Dialogue, Conflict Resolution, and Change: Arab-Jewish Encounters in Israel

CHAPTER 4. THE ARAB-JEWISH COEXISTENCE PROGRAMS

1 The Arab-Jewish Coexistence Programs DEVELOPMENT OF THE COEXISTENCE PROGRAMS In the main communiquezyxwvutsrqponmlkjihgfedcbaWVUTSRQPONMLKJIHGFEDC (Hozer Mankal) that instructs schools on educational policy regarding political and social issues, the Arab-Jewish relation issue was mentioned only twice between 1961 and 1976 (Mahameed & Gootman, 1983). This indicates the importance of this issue to the Israeli governmental offices until the rise of Khana's antidemocratic movement, which threatened the dominance of the liberal Western (Eurpean and American) Jewish Eshkinazi society. (It became evident when Jewish youth expressed great sympathy with Khana's movement ideology prior to the 1984 elections.) Thus, education for democracy and coexistence was introduced officially by the Ministry of Education during the 1984-86 period, in which the Ministry published two reports (Hozer Mankal!) that encouraged students , teachers, and schools in general to deal with these issues in their classes and school activities. In the first report (1984), the program of ArabJewish education for coexistence was "intercultural interaction with respect and equality," which was to be achieved through: (a) knowledge; (b) attitudes and approaches of openness, understanding, respect, and tolerance to other cultures; (c) new skills and training (Ministry of Education, 1984). The Ministry also created a special office, the Unit for Democracy, in 1985 to centralize and coordinate the new programs on democracy and coexistence produced by the different Ministry of Education departments.1 Although this seemed to be a comprehensive plan to deal with Arab-Jewish relations in schools designed by the Ministry of Education, it unfortunately had neither authority nor ability to apply such a plan. So it was partially implemented, but with mixed messages from other government offices and from the political development.2 37 The Arab-JeiuishCoexistence Programs zyxwvutsrqponmlkjihgfedcba 38 ARAB-JEWISH COEXISTENCE PROGRAMS In general, Arabjewish organizations and programs have existed since the 1950s, but they were related to or associated with the local Jewish municipalities , such as Haifa and Jerusalem, with the Hestadrut (Jewish Labor Union), and with the Mapai Party (ruling party between 1948 and 1976). They did not focus on the educational system of both communities. In fact, such activities of coexistence were part of the Israeli governmental policy toward Arabs. Jewish officials from the ruling party used to attend religious, cultural, and social celebrations in the Arab community as part of their efforts and plans to mobilize political support, mainly voters, to the specific party among Arabs. Coexistence activity was also a vehicle for the Arab-educated and elites to gain the trust of the officials. It was an indication and tool for cooptation with the Israeli authority. After the 1967 (the occupation of the West Bank and Gaza Strip) and the 1973 wars, however, the Jewish majority rediscovered the existence of Arabs in Israel. Both Arabs and Jews in Israel began to realize that they ought to live together in one state, and that their dreams and expectations that the other side would disappear could not be achieved in the new political context. At this time Jewish political activists began establishing different organizations with the aim of exploring the relationship between Arabs and Jews in Israel. The new organizations' targets were students, teachers, and grassroots citizens in both communities. Some of these organizations still exist today: Neve Shalom/Wahat el Salam (Oasis of Peace), Givaat Haviva, Netzani Shalom (Interns for Peace), Oaz Le Shalom (Power for Peace), Netevot Shalom (Paths for Peace), Shutfoot (Partnership ), the Interreligious Committee, and the Truman Institute Project. Some other organizations have ended their activities, such as the Society for Friendship and Understanding and the Center for Arabjewish Education and Coexistence . A third stage in this field took place after 1983, with the rise of the radical and extreme racist attitudes among Jewish youth, who through the surveys expressed antidemocratic attitudes and low tolerance of Arabs in Israel. Such results revealed the threat to the Ministry of Education and to government officials. In response, in 1983, the Ministry of Education launched for the first time a plan to incorporate education for coexistence and democracy in the Jewish and Arab schools. After this decision by the Ministry of Education, Arab-Jewish relations, or the coexistence field, received more recognition among the Jewish public and the schools. It was introduced into the curriculum through geography, history, and civic studies. Following these developments, a third wave of organizations became operational (in many cases, an organization will be launched after 39zyxwvutsrqponmlkjihgfedcbaWVUTSRQPONMLKJIHGFEDCBA The Arab-JeiuishCoexistence Programs a...