Professional Documents
Culture Documents
Nurit Elhanan-Peled, Tel Aviv University and David Yellin Teachers College, Israel
Abstract: Israel is an ethnic Democracy where one ethnic group dominates other ethnic groups while denying or ignoring
their social and cultural identities and rights. The Jewish Israeli identity is an artificial one. Since features such as common
territory, common language and common culture were not available to the modern Jewish nation which is composed of
many cultures and languages, they had to be manufactured through education, for the purpose of building a collective homogenous identity for all its members. This identity has been founded on the idea that Israelis are both the successors of
biblical Hebrews and have a Western culture. Israeli school discourse ignores and denies any other culture, both Jewish
and Arab. This tendency results in the ignorance of teachers regarding the culture and lifeworld of both their students
and their neighbours. The paper shows the ways in which others (such as Palestinians, Ethiopian Jews or ex-Soviet Union
Jews), are represented both in schoolbooks and in teachers talk. The paper will argue that Israeli education promotes
Elite Racism both towards the Palestinian citizens and subjects and towards Jewish new-comers.
Keywords: Racism, Classroom Discourse, Semiotics, Multimodal Analysis, Schoolbooks
Introduction
HE DISCOURSE OF identity is also the
discourse of difference, inclusion and exclusion. The construal of identity includes
strategies of denying other identities that
seem threatening. The Jewish Israeli identity is
achieved, among other ways, through the exclusion
and rejection of different ethnic groups both Jewish
and Muslim - whose national, territorial and cultural
rights are denied. (Yona 2005, Shohat 1988).
The discriminated groups are those who lived on
the land before the establishment of the state of Israel, namely the Palestinians, the Druze, the
Bedouins and other non-Jewish groups, and those
who came after the establishment of the state, Arab
Jews, Ethiopian Jews, ex-Soviet Union Jews to name
the largest groups.
The nature of this paper is descriptive. Although
it relies on studies made in different countries, such
as Holland (Essed, 1991 Van-Leeuwen, 2000),
Sweden and Australia (Van-Leeuwen, 1992), it does
not compare Israel to other places, nor does it deal
in depth with the social and psychological reasons
for the racist discourse that is dominant in Israeli
society, but describes two types of racist discourse
prevalent in Israeli schools: Teachers talk about
Jewish new-comers and the racist discourse used in
textbooks of History and Geography for the representation of Palestinians. Teachers racist talk can be
defined, following Essed 1991, as everyday racist
discourse. It stems from an ideology of inclusion-
as-absorption for Jewish new comers, who are supposed to become Israelis as soon as they can. This
approach seems to contradict the official policy of
recognition and tolerance towards the (Jewish) other
that is propagated in Israeli schools. The racist discourse against Palestinians stems from an ideology
of exclusion and is overtly compatible with the official discrimination against Palestinians and other
non-Jewish populations.1
Both types reflect the Israeli dominant groups
insistence on exclusivity. They present reality from
the sole point of view of this dominant group and
are founded on the fundamental principle which
serves as the common ground of Israeli education,
namely that Israel is the state of all the Jews
wherever they dwell and not the state of its nonJewish citizens. As Smooha points out:
. It is a diminished type of democracy for it
takes the ethnic nation, not the citizenry, as the
corner-stone of the state[]At the same time
this democracy extends various kinds of [individual] rights to 1 million Palestinian-Arab citizens (16% of the population) who are perceived
as a threat. (Smooha, 2002:475-478).
One example is Israels language policy: Although
both Hebrew and Arabic are Israels official languages, there are no higher education institutes that
teach in Arabic. Another example is the very recent
law allowing the Jewish National Fund, which is responsible for foresting and for allocating land, not
Although racist discourse against Jewish immigrants is also manifest in school books I will concentrate only on the representation of
Palestinians.
THE INTERNATIONAL JOURNAL OF DIVERSITY IN ORGANISATIONS, COMMUNITIES AND NATIONS,
VOLUME 7, NUMBER 6, 2008
http://www.Diversity-Journal.com, ISSN 1447-9532
Common Ground, Nurit Elhanan-Peled, All Rights Reserved, Permissions: cg-support@commongroundpublishing.com
112
Kress and Van Leeuwen 1995,1996), especially VanLeeuwens work concerning the racist-visual representation of others in general and in text-books (1992,
2000).
The analyses of visuals in Geography text-books
will also rely on observations made by geographers
such as Bar-Gal and Henrikson, especially regarding
the manipulative use of cartography.
Note: All the quotes and excerpts from schoolbooks and from teachers talk were translated from
Hebrew by me and validated by professional translators. All bolds are mine.
Methodology
I thank the following publishing houses for allowing me to use the visuals appearing in this paper: MapaSifrei Tel-Aviv (The 20 th
Century and Modern Times II), The Centre for Educational Technology (People in Space, and Israel-Man and Space). Lilach Publishers
(Geography of the Land of Israel). Maalot Publishers (The Mediterranean Countries). All rights are reserved to the publishers.
3
Israeli schoolbooks are trade books, sold on the free market, and teachers may choose which book to use. However, they all need to be
authorized by the Ministry of education or at least be compatible with the national curriculum. The sample of schoolbooks was chosen according to the popularity of the books among teachers in mainstream secular Jewish schools, which constitute the majority of schools in
Israel
4
All Geography text-books teach about the greater Land of Israel of which the state of Israel is only a part, and avoid marking the greenline border on their maps.
5
Podeh (2002); Firer (1985, 2004); Bar Gal (1993, 2000); Peled-Elhanan (2005).
NURIT ELHANAN-PELED
Joshua, 1:4: From the wilderness and this Levanon as far as the great sea towards the
going down of the sun, shall be your border .
This intertextuality gives a holy stamp to the textbook and a scientific stamp of validity to the Bible
(Lemke 1998).
Although Palestinian lands are depicted as part of
the state of Israel (map no. 1), their inhabitants are
never represented. A cartographic way to deny
Palestinian existence is through Fragmentation
(Thompson 1987): separating people from places,
or representing the land while ignoring or concealing
the existence of its indigenous population. This is
done by changing the names of places (the West
Bank is called by its Hebrew biblical name: Judea
and Samaria and so are all former Arab cities and
villages), or by depicting Palestinian areas as colourless spots defined as Areas without data. (Map no.
2). This representation creates toponomyc silences,
[] blank spaces, silences of uniformity, of standardization or deliberate exclusion, wilful ignorance
or even actual repression (Henrikson, 1994:59).
Even on map no. 2, which depicts Arab population, as in other maps in the same Geography
schoolbook, the mixed Jewish Israeli-Arab cities
such as Nazareth and Acre are not depicted. These
toponomyc silences reinforce the Zionist slogan
A land without people for a people without land,
and justify the policy of occupation and colonization.
When the excluded Palestinian inhabitants of these
areas reappear in this text-book it is as foreigners
or host workers namely as illegal invaders or
temporary human labour force:
Some of the foreign workers are Palestinians
who come from the areas controlled by the
Palestinian authorities. They are employed in
unprofessional jobs and their wages are lower
than that of the Israeli citizens who work in the
same jobs. This is characteristic of all developed countries. (IMS p.32)
[This characterization of developed countries is regarded by researchers as The other side of western
modernity: colonialism, holocaust, slavery, imperialist domination and exploitation. (Reisigl and
Wodak, 2001:17).]
Treating the Palestinians as foreigners points to
an odd geographical perception: The Palestinian
territories are presented as part of Israel, but the inhabitants of these same territories are presented as
foreigners.
113
114
Map no. 1: Israel and its Neighbours 2002 (Israel-Man and Space 2003)
*Areas Encircled by Dotted Line: the Palestinian Authority
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Map no.2: Arab Population in the State of Israel 2000 (Israel-Man and Space 2003) *White Areas: Area for
which there are no Data
115
116
Map no. 3: Israel-Man and Space 2003: Villages in Israel: Blue-Jews, Red- Non-Jews
Figure no. 1: People in Space 1996: Average Marital Age for Women in Developed and Developing Countries
1990. (Israel is Marked in Red).
At the Bottom of the Graph we Find a *Note: The Israeli Data Refers only to the Jewish Population
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The non-Jews, regardless of their origin and religion, are sometimes called by the generic hyperonym: Arabs. For instance:
Israel Man and Space 2003, p. 12- The Arab
Population [in Israel]: Within this group there are
several religious groups and several ethnic groups:
Muslims, Christians, Druze, Bedouins and Circassians. But since most of them are Arab they shall be
referred to henceforth as Arabs.
Figure no. 2: The Arab [Citizens of Israel] Refuse to Live in High Buildings and Insist on Living in LandRidden One-Storey Houses.
Geography of the Land of Israel 2003:303.
This caption is elaborated in the verbal text:
The Arab society is traditional and objects to
changes by its nature, reluctant to adopt novelties [] Modernization seems dangerous to
them [] they are unwilling to give anything
up for the general good.
In a History book for grade 9 called: From Conservativism to Progress, we learn that, In the years
1881-1882 thousands of people arrived at Jaffa port:
from Russia, from Rumania, from the Balkan and
even from far-away Yemen. (p.269). Needless to
say, Yemen is almost the closest to Jaffa port, and
the question is, why is it mentioned as the most far
away? The only answer is that the implied centre
of the mental map of the writers is still Eastern
Europe, the spiritual centre of Zionism and the origin
of the dominant social group in Israel. As Henrikson
explains One of the unfortunate consequences of
colonialism and the condition it engendered, [] is
a feeling that the centre is elsewhere.(Henrikson
1994:55-56)
Mental maps are ideological constructs which
may have little to do with geographical evidence.
They reflect individual or societal perception or reflection of the world. For instance, in European maps
Europe is the centre of the world. As Henrikson
points out: mental maps are a critical variable
occasionally the decisive factor in the making of
public policy (p. 50).
The drawing of maps is highly influenced by
mental maps or by the political ideologies the state
is interested to diffuse.
Thus, in spite of Israels narrow waistline the
non-Jewish citizens of Israel are pushed to the margins of consciousness and social reality, as it is well
expressed in the following statement from Geography of the Land of Israel. (2003:197):
Factors that inhibit the development of the
Arab village: [] Arab villages are far from
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118
Figure no. 3: Modern Times II 2000:239: The Palestinian Problem incubated in the poverty, the idleness and
the Frustration that were the lot of the refugees in their pitiful camps
NURIT ELHANAN-PELED
Figure no. 4: Refugee Camp Jabalia in the Gaza Strip. One of the refugee camps where the inhabitants live in
over crowdedness, poverty and distress. (People in Space 1998:110)
Neither the caption nor the heading mention who
lives in this refugee camp and why, thereby emphasizing the photograph is a depiction of a place, a
phenomenon, not of people. The aerial photograph
is shot from the angle of the pilot who flies too high
to be able to see the people on whom he is dropping
his bombs It is the angle of the objective knowledge that causes detail (and people) to disappear
and it is the kind of knowledge which education is
still primarily concerned to reproduce. (Van
Leeuwen 1992:49).
The above representations create blind spots
where people are supposed to be seen but arent
(Barthes 1980:855), or rather, as in Lacans example
of the book which is absent from the shelf and whose
non-occupied slot proves its existence as a missing
book, they are represented as missing entities.
The only information the reader receives about
the Palestinian problem is that of a sad lot or of
unfavourable circumstances that are presented in one
of the following fashions (Van Leeuwen 1996:97):
1. In terms of existentialization or naturalization
where action is represented as something that
simply exists, natural and outside temporal
boundaries. For instance:
The population in the refugee camps is growing fast and the conditions of life are very hard
the rate of unemployment is high, the houses
are crowded and poor and the standard of health
services, education and hygiene is low. (People
In Space 1998:110)
By using the auxiliary verb to be, the above quote
presents Palestinians dire situation as devoid of human agency or cause.
2. As a self-directed phenomenon, that acts independently of human social actors:
119
120
10
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12
The data for this chapter has been gathered since 1992 through observations of lessons and interviews with teachers and immigrant
children.
121
122
worth noting is that Israeli future teachers do not receive any training in teaching minorities (as is the
case in London for instance) and do not learn anything about the different cultures and Literacies that
exist in their state. This has to do with the Zionist
ideology regarding the New-Jew, that from the moment of arrival Jewish new-comers are Israelis and
should leave their diasporic past behind.
Therefore one may state that whereas racism towards the Palestinian citizens and non-citizens falls
under Esseds categories of fragmentation and suppression, Racism against Jewish new-comers is expressed though what Essed terms containment in
paternalistic relationships (1991:45): When the
dominant group does not accept dominated groups
pursuit of equality, justice and power its reaction
will be one of suppression, fragmentation and containment in paternalistic relationships.
Examining teachers talk about their immigrant
students one can distinguish several stances, all of
which witness containment in paternalistic relationships.
The missionary stance: Although the official
policy of the Ministry of Education, expressed in
slogan posters that hang on school walls, is Getting
to know and love the other, Welcoming the
Olim13 etc. in Israeli terms that means making them
acquainted with the Israeli culture and mores.
Therefore we find in teachers discourse a sort of a
missionary tone, such as in the following example:
Example no. 2
Brother: A year ago the kids at school didnt
like me but this year I showed them what I am
worth, though they still dont like me entirely
because I know two languages.
Sister: A stinking Russian.
Brother: Yea.
The pedagogy of acculturation does not require
teachers to know much about their pupils lifeworld
for the pupils are expected to perform as natives.
Their cultures, Literacies or learning styles are never
taken into account though they may be mentioned,
mainly as obstacles. This encourages teachers ignorance which leads to poor communication, to stereotypization and to racist discourse.
Example no. 3
A teacher of Ethiopian 4th graders:
Example no. 1
Interviewer : Dont you think that by teaching
them your Judaism, your prayers, you alienate
them from their own tradition, from their families, from customs that are hundreds if not
thousands years old?
Teacher : First of all part of them are
doubtedly Jewish , and besides we do alienate
them as you say, but we do it with love.
This stance characterizes the pedagogy of Acculturation and socialization: (Lam, 2000), which entails
a unilateral transmission and monologic teaching.
Its declared goal is inclusion as absorption. This
pedagogy is different from a dialogic pedagogy of
access and inclusion (Cope and Kalantzis, 1993)
which invites students to give and receive language
(Halliday 1994). Dialogic teaching is defined by
Bernstein as the pedagogic democratic rights of
children. School children must feel that they have
a stake in the society [...] stake having two aspects
to it: the giving and the receiving (1996:6). Bernstein argues that this feeling is necessary for individual enhancement. He also specifies the right to be
13
They have such a wonderful culture, such respect for others, such values. I really feel that
we miss something not knowing anything about
them. We do a lot of activities with the parents.
We had a Passover Seder* with the school
rabbi.
Interviewer : An Ethiopian Seder?
Teacher : No, no, no, no. I know they also have
something but it isnt reallyits a bit of
everything, they sit on the ground like the Romansno.
-------------------------------------------------*Traditional meal
While cultural customs are emphasized but not accepted, social norms of new comers are completely
ignored. Examples no. 4 and 5, which were recorded
in 2002, more than ten years after the first big wave
of Jewish-Ethiopian emigration, show that their most
basic mores are still unknown or unacceptable:
Olim means 'ascenders' for in Jewish tradition Jews who come to live in Israel ascend to a higher level of existence.
NURIT ELHANAN-PELED
Examples no. 4
Eli (Ethiopian boy, age 10): Miss, Miss, how
can my parents come?
Teacher : I dont know.
Eli : My mothers at work and my fatherCan
my sister come?
Teacher : No. One of the parents. Where is your
father?
Eli : He went to visit the uncles.
Teacher : These uncles stories are over!!
Anyone who knows anything about Ethiopian family
relations knows that the uncles stories are never
over, for the obligation to pay respect or help your
elders is stronger than any other commitment.
Religious prejudice: Cultural intolerance is much
more blatant when it comes to religious customs.
Since in Israel there is one dominant Jewish law and
tradition, based on East European practices, all other
interpretations and customs are put down and some
practices are even prohibited. Teachers may express
abhorrence, as we see in example no. 5:
Example no. 7
- They have problems: 1. Neglect, serious neglect of clothes, of cleanliness.
-They suffer from disability to listen, to concentrate. From a poor vocabulary.
-At first they were not even able to understand
me.
The pseudo-psychological stance helps legitimize
underestimation and patronizing. Teachers who do
not take responsibility for failure often use Pseudopsychological observations (Peled-Elhanan 2000)
which affirm or validate their prejudice by colouring
it with a scientific hue (Example no. 8). Since the
discourse of science is privileged in our society as
neutral and objective it serves education and racism,
as well as other discourses which tend to categorize
human beings according to pre-conceived classifications:
Example no. 5
Teacher : I cannot go near them, cannot touch
them, they are profane.
Interviewer : Profane?
Teache r: Yes, they slaughter themselves.
Interviewer : Slaughter whom??
Teacher : Slaughter, slaughter the chickens
themselves.
Ignorance of customs and mores brings about
faulty and inflexible generalizations (Essed
1991) as we can see in the following examples:
Example no. 6
A teacher of an Ethiopian child (grade 6): He
is very closed up. Never raises his eyes when
he speaks with a teacher, and even when I try
to force his face up he refuses, turns his head.
They are like that.
Interviewer : Have you ever learned anything
about Ethiopian education?
Teacher : No, nothing. Never.
Interviewer : So how do you know anything
about them?
Teacher : I can see it on them. You can see it
clearly on them.
The custom to lower ones eyes when reprimanded
by an adult, unknown to the teacher is wrongly interpreted as a negative sign of disrespect or of some
psychological handicap. As a rule, psychology or
rather pseudo-psychology plays an important role in
Example no. 8
A teacher of an Ethiopian child: It seems to
me he has a very low self-esteem, some lack of
confidence, he sends out a lot of signals of
distress. .. He is very gentle, very sensitive ,
introvert, with a lot of manners his basis is
good, he doesnt know how to get absorbed
though, has embarrassment complex. There is
never personal exposure in his stories, probably
because of the miscommunication at home . His
stories always have something very violent in
them. Maybe, there is something blocking
him something in the unconscious.
Speaking from this pseudo-expert level nourishes
the feeling of superiority and the perception of the
subordinate as intrinsically different and alien
(Essed 1991). It also facilitates putting the blame on
the victim:
Teacher [cont.]: He wants to speak. I think we
havent touched him enough. We dont. We
dont really know the mentality. I feel if it were
another child the attitude would have been different. It is because they are so submissive, this
ethnic group.
The teacher, who is aware of her own ignorance, is
not aware enough to consider her pre-conceived assumptions and prejudice as the reasons for the miscommunication with the child. Therefore she transfers the reason for failure outside the classroom, and
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Example no. 9
School counsellor : There is this group whom
the teacher calls the ghetto. They hardly ever
arrive to school.
Head mistress : Yes, they are really like a
ghetto, you cannot penetrate, and the parents
dont cooperate.
Attendance officer : What happened? How have
you handled it so far??
Head mistress : We tried to break them up,
separate them, but they just shut themselves off.
Speak only Russian, never listen to the teacher.
So we moved two of them to the other class
Officer : And has there been any change?
Counsellor : Yea, they stopped coming to
school.
Officer : why?
Counsellor : Because in the other class children
called them stinkers. My God, do they stink!!
Officer : And what have you done to the offenders?
Head mistress : Drop it, whoever said that is
sick in the head . Doesnt care about anything.
The head mistress dismisses the childs racism by
nicknaming him sick in the head namely, irresponsible for his words. She also legitimizes the counsellors racist comment by not remarking anything with
regard to it, thereby leaving it as a statement of truth.
To sum, everyday racist discourse used by school
teachers against Jewish new-comers has socio-cultural agenda. These children are meant to become Israelis according to the model of the dominant group and
the Zionist ideal of the New-Jew which sees Israeliness as anti Diaspora-Jewishness and therefore expects new comers to forget their old life and become
totally absorbed in Israeli life. This ideology still
persists in spite of the devastating failure of a similar
approach in the absorption of new comers who arrived in the 1950s from various Arab countries. More
than fifty years after this emigration, the children
and grandchildren of those old new-comers are still
suffering from socio-cultural discrimination (See
Yona 2005, Shohat 1988).
In all the examples shown above it is evident that
cultural differences are viewed as negative and that
Victims are pushed into the defensive (Essed
1991:216). Difference is viewed as inferiority or
handicap, and resistance to being absorbed is regarded as an individual failure. This discourse is
Conclusion
The paper presented two types of racist discourse
prevalent in Israeli Jewish schools: The discourse
used for the representation of Palestinians in textbooks and teachers talk about Jewish new-comers.
These two types seem to serve two different approaches, the absorption of Jewish new-comers and
the exclusion of Palestinians. However, both discourses stem from the same insistence on exclusivity,
manifest in the fact that the dominant group does
not accept dominated groups pursuit of equality,
justice and power (Essed 1991). They are also
linked with the Zionist ideology which professes the
ideal of an Arab-free Jewish state (Pappe 2006), and
a Westernized-Jewish culture at that. As the Zionist
saying goes, Israel should be A European reserve
in an Asiatic wilderness (or in the less eloquent
style of former prime-minister Barak, a villa in the
desert). This ideology is expressed not only in education but in all realms of social and cultural life,
even in foresting and construction: the import of
European trees over the local vegetation, the diversion of rivers to the desert in order to make it
bloom, the European-like construction that is
completely dysfunctional in the hot dry weather, are
all meant to celebrate the victory of the West (which
is equated with Israeliness) over the Middle East
(Bar-Gal 2004).
The prevalent discourse and perceptions in Israel
are those of the dominant and mostly right-wing
group and all other discourses, Literacies and cultures
seem unimportant, less advanced or even threatening.
This approach enhances ignorance and misinformation about all the others, including misinformation
about the geopolitical situation of the region. In spite
of slogans and declarations of tolerance that are issued by the ministry of education Israeli teachers are
not trained to teach minority children and educational
materials do not enable their readers to become acquainted with the cultures and Literacies of either
minority citizens or the Palestinian neighbours.
Misinformation and disinformation entail stereotypization and faulty generalizations which in turn
enhance racism.
In conclusion, Israeli education produces what
Wodak and Reisigl, following Van-Dijk, term elite
racism:
NURIT ELHANAN-PELED
not stop at checkpoints, but governs all human relations in this country and its schools.
As usually happens in societies that believe
themselves to be tolerant and highly moral (Essed
1991), Israeli educators dont see the racism that is
right there and fail to take responsibility for it. Instead they see the victims as a problem and blame
them for their inferiority, their marginalization and
their exclusion.
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