Palestinian School Textbooks: EU Review

Debate between Caroline Ansell and Christian Wakeford

Wednesday 30th June 2021 Westminster Hall

[Caroline Ansell]

I concur entirely. What is required is a full reading of the body of evidence, because the executive summary does not seem to reflect that evidence. In fact, it must be contested that the textbooks adhere to the UNESCO standards when they simultaneously espouse a narrative of resistance to Israel and display antagonism towards it. How can the report’s conclusion be reconciled with the extensive evidence within the body of the report?

There are other issues with the report. A wider analysis highlights glaring omissions—or apparent omissions. The justification of the Munich Olympics terrorist attack as an attack on Zionist interests abroad is not covered. On the 2020 claims, the report suggests positive editing and improvement in the most recently published textbooks, but are these criticisms put forward? Are these phantom changes? Are they based on books that reportedly are not in the curriculum, or on books that do not appear on the Palestinian Authority’s official Education Ministry online portal? Is the scale and scope of the review sufficiently robust? For example, 15% relates to the coverage of the 2020-21 textbooks.

Notwithstanding the discordant finding of the report, as mentioned by the right hon. Member for Orkney and Shetland (Mr Carmichael), last week, following the completion of the EU review, the Foreign Office issued a statement acknowledging that anti-Israel content remains. The UK is not alone in reaching that conclusion. Norway has already cut its funding and the Biden Administration are now making aid conditional on the removal of incitement of antisemitism from educational materials.

[Christian Wakeford (Bury South) (Con)]

My hon. Friend makes a particular point about Norway reducing its funding and the US completely removing its funding, but does she agree that removing our funding is probably not the right way to go and that we should instead ask for the reforms that we really need to see, to make sure that every child in the Palestinian Authority area gets a meaningful education?

[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.”