In 2015 former president Reuven Rivlin claimed that Israel needs a redefinition of Israeliness to preserve the Israeli society. According to him, a new national identity must be created, with which...Show moreIn 2015 former president Reuven Rivlin claimed that Israel needs a redefinition of Israeliness to preserve the Israeli society. According to him, a new national identity must be created, with which all citizens can identify. When looking at the Israeli educational system, it becomes apparent that such a redefinition is necessary. As multiple studies have shown, the Arab- Palestinian community in Israel is not only marginalized in terms of the quality of the educational system, but also with regards to the contents of the education, mainly -but not limited to- in the field of history education, which amongst others ignore Palestinian perspectives on the ongoing Arab-Israeli conflict and which deny Palestinian belonging to the country. As this thesis shows, bilingual schools in Israel offer a radical alternative historical narrative that includes Palestinian perspectives, that treats Jewish and Palestinian identities on an equal basis and that at the same time creates an overarching narrative (or if you wish Israeliness) which connects both communities. At the same time however, this thesis argues that the success of the alternative historical narrative at bilingual schools is limited due to the same inequalities the education tries to counter, namely the lack of classes on Palestinian/Middle Eastern history, the continuing dominance of Jewish-Israeli frameworks for teaching history and the dominance of the Hebrew language. Nonetheless, although progress can still be made, the alternative approach to education of bilingual schools provide an inspirational basis for redefining Jewish-Palestinian relationships in the future.Show less
