أسرلة التعليم في القدس وانعكاسه على الهوية والثقافة الفلسطينية واستراتيجيات المواجهة 2015م-2022م
Date
2023-06-03
Authors
رانيا زكريا خليل ذوقان
Rania Zakariya Khalil Thouqan
Journal Title
Journal ISSN
Volume Title
Publisher
Al-Quds University
Abstract
هدفت الدراسة الى تسليط الضوء على واقع التعليم في القدس المحتلة والسياسات الإسرائيلية المتبعة لأسرلة التعليم في القدس، وآثارها على الهوية والثقافة الفلسطينية في القدس، وتكمن أهمية الدراسة كونها مرتبطة بجوهر الصراع ومركزية التعليم وأدواته في صون الهوية، ومدى ارتباط المحاولات الإسرائيلية لأسرلة التعليم ومؤسساته بتهويد المدينة الفلسطينية بشكل عام، وطمس هويتها وثقافتها الفلسطينية العربية الإسلامية .كانت حدود الدراسة خلال الأعوام 2015- 2022 أي خلال الفترة التي شرعت فيها حكومة الإحتلال الإسرائيلية في عهد نفتالي بينت الذي شغل منصب وزير التربية والتعليم انذاك. وقد اتبعت الباحثة المنهج الوصفي من خلال جمع البيانات والمعلومات وتحليلها، والاجابة عن التساؤلات التي تتعلق بالممارسات والانتهاكات الإسرائيلية في مجتمع الدراسة، والمنهج المقارن من خلال المقارنة بين المناهج الفلسطينية والإسرائيلية، والمنهج التاريخي من خلال تتبع تاريخ أسرلة التعليم في القدس منذ العام 1967. كما اعتمدت الباحثة طريقة الملاحظة من خلال الزيارات الميدانية والمقابلات، وجمع المعلومات من خلال خبرتها وعملها في مجال التربية والتعليم. ولعل أهم ما توصلت اليه الباحثة ان سيطرة سلطات الإحتلال على التعليم في القدس لا يعني انها استطاعت أسرلته نهائياً. صحيح ان الطالب المقدسي الذي يدرس المنهاج الإسرائيلي قد يتأثر وينخرط ويتطبع إسرائيلياً ويتأسرل شكلياً. الا انه يبقى فلسطينيي الأصل، غيوراً على ثقافته وهويته الفلسطينية الأصيلة، ولولا ذلك لما رأينا الكل المقدسي يواجه الاحتلال أثناء الاعتداء على المسجد الأقصى، أو الاحتجاجات في باب العامود ضد تغيير معالمه، فمهما تغيرت أسماء الشوارع والحارات في القدس الا انها تبقى فلسطينية. فباب العامود تغير اسمه فلسطينياً ليحفر في الذاكرة اسم جديد ليصبح أكثر فلسطينيةً وانتماءاً ليصبح اسمه "باب الشهداء" بعد استشهاد ثلاثة شباب فلسطينيين في شهر رمضان من العام 2017م، وبينت الدراسة أن المنهاج الفلسطيني ليس سيئاً في مضمونه، وانما هو بحاجة الى تطوير مستمر كحال أي منهاج في العالم، وتهيئة معلمين اكفاء لمواكبة تطور التعليم باستمرار.وبينت الدراسة ان المنهاج الفلسطيني لا يحتوي على تحريض وانما يجسد واقعاً يعيشه، وان المنهاج الإسرائيلي هو الذي يدعو الى العنف والكراهية، والغاء للوجود الفلسطيني على ارضه. وفي نهاية الدراسة أوصت الباحثة بالخطوات الواجب القيام بها على أرض الواقع لمواجهة أسرلة التعليم في القدس من خلال ضخ الموازنات لدعم المدارس التي تعاني من الازمات المالية حتى لا تقع فريسة تحت انياب الاحتلال . وعدم التعامل بردات فعل في حل اشكاليات التعليم النابعة من ممارسات الإحتلال لأسرلة التعليم بل القيام بوضع وتنفيذ الخطط التطويرية القابلة للإغناء، ورفع التقارير الدورية الموثقة عن المنهاج الإسرائيلي ومقارنته بالمنهاج الفلسطيني ليرى المجتمع الدولي ايهما يحرض على العنف والكراهية .
This study aims to highlight the reality of education in occupied Jerusalem and the adopted Israeli policies for Israelizing education in Jerusalem, and the impacts on the Palestinian identity and culture in Jerusalem. The significance of the study lies in the fact that it is related to the essence of conflict and the centralization of education and its tools associated with preserving the identity, in addition to the extent to which the Israeli attempts for “Israelizing” education and the educational institutions are connected with the Judaization of the Palestinian city in general, and obliteration of its Palestinian Arab-Islamic identity and culture. The study was limited to the years 2015-2022; during the period in which the Israeli occupation government was legalized in the era of Naftali Bennett who served as the Minister of Education at that time. Concerning the study methods and approaches, the researcher used the descriptive method through collecting data and information and analyzing them, as well as answering the questions related to the Israeli practices and violations in the study population. She also used the comparative method by comparing between the Palestinian and Israeli curricula, and the historical method by tracing the history of Israelizing education in Jerusalem since 1967. The researcher also adopted the observational method through field visits and interviews, as well as data collection depending on her experience and work in the education field. The main finding concluded by the researcher is that the control of the Israeli occupation on education in Jerusalem does not definitely mean that it has succeeded in Israelizing it. It is true that the Jerusalemite students who study the Israeli curriculum may be influenced, involved and normalized by the Israeli occupation and may be Israelized formally; however, they remain of a Palestinian origin, jealous of their authentic Palestinian culture and identity; otherwise, we would not have seen all people of Jerusalem confronting the Israeli occupation during the attack on Al-Aqsa Mosque, or the protests in Bab Al-Amud against changing its features; as no matter how the names of streets and alleys in Jerusalem are changed, they will remain Palestinian. For instance, the name of “Bab Al-Amud” has been changed to a new name that is engraved in the memory “Bab Al-Shuhada” (Martyrs Gate); which is more Palestinian and represents affiliation to Palestine. The content of the Palestinian curriculum is not poor; however, it needs to be developed continuously as any other curriculum worldwide, and it is also necessary to prepare and train qualified teachers to keep pace with the development of education regularly. The study has also proven that the Palestinian curriculum does not contain any incitement; it rather represents the reality in which the Palestinian people live; whereas the Israeli curriculum calls for violence and hostility as well as eliminating the Palestinian presence on its land. At the end of the study, the researcher recommends that it is necessary to take serious and tangible steps on the grounds to confront the Israelization of education in Jerusalem by providing budgets and funding for supporting the schools which suffer from financial crises so that they will not fall victim to the Israeli occupation. She also recommends to avoid making negative reactions with regards to solving the educational problems caused by the practices of the Israeli occupation for Israelizing education, but rather to make developmental plans which can be developed and executed, and also to prepare documented periodic reports on the Israeli curriculum and compare it with the Palestinian curriculum and submit them to the international community to decide which one incites and stirs up violence and hostility.
This study aims to highlight the reality of education in occupied Jerusalem and the adopted Israeli policies for Israelizing education in Jerusalem, and the impacts on the Palestinian identity and culture in Jerusalem. The significance of the study lies in the fact that it is related to the essence of conflict and the centralization of education and its tools associated with preserving the identity, in addition to the extent to which the Israeli attempts for “Israelizing” education and the educational institutions are connected with the Judaization of the Palestinian city in general, and obliteration of its Palestinian Arab-Islamic identity and culture. The study was limited to the years 2015-2022; during the period in which the Israeli occupation government was legalized in the era of Naftali Bennett who served as the Minister of Education at that time. Concerning the study methods and approaches, the researcher used the descriptive method through collecting data and information and analyzing them, as well as answering the questions related to the Israeli practices and violations in the study population. She also used the comparative method by comparing between the Palestinian and Israeli curricula, and the historical method by tracing the history of Israelizing education in Jerusalem since 1967. The researcher also adopted the observational method through field visits and interviews, as well as data collection depending on her experience and work in the education field. The main finding concluded by the researcher is that the control of the Israeli occupation on education in Jerusalem does not definitely mean that it has succeeded in Israelizing it. It is true that the Jerusalemite students who study the Israeli curriculum may be influenced, involved and normalized by the Israeli occupation and may be Israelized formally; however, they remain of a Palestinian origin, jealous of their authentic Palestinian culture and identity; otherwise, we would not have seen all people of Jerusalem confronting the Israeli occupation during the attack on Al-Aqsa Mosque, or the protests in Bab Al-Amud against changing its features; as no matter how the names of streets and alleys in Jerusalem are changed, they will remain Palestinian. For instance, the name of “Bab Al-Amud” has been changed to a new name that is engraved in the memory “Bab Al-Shuhada” (Martyrs Gate); which is more Palestinian and represents affiliation to Palestine. The content of the Palestinian curriculum is not poor; however, it needs to be developed continuously as any other curriculum worldwide, and it is also necessary to prepare and train qualified teachers to keep pace with the development of education regularly. The study has also proven that the Palestinian curriculum does not contain any incitement; it rather represents the reality in which the Palestinian people live; whereas the Israeli curriculum calls for violence and hostility as well as eliminating the Palestinian presence on its land. At the end of the study, the researcher recommends that it is necessary to take serious and tangible steps on the grounds to confront the Israelization of education in Jerusalem by providing budgets and funding for supporting the schools which suffer from financial crises so that they will not fall victim to the Israeli occupation. She also recommends to avoid making negative reactions with regards to solving the educational problems caused by the practices of the Israeli occupation for Israelizing education, but rather to make developmental plans which can be developed and executed, and also to prepare documented periodic reports on the Israeli curriculum and compare it with the Palestinian curriculum and submit them to the international community to decide which one incites and stirs up violence and hostility.