| Summary/Abstract |
This article explores how geographical forms of Israel/Palestine are represented in maps sketched by high school students. The results show that they are significantly different from the geopolitical map, demonstrating the unique ways through which these students think about the national territory. The paper probes two sources that feed into the country's geographical image: its ongoing politics of treating boundaries as potential frontiers, and the school curriculum, which conveys a double message regarding borders. This image of a blurred geo-body invites for creative resolutions of the Israeli-Palestinian conflict.
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