Peace Education for Conflict Prevention: An Analysis of the Palestinian School Books

Abstract

Aim: This thesis investigates how the Palestinian school books reflect and reproduce narratives related to identity, conflict, and peace. By focusing on themes such as patriotism, nationalism, suffering, exile, refugees, tolerance, and hope for the future, the study aims to assess whether the textbooks foster reconciliation and peace education or perpetuates conflictual worldviews. The research is situated within the broader debate on the role of education in protracted conflicts and its contribution to sustainable peace. Theory: The analysis draws on three main theoretical frameworks: Social Identity Theory (Tajfel & Turner), Collective Memory and Historical Narratives (Bar-Tal), and Postcolonial Theory (Said, Bhabha, Fanon). These perspectives are further complemented by Conflict Transformation Theory (Lederach), which highlights how education may contribute to transforming structures and relationships that sustain violence. Together, these theories provide tools to analyse how narratives are constructed, how the “Other” is represented, and whether the textbooks open possibilities for coexistence. Method: Author has analysed 35 Palestinian textbooks (grades 1–12) using content and discourse analysis. Narratives were identified and categorized thematically, then interpreted through the selected theoretical frameworks. The research did not include Israeli curricula or textbooks, which limits comparative conclusions, though previous scholarship indicates that both Palestinian and Israeli textbooks require improvements in terms of peace education. Results: Palestinian textbooks emphasizes narratives of patriotism, resistance, and collective suffering, while strongly framing national identity in opposition to Zionism and occupation. Elements of tolerance and hope for the future are present but limited, often overshadowed by narratives of victimhood and displacement. While the textbooksstrengthens collective identity under conditions of occupation and international law violations, it simultaneously risks reinforcing divisions and sustaining conflict memory. For peace education to advance, the textbooks would need to balance recognition of historical injustices with reconciliation-oriented narratives that acknowledge mutual humanity and open pathways to coexistence.