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Learning Each Other’s Historical Narrative

Learning Each Other’s Historical Narrative. Palestinians and Israelis Sami Adwan Adnan Musalam, Dan Bar-On, Eyal Naveh PRIME (Peace Research Institute in the Middle East). The Booklet. The process with the teachers and pupils (2001-2005).

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Learning Each Other’s Historical Narrative

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  1. Learning Each Other’s Historical Narrative Palestinians and Israelis Sami Adwan Adnan Musalam, Dan Bar-On, Eyal Naveh PRIME (Peace Research Institute in the Middle East)

  2. The Booklet

  3. The process with the teachers and pupils (2001-2005) • More then 20 teachers’ encounters over four years: mostly in the region. Summers week at Eckert Institute. • Develop nine two-narratives’ periods, chronologically ordered from 1900-2000. • Develop a teacher guide on the web. • Testing with pupils

  4. The two narratives approach Academic legitimacy but educational dispute: Are youngsters able to acknowledge such an approach. • Multi-perspective interpretation vs. conflicting events. • Differences in historical literacy, research and attitude. • Political situation: occupier vs. occupied • Different sense of victimization • Examples from the text.

  5. Pupils reaction • Pupils reactions: “Our text is facts, their propaganda.” Or “do you believe in their text? If not, why do you teach it to us?”“Do they study the same texts?” • Positive responses: “We want to meet them and discuss these texts with them.”“I was not aware of their narrative in this form.” • The flags obstacle: Palestinian student rejected the appearance of the Israeli flag.

  6. Official Reaction In Israel: • Official denial. Letters to the teachers. • Lately: accept the principle, but reject the topic under discussion. • Extracurricular suggestions. In Palestine: • Threat and boycott. • Depends of principles and local community • Home schooling. Outside the Region • Enthusiasm: translation to 5 languages, • Implementation in various places

  7. SUMMARY • Recognition as a preamble for reconciliation in the future • Peace agreements are not enough • Respect for the narrative of the ‘Other’ as a necessary first step • Two narrative approach – also for other conflict zones • Not a post-conflict reconciliation but inter-conflict recognition.

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