IMPACT-se researches school textbooks, teachers’ guides, and curricula to assess whether young people are being educated to accept others—be it their neighbors, minorities and even their nation’s enemies, and to solve conflicts through negotiation and compromise while rejecting hatred and violence.
In July 2015, protesters throughout Turkey burned China’s flag, along with effigies of the late Chinese leader Mao Zedong. On the same day, a group of Turkish Ultra-nationalists and Islamists gathered in central Istanbul to protest the alleged restrictions on Uyghur religious freedom in China.
This well-timed report monitors Turkish school textbooks published since the AKP’s (Justice and Development Party) rise to power from 2002–15, with special emphasis on recent years (2013–15). The report examined 117 school textbooks covering subjects in the humanities, science, religious instruction and civics.
This timely report updates Impact’s analysis of the current Israeli educational curriculum, particularly as it relates to the Palestinian people and the Palestinian educational process. It is based on the review of 123 state and state-religious textbooks, which were approved and recom- mended by the Israeli Ministry of Education through the 2017 school year.
Between 2012-16 IMPACT-se revisited Iranian school textbooks, and prepared this latest report reflecting new developments in Iranian education. The Iranian education curriculum includes a long list of troubling, sometimes paradoxical features, offering insight into a nation preparing its population — starting with its children — for an imminent apocalyptic battle with the world’s “oppressors.”
This Impact-se report revisits the Palestinian Authority school curriculum, which is perhaps the chief expression of Palestinian cultural independence. The report covers the main findings of our 2011 report as well as some current observations up to and including, the 2015–16 “Knife Intifada.” Major findings include some positives: civil and gender issues, care for the environment, respect for the internal Other (disabled, authority figures, elderly) and the Muslim/Arab Other (collaboration with Arab countries). Vilification of the West is widespread but not to the point of violence. More troubling from the perspective of Israeli- Palestinian peace is what can aptly be called a “Guerrilla Curriculum.”
The report surveys Islamic Studies curricula studied in The United States and Canada. Four out of the five curricula are published in the United States; one is published in Saudi Arabia for teaching in North America. Other than the latter curriculum, our main conclusion overall is that Muslim education in North America includes many positive elements, is flexible and generally tolerant. They contain a clear “us versus them” paradigm that rejects materialism, secular or liberal Islam. The materials demonstrate a respect for Christians and Jews but show hostility to Israel and distort the Israeli-Palestinian conflict, including instances of erasing Israel from maps.
This study analyzes the attitude of Israel’s education system towards the Palestinian people and nationality, and towards the Israeli-Palestinian peace process. It is based on the review of 149 state and state-religious textbooks, which were approved and recommended by the Israeli Ministry of Education for 2009-2012.
Dr. Yohanan Manor revisits the Egyptian curriculum of the Mubarak era and convincingly demonstrates how years of Islamist mass education (featuring jihad and anti-Christian teachings) thwarted a smooth transformation to democracy in Egypt.
Education has an extremely long impact and religious education even more so. The influence of education lasts for generations. A new study conducted at IMPACT-SE examines The Biblical Saga of Jacob and Esau as a case study of a long-lasting educational text. The study demonstrates that this particular Biblical text positively influenced the relations between two neighboring Middle Eastern peoples for a millennium.