The Occupying Authority’s Allegations of Violence Incitement in Palestinian Curricula and Non-Adherence to UNESCO Standards
Date
2025-01
Authors
Tharwat Zaid Al-Kilani
Journal Title
Journal ISSN
Volume Title
Publisher
Al-Quds University
Abstract
This paper addresses a critical issue concerning the violations committed by the Occupying Authority against Palestinian education. The authority has employed various research institutions in an attempt to delegitimize Palestinian curricula, particularly those developed since 2016. Its goal is to erode Palestinian consciousness and suppress the national narrative through numerous tactics, including distorting and falsifying educational content. These efforts form part of a broader strategy to "Israelize" education in Jerusalem. The authority has accused Palestinian textbooks of inciting violence and terrorism, claiming that they fail to meet UNESCO standards—allegations that bear no relation to reality.
This study aims to dismantle the huge false accusations made by the occupying authority regarding Palestinian curricula. It highlights the mechanisms used to develop these curricula, which are dynamic, adaptable, and subject to frequent updates based on feedback from the Palestinian educational community and experts. These curricula are designed to meet international standards and support the Sustainable Development Goals (SDGs), embedding values of justice, tolerance, and genuine peace—principles that the State of Palestine has pledged to uphold in line with UNESCO guidelines. Additionally, the study aims to categorize these false claims, reveal how they mislead international public opinion and key stakeholders, and uncover the true nature of the violations targeting the cultural and educational integrity of the Palestinian curriculum.
The paper concluded that supporting government initiatives in alignment with a national plan is essential to counter the ongoing incitement and demonization campaign against education in Palestine, particularly in Jerusalem. It called for launching advocacy efforts to protect education, drafting scientific documents to refute the occupation’s claims in multiple languages, and continuously updating curricula and teaching methods. These updates should align with technological and cognitive advances while integrating efforts with academic institutions and civil society to resist the systematic assault on Palestinian curricula. The development of these curricula, the paper emphasized, must always remain a sovereign national decision, rooted in the Palestinian narrative and principles.
Succumbing to external pressures, it warned, would only embolden pressure groups to exert more influence. Achieving a genuine educational renaissance through a comprehensive and pragmatic approach to reform is a national obligation.