Learning Each Other’s Learning Each Other’s Historical NarrativeHistorical Narrative

Palestinians and Palestinians and IsraelisIsraelis

Sami Adwan Adnan MusalamSami Adwan Adnan Musalam , ,Dan Bar-On, Eyal NavehDan Bar-On, Eyal Naveh

PRIME (Peace Research Institute in the Middle East)PRIME (Peace Research Institute in the Middle East)

The BookletThe Booklet

The process with the teachers The process with the teachers and pupils (2001-2005)and pupils (2001-2005)

More then 20 teachersMore then 20 teachers’’ encounters encounters over four years: mostly in the region. over four years: mostly in the region. Summers week at Eckert Institute.Summers week at Eckert Institute.

Develop nine two-narrativesDevelop nine two-narratives’’ periods, periods, chronologically ordered from 1900-chronologically ordered from 1900-2000.2000.

Develop a teacher guide on the web.Develop a teacher guide on the web. Testing with pupilsTesting with pupils

The two narratives approachThe two narratives approach

Academic legitimacy but educational Academic legitimacy but educational dispute: Are youngsters able to dispute: Are youngsters able to acknowledge such an approach.acknowledge such an approach.

• Multi-perspective interpretation vs. Multi-perspective interpretation vs. conflicting events.conflicting events.

• Differences in historical literacy, research Differences in historical literacy, research and attitude.and attitude.

• Political situation: occupier vs. occupiedPolitical situation: occupier vs. occupied• Different sense of victimizationDifferent sense of victimization• Examples from the text. Examples from the text.

Pupils reactionPupils reaction

Pupils reactions: Pupils reactions: ““Our text is facts, their Our text is facts, their propaganda.propaganda.”” Or Or ““do you believe in their do you believe in their text? If not, why do you teach it to us?text? If not, why do you teach it to us?”” ““Do Do they study the same texts?they study the same texts?””

Positive responses: Positive responses: ““We want to meet We want to meet them and discuss these texts with them.them and discuss these texts with them.”” ““I I was not aware of their narrative in this was not aware of their narrative in this form.form.””

The flags obstacle: Palestinian student The flags obstacle: Palestinian student rejected the appearance of the Israeli flag.rejected the appearance of the Israeli flag.

Official ReactionOfficial Reaction

In IsraelIn Israel: : Official denial. Letters to the teachers.Official denial. Letters to the teachers. Lately: accept the principle, but reject the topic under discussion. Lately: accept the principle, but reject the topic under discussion. Extracurricular suggestions.Extracurricular suggestions.

In Palestine:In Palestine: Threat and boycott.Threat and boycott. Depends of principles and local communityDepends of principles and local community Home schooling.Home schooling.

Outside the RegionOutside the Region Enthusiasm: translation to 5 languages, Enthusiasm: translation to 5 languages, Implementation in various placesImplementation in various places

SUMMARYSUMMARY

Recognition as a preamble for Recognition as a preamble for reconciliation in the futurereconciliation in the future

Peace agreements are not enoughPeace agreements are not enough Respect for the narrative of the Respect for the narrative of the

‘‘OtherOther’’ as a necessary first step as a necessary first step Two narrative approach Two narrative approach –– also for also for

other conflict zonesother conflict zones Not a post-conflict reconciliation but Not a post-conflict reconciliation but

inter-conflict recognition. inter-conflict recognition.