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| Srl | Item |
| 1 |
ID:
174153
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| Summary/Abstract |
With the expansion of public education, Palestine under the British mandate witnessed the emergence of a local pedagogic discourse and the proliferation of pedagogic literature, led mainly by government employees. This study focuses on the biographies and pedagogic work of these Palestinian educators. Specifically, it analyses authorship of educators who were employed by the colonial Department of Education, a system that offered ambiguous objectives for the Arab population. It locates the new Arab, a knowledgeable, modern citizen of the world, yet one who is firmly tied to his national roots and cultural heritage, as the embodiment of the educational vision. Through textbooks, school journals and archival documents, the study shows the complex forms in which nationalism, authenticity and modernism were articulated in pedagogic literature. It argues that the acquisition of knowledge was perceived as the key for personal and collective emancipation, and investigates the mechanisms through which historical, geographic and religious knowledge were created, adapted and translated in order to serve this educational goal. Furthermore, it underlines the role of the Zionist settler colonial project in the construction of the new Arab’s image, therefore making Palestinian pedagogy a unique test case in the region’s scholarship on interwar education.
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| 2 |
ID:
171311
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| Summary/Abstract |
During the final years of Ottoman rule and the three decades of British rule, Palestine witnessed the emergence of a community of professionally trained Palestinian Arab doctors. This study traces the evolution of the medical profession in Palestine against the background of the shifting cultural and symbolic capital of an expanding urban middle class and the educational possibilities that enabled this development. Palestinian Arab doctors are examined through a number of interconnected prisms: their activity in social, political, and professional regional networks, their modus operandi under British colonial rule, their response to Zionism and its accompanying influx of immigrant Jewish doctors, and their ability to mobilize collectively under a shared national vision.
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| 3 |
ID:
172376
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| Summary/Abstract |
This article reconceptualises ‘Semite’ as a contested chronotope in which Western scientific categories served Palestinian and Zionist educators’ claims to cultural self-determination and national claims over the same space, Palestine. Since the early nineteenth century, racial categories have gained prominence as useful scientific tools to differentiate peoples and cultures. This article analyses how Arabs and Jews adopted, translated, and engaged the term ‘Semite’, through an examination of Arabic and Hebrew history schoolbooks from the Mandate period. It surveys the genealogy of the term in Zionist and Palestinian historiography, showing the centrality of racial categories in the teaching of ancient history in mandate Palestine, and underlining parallels and differences in the engagement of Palestinian and Jewish educators with race. Finally, the article shows how the Palestinian-Zionist conflict wrote itself into the history textbooks, re-writing the ancient history of both peoples, and re-evaluating Palestine’s past through the prism of a contested chronotope, leading to a precarious present and an uncertain future.
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