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| 1 |
ID:
132970
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| Publication |
2014.
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| Summary/Abstract |
For Palestinian nationalists in Mandate Palestine, British education policy was a source of constant frustration. The shortage of schools, the lack of local control over the curriculum, and the marginalization and de-politicization of Palestinian history constituted major grievances. Proceedings from the Peel Commission reveal much about the rationale behind this policy, particularly the bias toward "rural" education and the attempts to control teachers. Drawing on and complementing the work of A.L. Tibawi, this article seeks to shed light on the nationalists' protests by examining both the responses of officials brought before the Commission, as well as the government's history curriculum during the Mandate. In doing so, the research shows that education policy was constructed to maintain the underdevelopment of Palestine and to hinder state-building efforts that could compete with those of the Zionists.
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| 2 |
ID:
132971
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| Publication |
2014.
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| Summary/Abstract |
This article focuses on intellectuals-writers, philosophers, academics, scientists, and artists-who, by virtue of their accomplishments and talents, or simply because of their renown, wielded such moral authority that they became at times veritable "leaders of conscience," influencing public opinion and, indeed, government policy in France. Responding to major events, whether colonial wars, international crises, or significant domestic political battles, French intellectuals weighed in time and again, from the Dreyfus affair to the bogus Sarkozy debate on "national identity."1 This article reviews the stance of French intellectuals on the question of Palestine and the wider Arab-Israeli conflict, and examines how the ideological and political assumptions underlying their positions were not always amenable to rational explanation or easily ascribed to traditional attitudes of the Left and Right.
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