Peace and Conflict in Israeli State-Approved Textbooks: 2000–2018
The article describes the peace and conflict educational approaches found in the Jewish-Israeli c
urricula between the years 2000–2017, and extracts the dominant themes and messages towards Muslim, Arab and Palestinian “others.” The study follows 123 textbooks recommended by the Israeli Ministry of Education for grades 7–12 of the Jewish state and state-religious sectors for the 2000–19 academic years. The academic subjects or disciplines represented in the  study include history, geography, civics (Jewish) religious studies, and Hebrew language and literature studies. Study findings indicate that current Israeli textbooks do not contain any overt racism or incitement against Palestinians. However, ethnocentric perceptions and victim mentality are two themes that still dominate curricular discourse and are counterproductive to peace education goals. Additionally, the paucity of Palestinian narratives is another potential hurdle to achieving peace education goals.

Haredi Textbooks in Israel: Reinforcing the Barricades
An IMPACT-se Report — May 2017
Haredi Family
Textbooks used in the Haredi curricula promote a unique and separate cultural identity while generally keeping recognition and contact with mainstream Israeli culture to a minimum. While it fails to meet all of the UNESCO standards, Haredi education as a whole offers some unique characteristics and advantages that are worthwhile examining, with certain aspects potentially even offering a model for other education systems.
Full Report (pdf, 4.3 mb)

Palestinians in Israeli Textbooks: 2016 Update
By IMPACT-se – Update for 2016

This timely report updates Impact’s analysis of the current Israeli educational curriculum, particularly as relates to the Palestinian people and the Israeli-Palestinian peace process. It is based on the Israeli School Childrenreview of 123 state and state-religious textbooks, which were approved and recommended by the Israeli Ministry of Education through the 2017 school year.

Updated Report (pdf, 659kb)

israel2012Peace, Tolerance and the Palestinian “Other” in Israeli Textbooks
By IMPACT-SE – Update for 2009-2012

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.

Executive Summary:

Full Report:

israel2009Arabs, Islam and Palestinians in Israeli Textbooks
By IMPACT-SE – Preliminary Update, November 2009

IMPACT-SE has recently started a review of Israeli schoolbooks used in school year 2009-2010. It has discovered that the encouraging fundamentals found in the previous report persisted and even strengthened, namely: regarding the “other” as first and foremost a human being; overcoming suspicion, hatred and prejudices; knowing and respecting Islam and Arabs; admitting the legitimacy of the rival national movement and; presenting conflict in a balanced way. Despite deterioration of Palestinian-Israeli relations after the second Intifada and the deep disenchantment with the peace process among Palestinians, peace is still considered something that might and should happen one day, and is presented as obviously positive and worthwhile for all sides.

Arabs, Islam and Palestinians in Israeli Textbooks
By IMPACT-se — Update for 2000–02

Positive trends noted in the earlier report on Israeli textbooks such as, description of the conflict, presentation of Islam and education to tolerance, have been strengthened.

israel2000Arabs, Islam and Palestinians in Israeli Textbooks
By IMPACT-se — September 2000

This study reviewed 360 Israeli schoolbooks, from six disciplines, that were used in three different educational streams of the Israeli school system in the school year, 1999–2000.