Cultural identity in the arabic language textbooks of arab elementary schools in Israel

Abstract

How is cultural identity reflected in elementary schools’ Arabic language textbooks in the Arab education system in Israel? The research describes and analyzes cultural identity representation in nine textbooks from the ’Al-‘arabiyya Luġatunā’ (Arabic Our Language) series for four distinct cultural groups: Palestinian-Arab (local), broader Arab, Jewish, and foreign cultures. Mixed methods qualitative and quantitative research, employed content analysis, examining the textbooks’ textual and visual dimensions. A specially-developed tool examined 16 cultural categories. Imbalance appeared in the four cultures’ representation in the textbooks. Although broader Arab culture was represented more than Palestinian-Arab culture, Palestinian-Arab representation was impressive. Jewish (majority) culture was surprisingly scantily represented, requiring further examination. Contrastingly, foreign cultures were strongly represented. However, Arab identity, particularly Palestinian, was represented superficially, ignoring Palestinian students’ needs as a cultural-religious-national minority group. These findings indicate that Israeli education policymakers do not see language as a central component in cultivating Palestinian Arab students’ cultural identity.