“The Perceptions of East Jerusalem School Principals Regarding the Policies of Israelizing Curricula and Their Implications for Palestinian National Identity: A Qualitative Study”

Abstract

This study aimed to explore the perspectives of school principals in East Jerusalem regarding the policies of curriculum Israelization and their implications for Palestinian national identity, within a constrained educational context imposed by the Israeli occupation authorities. The study adopted a qualitative research approach by conducting semi-structured interviews with a purposive sample of ten school principals who possess direct experience in dealing with the distorted curriculum, considering them key educational actors in confronting these policies. The interview data were analyzed using the PEEL analytical framework, in a manner consistent with the nature of qualitative research.
The findings revealed that the distorted curriculum is forcibly imposed on schools as an institutional pressure mechanism, accompanied by threats of closure and the suspension of funding, and aims at the systematic removal of Palestinian national symbols and narratives. The results also highlighted the active roles played by school principals and teachers in resisting these policies through the development of compensatory educational practices that contribute to strengthening students’ national identity despite the imposed constraints. Furthermore, the study concluded that Jerusalem schools continue to represent an effective educational space for protecting Palestinian national identity in the face of ongoing Israelization attempts.
Based on these findings, the study recommended providing support to school principals and teachers in adopting educational practices aimed at preserving national identity, activating extracurricular activities with a normal dimension, and strengthening community partnerships that contribute to safeguarding national identity within Jerusalem schools.