This paper describes a process of five workshops in which Palestinian and Jewish-Israeli teachers developed a joint textbook that includes two narratives (an Israeli and a Palestinian) in regard to three important historical dates in their mutual conflict: The Balfour Declaration, the 1948 war and the first Intifada. Throughout the project, these activities took place under extremely severe conditions of asymmetry of power relations of occupation of the Palestinians and suicide bombings against Israelis. The teachers taught these two narratives in their classrooms and summarized some of their pupils’ reactions, as well as their own, before developing additional narratives. The pupils’ negative initial reactions helped the teachers express their own negative feelings, but did not lead them to forgo their commitment to continue their joint work on writing a book that contained the two narratives. The process, described chronologically, helped the teachers realize that they must develop narratives more inclusive and sensitive to each other, more interdependent though still separate.
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