Palestinian School Textbooks: EU Review

Angela Eagle Excerpts

Wednesday 30th June 2021 Westminster Hall

[Dame Angela Eagle (in the Chair)]

I remind hon. Members that there have been changes to the normal practice in order to support the new hybrid arrangements. Timings of debates have been amended to allow technical arrangements to be made for the next debate. There will be suspensions between debates.

I remind Members participating, physically or virtually, that they must arrive for the start of a debate in Westminster Hall and are expected to remain for the entire debate. I also remind Members participating virtually that they must leave their camera on for the duration of the debate and that they will be visible at all times, both to one another and to us in the Boothroyd Room. If Members attending virtually have any technical problems, they should email the Westminster Hall Clerks’ email address. Members attending physically should clean their spaces before using them and before leaving the room. I remind Members that Mr Speaker has stated that masks should be worn in Westminster Hall.

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[Caroline Ansell]

I thank my hon. Friend for his excellent question, and I concur. Education is absolutely at the heart of this process; it is mission-critical to establishing a peaceful resolution in the region. Change is possible where there is political will and leadership. From Tunisia and Egypt through to Saudi Arabia and the United Arab Emirates, there is a clear trend across the region for improving curricula through the removal of anti-Israel and racist narratives, and instead promoting peace and co-existence. There is a better way.

Positive change could also be inspired through engagement with the International Fund for Israeli-Palestinian Peace. This project, which has widespread cross-party support here and in the US, is exactly the sort of programme that the UK could also support if it wished to deliver on its goal of a lasting and meaningful peaceful two-state solution for Israel and Palestine. I have seen at first hand the value of peaceful co-existence projects; the day-to-day interactions that they afford Israelis and Palestinians are invaluable. Projects such as Seeds of Hope, Hands of Peace and Hand In Hand are all remarkable projects that work through education to change lives and create positive interactions.

I look forward to the rest of the debate and to hearing from the Minister, for whom I have some specific questions. What assessment has the Department made of the review? Does he recognise or share the concerns expressed over its shortcomings? Does he believe that the Palestinian Authority’s curriculum, as presented, supports or harms the UK’s long-standing goal of securing lasting peace? Given the promise of action, what new and different steps are being considered? Thus far, raising concerns has failed to elicit the change we need. Nothing perpetuates conflict as much as seeding it in generation after generation of children and young people.

The report as a whole is clear: the Palestinian curriculum remains deeply problematic. It is my sincere hope that the UK Government and their international partners will use the review as the catalyst for change. As things stand, British taxpayers have been directly funding the teaching of a curriculum that actively undermines the peaceful two-state solution that the Government strive to support. Surely, in the light of the violence of recent months, there must be renewed urgency in our resolve to promote peaceful co-existence, and that must focus on the curriculum and textbooks. As the report authors state, textbooks are particularly relevant in conflict

“where discourses have considerable potential to contribute to violent escalation or conflict transformation”.

As John F. Kennedy said:

“Children are the world’s most valuable resource and its best hope for the future.”

[Dame Angela Eagle (in the Chair)]

In order to get everybody in, I am not going to impose a time limit at the moment, but I will call the Front Benchers from 10.23 am. If colleagues bear in mind that allows four to five minutes each and try to keep to that, I will be most grateful.

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[Mr Alistair Carmichael (Orkney and Shetland) (LD)]

As ever, it is a pleasure to serve under your chairmanship, Dame Angela. I also congratulate the hon. Member for Eastbourne (Caroline Ansell) on having secured this debate. I think that she, like I—and, I suspect and hope, everybody in this debate—holds the view that we would ultimately wish to see a two-state solution in Israel-Palestine. I gently suggest to her and others that if we are ever to achieve that, the role of this country has to be limited. For us simply to take one side or another in that debate just serves to make things worse: it does not help us move towards that two-state solution.

I say that because I am slightly concerned that the hon. Lady seemed quite happy to take various examples from the Georg Eckert Institute report that it had concluded were problematic and wrong. The report also found instances of antisemitism—that has been acknowledged—but found that others had, in fact, been removed, which represents the progress to which the hon. Member for Cheadle (Mary Robinson) referred. However, I say to the hon. Member for Eastbourne and others that if we accept the report and the bona fides and independence of the Georg Eckert Institute, we do not do great service by picking and choosing those parts of the report that we like. The report’s overall conclusion, having examined extensively the material that was made available to the institute, was that the materials of the Palestinian Authority did conform to UNESCO standards. That is important. I would hope that nobody who has read that report would say that the materials were beyond reproach, but the conclusion reached by the institute through its independent analysis should not be dismissed so lightly.

One of my great frustrations about this debate, as with others about Israel-Palestine, is what I generally call what-aboutery: when someone says, “Here’s something bad that was done by one side,” and somebody else pops up and says, “Well, what about the other side?” I am going to resist the temptation to indulge in what-aboutery, but I want to put on the record my concern that there are instances of that, and there has not been the same rigorous analysis of educational standards within Israel. It is often said, and other analyses have highlighted, that maps often include the lands of the west bank as part of Israel as a whole, rather than the 1967 borders, which are generally regarded internationally as the ones to adhere to.

If we are to make a difference in this debate, it has to be out of a genuine concern for the education of young people and children in Palestine today. It is a sobering fact that a 15-year-old in Gaza will have endured five major wars, as well as several others, in their lifetime. Civil society groups have to run training programmes for Palestinian children on explosive remnants of war. Just think of that: if hon. Members sent their children to school in Gaza, part of what they would be taught, regardless of what is in the curriculum, is how to deal with exploded and unexploded ordinances. That is the day-to-day lived experience of children in Gaza.

Just this week, the Save the Children Fund issued its report on the impact of home demolition on Palestinian children, titled “Hope under the rubble”. I hope that the Minister has a copy of it, and that if he has not read it yet, he soon will. As the hon. Member for Cheadle rightly said, young children absorb their lived experience, and their education goes well beyond what they see in the classroom.

Let me give a few key findings from that report. Some 80% of children feel abandoned by the world and have lost faith in the ability of anyone, from their parents to authorities and the international community, to protect them and their rights. Some 78% of older children said they feel hopeless when they think about the future. Some younger children told the Save the Children Fund that they often take their toys to school out of fear that they might lose them in the rubble during the day. Some 70% of children reported feeling socially isolated, with no connection with their communities and land after losing their home. Some 60% of children reported that their education had been jeopardised or interrupted following the demolition.

If we really are concerned about the impact on young Palestinians, I say to the hon. Member for Eastbourne, and in particular to the Minister, that we should be considering that many Palestinian children may soon be fortunate to have any schools at all in which to have textbooks, because the hard fact is that no fewer than 53 Palestinian schools are slated for demolition by the Israeli Government. If there are no schools, frankly the content of textbooks becomes pretty academic.

[Dame Angela Eagle (in the Chair)]

I am sorry to say that I am introducing a time limit of three minutes so that we can get everybody into the debate and leave time for the Front-Bench speeches.