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The Inner Conflict

How Palestinian Students in Israel React to the Dual Narrative Approach Concerning the Events of 1948

Neveen Eid

This article addresses the Dual Narrative Approach (DNA) as applied to a sample group of Palestinian students in Israel. This approach is implemented in the dual narrative textbook developed by the Peace Research Institute in the Middle East (PRIME). The textbook was originally developed for history teaching in both the state of Israel and the Palestinian National Authority. The particular situation of Palestinians living in Israel raises an important question of the implementation of this approach in Palestinian-Israeli schools. This sample group is particularly interesting as within the State of Israel only the Jewish-Israeli historical narrative is officially taught in schools, even in the Arab-Palestinian schools. For many of the students tested in this study, this textbook was their first exposure to their own narrative. This article is an empirical study that uses the "mixed methods approach," investigating the students' reactions to the dual narrative textbook with specific regard to the narrative of the events of 1948, one of the most contentious periods for these two nations.

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Haifaa Majadly and Aharon Geva-Kleinberger

. 42 Mala Tabory, “Language Rights in Israel,” Israel Yearbook on Human Rights 11 (1981): 272–306. 43 Ibid. 44 Ministry of Education (Israel), Minhāj Taʿlīmī , 11. 45 Ministry of Education of the Palestinian National Authority, Department of

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Brent E. Sasley

law both in and around the settlements, the quasi-autonomous Palestinian National Authority that governs some aspects of the lives of Palestinians under its jurisdiction, and the ultimate authority of the Israeli military across the West Bank