Nurit Peled-Elhanan maintains that these same books instill racist attitudes and enhance ignorance of “. . . the real social and geopolitical situations and of geographical and historical discourse.” Upon graduation from secondary school, young Israelis are drafted into military service to implement Israeli policies against Palestinians “. . . whose life-world is unknown to them and whose very existence they have been taught to resent and fear” (p. 232). How does Peled-Elhanan arrive at such conclusions?
Peled-Elhanan demonstrates that all Israeli schoolbooks hold some common assumptions about Palestinians and history. They emphasize Jewish historical rights to the land. Arabs are hateful and a threat to the state. Also, the Arabs have twenty-one states and the Jews have only one. Palestinian citizens are seen as a demographic problem (or threat). The Palestinians in the occupied territories must be controlled, otherwise they will kill Israelis. Therefore the only solution resides in: “A Jewish state, Jewish majority, Israeli control” (p. 21)
What is a soldier to do? Does he obey or disobey? The schoolbooks that taught him/her imbued them with fear of a dehumanized “other.” Indeed, school texts can be seen as a weapon whose use is justified precisely because the “other” is actually an imposter and an intruder. The soldier is the true “indigene.” With such logic, how can an Israeli soldier ever consider the “other” as an equal? Israeli education, as currently constructed, disallows education for peace and coexistence from its curricula (p. 232).
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