REFLECTIONS OF ISRAELI CURRICULUM ON THE NATIONAL IDENTITY OF SECONDARY STUDENTS IN EAST JERUSALEM SCHOOLS FROM THE POINT OF VIEW OF PRINCIPALS” EDUCATION FACULTY, AMERICAN ARAB UNIVERSITY, RAMALLAH, PALESTINE
The study aimed to reveal the reflections of Israeli curricula on the national identity of secondary school students in East Jerusalem from the point of view of school principals, by searching for the difference between the two curricula, and the impact of the Israeli curricula on obliterating the Arabic language, national awareness and national identity, and making a comparison between budgets given to schools that apply the Palestinian curriculum and the Israeli curriculum in East Jerusalem schools. In order to verify the objectives of the study, the researcher used the descriptive qualitative analytical method by conducting interviews with (15) principals of East Jerusalem secondary schools affiliated to the Ministry of Education and the Jerusalem Municipality. The results of the study concluded that the Israeli curriculum works to obliterate the Arabic language, which is considered the basis of the cultural heritage, by weakening the level of books in addition to promoting the idea of peaceful coexistence and introducing the texts of the word Israel and the Israeli narrative, which has a negative impact on the identity of the Palestinian student. The study also found that there is a big difference in budgets in favor of the Israeli curriculum and encouraging students to join by activating various extracurricular activities in East Jerusalem schools. The study recommended the importance of paying attention to changing the Palestinian curricula, developing cadres in line with the requirements of the current century, and proposing mechanisms to enhance the demand for Palestinian curricula by providing special budgets for secondary school students in East Jerusalem.
Keywords: Schools İn East Jerusalem, The Israeli Curriculum, İdentity, Budget