk and honey A land of wheat and barley, and vines and fig trees and pomegranates; a land of olive oil, and honey (Deuteronomy, 8:8) In addition to the crops mentioned in the Bible and in the Mishna, Some “new Olim” (Hebrew word for Jewish immigrants to Israel =Judaisation of crops and natural vegetation) were successfully absorbed into the area…" "Exercises: From the bible we learn that in the distant past these kinds (of fruit and vegetables) were grown in our country. These are the seven kinds that Israel was blessed with. The importance of agriculture in ancient times: What are the crops in the pictures that are not mentioned in the Bible and are “New Olim” in Mediterranean countries? Use the biblical citation in page 33." Example no. 9 The Mediterranean Countries Geography textbook for 5th grade One sea with many names The whole land ( + Syria and Lebanon) was promised to us by God "The Mediterranean sea is already mentioned in the bible. Is it also called the Mediterranean in the book of books? In Shmot (Exodus) 23/31: And I will set thy bounds from the sea of Suf (i.e.The Red Sea) even to the sea of the Pelishtim (i.e.The southern Shores), and from the desert to the river: In Deuteronomy, 11/24: Every Place whereon the sole of your foot shall tread shall be yours…. From the river, the river Prath to the uttermost sea shall be your border. In Joshua, 1:4: From the wilderness and this Levanon as far as the great sea…towards the going down of the sun, shall be your border." Since the Palestinians of Palestine do not exist, we only have to deal with the Palestinians who are the citizens of the state of Israel, and who are named Israeli Arabs. These people live in an acknowledged apartheid, but according to all the textbooks their poverty and lack of proper infrastructure and services are due to their backwardness, which is their own fault. One book (The Geography of Israel) went as far as to complain that their villages are so far away from any center that it is very hard to connect them to electricity and water networks. The illegal colonies that enjoy all these services are further away in the Gaza strip and in the West Bank and the Golan Heights. Example no. 10: Racism and the legitimization of apartheid The Geography of Israel 197-Factors that inhibit the development of the Arab village "…Some Arab villages are far from the center, the roads to them are difficult and they have remained out of the process of change and development. They are barely exposed to modern life and there are difficulties to connect them to the electricity and water networks." If they have no land to build on it is not because Israel is seizing and confiscating their land with the explicit purpose of forcing the young generation out of the country, but because the lands are either "diminishing" of their own free will (Man and Space) or held by the avarice of Arab land owners. Example no. 11: MAN AND APACE: 180- Arab Settlements "The Arabs build their houses in areas without infrastructure of roads, water, sewage or electricity. The inhabitants prefer building their houses themselves, to cut on expenses. The old villages are being neglected…" 181- "Since the 1980s there has been a process of over-population in the Arab villages, mainly because their lands are diminishing and there are hardly any available land for building…most of the population is poor in resources, there is not enough employment for them and the rate of unemployment is higher than among the Jewish population. Also, the resources they receive from the governments are smaller than those of Jewish settlements although in the last years there is improvement in that respect." (no numbers or reference). Example no.12: The Geography of the country of Israel Yinon Aharoni and Talia Sagi Scientific advisor: Prof. David Grossman (in the inner title page: Prof. David Grossman, Bar Ilan University) New Edition According to the Ministry of Educations' curriculum for the senior years of secondary school. Racism and the Legitimization of apartheid The Geography of Israel 197-"Factors that inhibit the development of the Arab village The Arab society is traditional and objects to changes by its nature, reluctant to adopt novelties that may change the character of the village. Modernization seems dangerous to them for it jeopardizes the status of the elderly and the honorable. Therefore, villages that have to allocate land for the building of public roads, as Jewish sector does, refuse to do so because the land is needed for their own public building, or has belonged to the family for generations, and they are unwilling to give anything up for the general good. … 2. Arab investors refrain from investing in Arab villages fearing their fortune would be wasted. 4. Arab villages were not classified as development towns and they don’t enjoy the benefits endowed upon Jewish settlements. They don’t enjoy incentives or tax reductions given to development towns. (WHY?????) 5. In the Arab sector there are no development funds or institutions such as the JNF or the Jewish Agency that act in favor of the Jewish population. Lack of resources and support from such institutions prevent development. 6. Arabs claim that the ministry of the interior is discriminating them in the slicing of the budget cake, and that this is what slows down the development of civic services in their villages. 7. According to the law of planning and development every settlement in Israel which aspires to grow and develop should devise a building master plan, to be approved by the regional committee for planning and building. However, most Arab villages don’t have such a plan, and that holds back their development and enhances illegal construction. The lack of planning is due among other things to their claim that such plans do not consider the Arab tradition, and that the committees wish to destroy historic buildings in order to build roads and motorways. 199-Illegal Construction in the Arab villages (no such chapter on Jewish illegal construction) Most of illegal (Arab) houses are built on municipal land and agricultural lands that belong by the Israeli law to the state. 66% of the Arab young couples cannot afford to buy land for building because they cannot afford the mortgages. Banks are not happy to give them loans. (No mention of not receiving benefits that are given only to army veterans). Avoidance of payment for building license: Illegal building is also a result of wishing to evade payment for license. 302- Management of land use in the Arab sector In the Arab sector a great shortage of land is felt and many of the younger generation cannot have their own houses. What are the reasons for this shortage?
(Educational) Steps for solution of shortage of land in the Arab sector: “Make the Arab sector recognize the importance of open areas (national parks) =one of Israel's way to prevent Arab from building. Encourage the creation of urban centers where the standard of services will compensate over-population. Imparting the understanding that internal immigration is necessary in order to create Arab urban centers where services may be better." All of these statements come with no reference to any source outside the textbook itself, so that students can never go and check or deepen their knowledge on these subjects. The text is not presented as "information to be interrogated and checked" but as Truth. Although they are so backward they have made some progress since the establishment of the state of Israel, and for that they must be thankful. Even when they are slaughtered they should be thankful because in the long run it is for their own good Example no. 13: Palestinians should be thankful The 20th Century: Eli Bar-Navi "The 1956 war was a good turning point for the Israeli Arabs. Although it began with the tragedy of Kafar Kassem (43 people in Kafar Kassem did not hear about the curfew and were slaughtered by a patrol unit of the Israeli army without any warning). But for the long run, the smashing victory, the relative peace on the borders and the self confidence of the Jewish population turned the military government into an unbearable moral and political burden and ten years later it was abolished altogether." Israeli Arabs are never presented as citizens with equal rights but as a minority that is to be feared of and therefore held back Example no. 14: Legitimizing racism: The Geography of Israel: P. 240: "The purpose of the foundation of Mitzpim (community settlements on top of mountains in the Galilee): The Jewdification of the Galilee To preserve the national land and keep it from illegal invasion of non-Jewish population. To purchase land for development in order to prevent a territorial sequence of non-Jewish settlements, out of fear that an Arab sequence would cause the separation of the Galilee from the state of Israel." Textbooks, as a part of the educational discourse, are meant to teach children the discourse and ideologies of the powerful and dominating social group. The Israeli ideology is still the land of Israel to the people of Israel. And the most important part of Israel is of course Jerusalem: Jerusalem as a Jewish Capital: In all the textbooks the city of Jerusalem was Reunited in 1967 = conquered and invaded by 100 Jews who overtook about 17,000 Dunam in the Eastern city. Example no 15: (The importance of brackets!) The Mediterranean Countries Geography textbook for 5th grade "The country of Israel is the country of the Jews, during the many years the Jews stayed out of their country they aspired to come back to it and to inhabit the city (The Jews were in exile for 2000 years). A special place in their hearts was allotted to Jerusalem and thus they kept saying in their hearts: “If I forget thee oh Jerusalem, may my right hand be forgotten.” When the people returned to its country and the state of Israel was founded, Jerusalem, our capital, returned to be the most important Jewish center of the whole Jewish people…." (= a continuous Jewish domination for thousands of years) To sum: Israeli textbooks in History and Geography have a common interest to maintain the Zionist slogan about: A country without people for a people without a country. They all Legitimate to a certain degree the conquest and the occupation of conquered lands and thereby the inapplicability of international laws. They legitimate the apartheid between Jews and non-Jews in Israel. They Educate children to see the world as divided to US and non-us and to despise or fear all those who are non-us (Both Jews and others) 2 last points which are salient in those books and can impede any attempt to establish a humanist education or peace education:
Example no. 16: Modern Times B Marginalization of death 233- "The Altalena affair (Hagana soldiers sunk a ship full of ammunition that was brought by the Irgun) The feud may have been settled without bloodshed but the prime minister wanted to have a deterring act. The Altalena affair was the ticket of Israel into the organized states club… where the monopoly on physical power is kept in the hands of the legal government." = political interests justify murder Now to answer the initial question: What do Israeli children learn from textbooks? 1. They don’t learn how to distinguish fact from perspective and they do learn to write perspectives as objective truth 2. They learn how to manufacture simple, non-ambiguous stories out of very complex experiences 3. They don’t learn to distinguish between ideological meaning and logical meanings. 4. They hardly learn how to read critically, how to doubt and how to account for what they say or write. 5. They learn how to use the official language of power and the vague discourse of politicians. Talking with teachers I heard more than once that this is a way to create "good citizenship." |