Representation of the "Other" in Books for Teaching the Arabic Language in Jewish Schools

• In Event: Constructing Possibilities for Equal and Inclusive Education

Abstract

Cultural diversity and divisions in Israeli society emphasize the need to establish education for multiculturalism in the Israeli education system since education plays a crucial role. The system should provide tools that will help students to be exposed to the other's culture, to listen to the other, to treat them with respect and acceptance. Alongside the decline in the status of the Arabic language in Israel, voices have been increasing regarding the need to strengthen Arabic studies and to increase knowledge of Arabic among population.
The texts taught in schools may preserve and reproduce a reality of differentiation and stereotypes, but also have the power to promote change to create a pluralistic society. Teaching Arabic with exposure to Arab culture and intercultural interaction may promote a multicultural society - an essential element in a democratic society.
The study examines the representation of Arabic in the textbooks for teaching Arabic as a second language in Jewish schools. It also aims to check if the goals set by the Ministry of Education in relation to the teaching of the language and its role as a bridge are indeed realized. The research is based on the method of content analysis and semiotic analysis.
The study examined seven books currently in use. The selected texts have cross-national significance and relevance and are presented to students to form their identity and perception.
We examined the messages and the visible and hidden values in the analysed texts. We discuss central themes as they emerged from the texts: gender, family, exposure to the other culture, intercultural acquaintance. We found that the texts expose the students to the Arab culture, expressed in the representation of figures from the Arab culture who have universal importance. We also discuss the limits of representation and the lack of intercultural interaction, and the ignoring of the tensions between Jews and Arabs in Israeli society.
Teaching Arabic is also an opportunity to convey important messages in the spirit of the times and of critical and social pedagogy. We found that the books describe one facet of the Arab: the modern Arab with the Israeli identity. There is a positive side to this, as the stereotypes that ascribe certain qualities and roles to Arabs are broken. However, the Arab national and traditional identities are ignored; there is no reference to "Arab," no expression of traditional Arab culture or Jewish-Arab relations. The multicultural discourse that the education system declares is only partially expressed in the textbooks.
The view of the “other” is affected by the power relations of the majority and minority in society, and the school is a microcosm of Israeli society. Education is related to the political discourse and is influenced, even shaped by it. Therefore, the Ministry of Education must build an effective system to monitor and supervise, and it must take advantage of the political and public support for the importance of Arabic studies to leverage the promotion of the requested changes.

Authors

• Avi Gvura, Beit Berl College

• Michal Hisherik, Beit Berl College