OrbitalDawn
Ulysses Everett McGill
Israel's ambassador to the UN claims Palestinian school children are being "taught to hate" instead of learning maths.
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http://news.sky.com/story/1571110/palestinian-children-shown-how-to-stab-a-jew
Seems both sides do it:
http://www.economist.com/blogs/pomegranate/2013/02/israeli-and-palestinian-textbooks
The report says that Israeli and Palestinian teachers both portray their neighbours as enemies, though Israel does so considerably less. After ploughing through nearly 30,000 pages of text, the researchers found that 49% of texts dealing with Palestinians in Israeli state-issued schoolbooks are negative; in government-funded Orthodox Jewish academies the figure rises to 73%. One such textbook depicts Arabs as “bloodthirsty” and “a nest of murderers”.
In Palestinian textbooks 84% of the references to Israelis are negative. In both Palestinians and Israeli state schools the books promote “martyrdom-sacrifice through death”. Each side glorifies itself, while denigrating the other.
Moreover, the textbooks tend to deny each other’s existence. Of 800 maps of their contested land studied by the researchers, 87% of the Israeli ones mark none of the land between the Mediterranean Sea and the Jordan river as Palestinian, whereas 96% of Palestinian maps make no mention of Israel. “Israeli school maps feed into the Palestinian narrative that Israel wants to grab more and more land, and Palestinian school maps feed an Israeli narrative that Palestinians want to throw them into the sea,”
In an important new book, Palestine in Israeli School Books, Israeli language and education professor Nurit Peled-Elhanan buries the second part of Livni’s myth once and for all.
Peled-Elhanan examines 17 Israeli school textbooks on history, geography and civic studies. Her conclusions are an indictment of the Israeli system of indoctrination and its cultivation of anti-Arab racism from an early age: “The books studied here harness the past to the benefit of the … Israeli policy of expansion, whether they were published during leftist or right-wing [education] ministries” (224).
Inculcation of anti-Palestinian ideology in the minds of Israel’s youth is achieved in the books through the use of exclusion and absence: “none of the textbooks studied here includes, whether verbally or visually, any positive cultural or social aspect of Palestinian life-world: neither literature nor poetry, neither history nor agriculture, neither art nor architecture, neither customs nor traditions are ever mentioned” (49).
On the occasions Palestinians (including Palestinian citizens of Israel) are mentioned, it is in an overwhelmingly negative, Orientalist and demeaning light: “all [the books] represent [Palestinians] in racist icons or demeaning classificatory images such as terrorists, refugees and primitive farmers — the three ‘problems’ they constitute for Israel” (49).
“For example in MTII [Modern Times II, a 1999 history text book] there are only two photographs of Palestinians, one of face-covered Palestinian children throwing stones ‘at our forces’ … [t]he other photograph is of ‘refugees’ … placed in a nameless street” (72).
This what Peled-Elhanan terms “strategies of negative representation.” She explains that “Palestinians are often referred to as ‘the Palestinian problem.’” While this expression is even used by writers considered “progressive,” the term “was salient in the ultra-right-wing ideology and propaganda of Meir Kahane,” the late Israeli politician and rabbi who openly called for the Palestinians to be expelled. Peled-Elhanan finds this disturbing, coming as it does “only 60 years after the Jews were called ‘The Jewish Problem’ ”
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