Government and Society in Rural Palestine, 1920-1948
Government and Society in Rural Palestine, 1920-1948

Author: Ylana Miller

Publisher: University of Texas Press

Published: 2014-07-03

Total Pages: 233

ISBN-13: 0292769164

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In 1947, Arabs made up two-thirds of the population of Palestine, and they owned most of its cultivable land. Why then, did they "lose" their homes and land to a relatively small Jewish community just emerging from the shocks of World War II? Did the Palestinians "lose" their homeland because they were backward, primitive, and reactionary? Or was Israel the product of persistent victimization of Palestinian Arabs by an imperialist power which supported Zionist colonization? Did the Palestinians sell each other out? Or were they helpless sufferers in the face of a sophisticated enemy with endless resources? Too often discussions of Palestine are couched in such rhetorical language, based on the assumption that either Jews or Arabs are morally to blame for historical realities. This study seeks to go beyond attributions of responsibility to investigate the concrete conditions which determined and limited Palestinian Arab actions between 1920 and 1948. It was during that period, while Great Britain governed the area under a League of Nations mandate, that Palestine both emerged and disappeared as a modern political entity. Many studies of Palestinian Arab nationalism have looked to Zionism as the primary agent of change in the region. Miller assumes the impact of Jewish settlement but goes beyond these earlier studies to explore the way in which policies of the Palestine government affected the daily lives of villagers—the majority of the population—and their understanding of the changes occurring around them. In this way, what emerges is a detailed analysis of the influence, for good or ill, that government policy had on village community life. Based largely on archival sources never before used, this work allows the reader to gain a deeper appreciation of the internal life of the rural community, which had previously received relatively little attention. Understanding the experiences of Palestinians before 1948 helps us to comprehend immeasurably better the continuity of movements for Palestinian statehood as well as the continuing tensions and problems on the West Bank today.

Education among Indigenous Palestinians in Israel
Education among Indigenous Palestinians in Israel

Author: Majid Al-Haj

Publisher: State University of New York Press

Published: 2024-07-01

Total Pages: 307

ISBN-13: 143849856X

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Unparalleled in its scope, this book provides a detailed longitudinal analysis of indigenous Palestinian education in Israel since the establishment of the state. Taking a comparative approach, Majid Al-Haj juxtaposes the Arab and Hebrew education systems in Israel, from early childhood through higher education, looking at their administration, resources, curriculum content, and outcomes. Significantly, the book represents the first systematic examination of an authentic model for social change and educational empowerment initiated by Palestinian Arabs in Israel through a civil society organization. Blending quantitative and qualitative methods, Al-Haj addresses widely debated theoretical questions about the role of education among indigenous minorities and disadvantaged groups in the context of cultural hegemony and inequalities, on the one hand, and self-empowerment and social change, on the other. Lastly, Al-Haj offers a review of the pre-state period and considers the impact of the ongoing Israel-Palestinian conflict on the goals, substance, and narratives of Arab and Hebrew education.

Conflicting Philosophies of Education in Israel/Palestine
Conflicting Philosophies of Education in Israel/Palestine

Author: Ilan Gur-Ze'ev

Publisher: Springer Science & Business Media

Published: 2013-06-29

Total Pages: 160

ISBN-13: 9401711372

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effectiveness and creativity in different contexts. In this issue this will be presented in full detail in the articles which refer to different aspects of the Israeli educational context. This special issue of Studies in Philosophy and Education concentrates on the intellectual impotence, moral devotion, cultural willingness and social and techno logical efforts for the preservation and enhancement of the tyranny of normalizing education over human beings in a specific arena. The various studies in this issue, with all their differences of orientation and issues under consideration, will recon struct the ways for forcing subjects and communities to commit themselves to destroy the otherness - or the human potential - of the inner and external Other. They reveal this phenomenon as a characteristic of both the victimizers and their 8 victims. Normally philosophy of education supports this process and justifies or hides this reality. As will be shown in this special issue, however, at the same time philosophy of education might also become a non-productive or even a rebellious element in the culture industry and present a serious challenge to the present order. It can address and challenge the perpetual success of normalizing education, in all its versions, among all rival communities, narratives and armies of teachers, consumers, soldiers, and intellectuals. This, of course, does not guarantee that such a critique or resistance will not become another dogmatic or nihilistic blow to the free Spirit, or nothing but another version of normalizing education.

Educating Palestine
Educating Palestine

Author: Yoni Furas

Publisher: Oxford University Press, USA

Published: 2020

Total Pages: 337

ISBN-13: 0198856423

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This study reframes our understanding of the Palestinian and Zionist national movements, arguing that Palestinian and Hebrew pedagogy could only be truly understood through an analysis of the conscious or unconscious dialogue between them, by examining the way Arabs and Zionists thought, taught, and wrote about their past.

Education, Empowerment, and Control
Education, Empowerment, and Control

Author: Majid Al-Haj

Publisher: State University of New York Press

Published: 2012-02-01

Total Pages: 281

ISBN-13: 0791494454

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Education, Empowerment, and Control is about the education of the Palestinian Arab minority in Israel from the establishment of the state of Israel to the present. Using a comparative approach, the study throughout juxtaposes Arab and Hebrew educational systems in terms of administration, resources, curricula contents, and returns. Developments in education are analyzed in conjunction with wide demographic, economic, and sociopolitical changes. Al-Haj explores the expectations of the Palestinian community on the one hand and dominant groups on the other, showing that whereas Palestinians have seen education as a source of empowerment, government groups have seen it as a mechanism of social control. The book also sheds light on the wider issue of education and social change among developing minorities in the postcolonial era. Al-Haj examines modernization, underdevelopment, and control in order to delineate the role education plays among a national minority that is marginalized at the group level and denied access to the national opportunity structure.

Ideology, Policy, and Practice
Ideology, Policy, and Practice

Author: Devorah Kalekin-Fishman

Publisher: Springer Science & Business Media

Published: 2007-05-08

Total Pages: 436

ISBN-13: 1402080743

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Systems of state education are a crucial means for realizing the state’s focal aspiration of guaranteeing solidarity and civil loyalty (Van Kemenade, 1985 pp. 854ff. ). The means at hand include the state’s structuring and organization of schooling, determination of what education is compulsory, examinations that decide admittance to institutions of secondary and tertiary education, the design of educational aids, curricula, textbooks, didactic methods, and the general distribution of resources to schools. A further apparatus is that of teacher education and the regulations for appointment to the schools and remuneration (van Kemenade, 1985, p. 850). There are indications that the issue of equality and equity for all in education is a dilemma prevalent in systems of state education, among others, because the advancement of equity is liable to interfere with the state’s main goal. It is highly likely that the failing does not derive from contingent misund- standings, but rather from systemic contradictions. With this in mind, this book suggests a broad-spectrum approach to understanding how state education gets done, so to speak, and what in the process seems to obstruct impartiality. The case that I will examine is that of the state system of education in Israel. Underlying the study is the sociological assumption that an analysis of how one state system works is likely to bear a message that can be generalized.