Dual Historical Narratives: A Bottom-Up Approach to Teaching History in an Asymmetric Conflict-PRIME Experiences

Abstract

Research on Israeli and Palestinian textbooks found that, on both sides, textbooks include only their views of history whereas other views-especially of those considered rivals-with their history, culture, tradition and legitimacy are completely omitted. They only focus on describing wars and conflict between both rivals and do not address the peaceful co-existence of Jews, Muslims and Christians in Palestine. Maps regularly do not show the geography of the other side; they only use the names of cities and towns recognized in their language and the border between the two political entities is missing in maps on either side. Each presents itself in a favourable light and as doing only good things while accusing the other of wrongdoings. PRIME initiated a bottom-up empirical project that involved Palestinian and Israeli high school history teachers focusing on how to move teaching historical narratives from a self-centred mono-perspective to dual perspectives and how to integrate the other side’s historical narratives in times of conflict.