“Shaping Young Minds” under Occupation: Hidden Curriculum in East Jerusalem’s Primary Textbooks

Abstract

Childhood education is a critical period during which young learners form their values, perspectives, and beliefs and shape their identities. Due to pupils’ vulnerability at this stage, the impact of both explicit and implicit learning materials, especially curricula and textbooks, can be profound and long-lasting. This study examined the changes made by the Israeli Ministry of Education to Palestinian textbooks used in East Jerusalem, focusing on the impact of these alterations on pupils. Social Studies, Arabic Language, Mathematics and Islamic Education textbooks for Grades 1 to 4 were analyzed. The sample consisted of sixteen (16) textbooks, with analysis based on four domains: Language and Symbols, Cultural Patterns, Social Context, and Authority and Control. Semi-structured interviews were also conducted with thirteen (13) principals, teachers, and parents directly involved in teaching these textbooks. The findings revealed deliberate changes by the Israeli authorities to manipulate educational content, particularly in National and Social Education. These alterations aimed to promote Israeli political and cultural narratives by removing references to Palestinian sovereignty, cultural symbols and key national landmarks. Besides, the textbooks have been modified to foster an Israeli-centric perspective, replacing "Palestine" with "Israel" and erasing Palestinian symbols, such as the flag and national anthem. Changes in Arabic and Islamic Education textbooks were similarly meant to weaken the connection between pupils and their Palestinian heritage. As such, modifications reflect an agenda to suppress Palestinian national identity and instill Israeli values in young learners; several conclusions and recommendations were proposed.