Palestinian School Curriculum: Radicalisation

Jonathan Gullis Excerpts

Tuesday 10th March 2020 Westminster Hall

[Jonathan Gullis (Stoke-on-Trent North) (Con)]

I beg to move,

That this House has considered radicalisation in the Palestinian school curriculum.

It is a pleasure to serve under your chairmanship, Mr Pritchard.

I am grateful to be leading my first Westminster Hall debate on such an important and timely subject. I am delighted to see so many Members present, and I am mindful of ensuring everyone has time to speak, so I will limit the interventions I take. I refer hon. Members to my declaration in the Register of Members’ Financial Interests of a fact-finding visit I made to Israel and the Palestinian Authority last year.

During my trip, I was struck by the national pride that both the Israelis and Palestinians hold so dear, and faced the difficult reality that peace remains a distant dream. Zionist pioneers made the desert bloom, and Palestinian olive groves are world renowned. The potential for the land and the people is immense, yet no matter what land borders have been proposed in peace negotiations in the 73 years since the UN partition plan of 1947, the Palestinian leadership has rejected every option. I found myself wondering how that could be the case, when a two-state solution is clearly the only way to reconcile Jewish and Arab aspirations of self-determination in the land. It became apparent that the answer is not especially palatable: over many decades, Palestinian children have grown up in an environment of institutionalised radicalisation.

In schools named after suicide bombers, schoolchildren are taught from the age of six that Israel is a temporary construct that will,

“disappear as the fog over the sea”.

Palestinians are rightly proud of their youth literacy rate, which is among the highest in the world, but it is undermined by the more harmful material within the curriculum, which plays a significant part in indoctrinating the population. Eight-year-olds learn poetry from the following verse:

“I vow I shall sacrifice my blood, to saturate the land of the generous and will eliminate the usurper from my country, and will annihilate the remnants of the foreigners.”

As a former secondary school teacher myself, I know just how impressionable young minds are and the impact that such messaging can have on pupils’ development, values and world view.

A report published by the Institute for Monitoring Peace and Cultural Tolerance in School Education in September 2019 found that the most recent Palestinian Authority school textbooks are even more extreme than previous editions. Despite promises from the PA to review and remove unacceptable content, the report concludes that there is a “clear deterioration” in content meeting UNESCO-derived standards for peace and tolerance in school education. After examining 202 textbooks from the current curriculum, IMPACT-se found,

“a systematic insertion of violence, martyrdom and jihad across all grades and subjects”,

where,

“the possibility of peace with Israel is rejected”.

[Craig Tracey (North Warwickshire) (Con)]

I congratulate my hon. Friend on securing this important debate. Like him, I took advantage of one of the fact-finding trip organised by Conservative Friends of Israel in 2015, when I was first elected. The trip took in both Palestine and Israel, and while I was there we heard about a youth football tournament that had been hugely successful in uniting both regions. Does he agree that that demonstrates that there is an appetite for peace among young people, but that examples such as the ones he is giving seriously undermine the opportunities for it to happen?

[Jonathan Gullis]

I could not agree more. When I walked around the streets of Jerusalem, I saw Jew and Arab side by side, living peacefully together with the Christian community. There is indeed an appetite among the people of Palestine and the people of Israel to live side by side in peace. Sadly, it is the Palestinian Authority who keep dodging the answers to these very important questions.

Peace is not presented as preferred or even possible. Palestinian children are not taught what peace will even look like. Peace agreements and proposals with Israel that previously appeared in Palestinian Authority schoolbooks have been removed. Nine-year-olds are asked to count the number of martyrs in Palestinian uprisings—“If the number of martyrs of the first intifada is 2,026 martyrs, and the number of martyrs of the Al-Aqsa martyrs intifada is 5,050” and so on. Imagery in a textbook for 16-year-olds implies that Jews control the world. Ten-year-olds are taught that Jews are enemies of Islam and eight-year-olds learn in their textbooks that Jerusalem is a holy city only for Muslims and Christians. Right hon. and hon. Members will no doubt be aware that Jerusalem has been at the core of the Jewish faith and world for more than 3,000 years. Make no mistake: this is antisemitism, and we must condemn it as strongly as we fight antisemitism at home.

[Andrew Lewer (Northampton South) (Con)]

Mr George Bradford, a constituent of mine, works hard to raise awareness about extremist teaching in Palestinian schools. I met him here in Parliament last week. Does my hon. Friend agree that such awareness-raising has a valuable role as part of wider debates such as this one?

[Jonathan Gullis]

I agree absolutely. We must ensure that we raise awareness of this issue. It is sad that has taken a Daily Mail report to bring this matter to the public eye on a wider scale in the United Kingdom. We must do more to bring it to the world’s attention. We have seen other countries taking such a strong stance.

I mentioned that Palestinian schools are named after terrorists—at least 31 at the last count. Five of those schools are named after Dalal Mughrabi, the perpetrator of one of the worst terror attacks in Israel’s history, the 1978 coastal road massacre. Mughrabi led the hijacking of a bus and the murder of 38 civilians, including 13 children. She is portrayed as a central female role model for Palestinian girls. In the Arabic language textbook for 10-year-olds, of which I have a copy here, there is a large image of Mughrabi with the accompanying text:

“Dalal Mughrabi: Our Palestinian history is brimming with names of martyrs who have given their lives to the homeland, including the martyr Dalal Mughrabi. Her struggle portrays challenge and heroism, making her memory immortal in our hearts and minds”.

[Mark Pritchard (in the Chair)]

Order. May I just say to the hon. Gentleman that for his first speech he is doing very well, but under Standing Orders I am afraid that Members are not allowed to use photographs or props, or make reference to them. That is the first thing. Secondly, it makes it very difficult for Hansard to record something that is an object rather than text. I am sure he will note that, and I ask forgiveness for interrupting his flow.

[Jonathan Gullis]

Thank you, Mr Pritchard. I apologise, but you can understand the importance of the material that was on display.

[Dr Matthew Offord (Hendon) (Con)]

I congratulate my hon. Friend on the great speech that he is making. Is he aware that in addition to the 31 schools named after terrorists from the Palestinian Authority, three are named after Nazi collaborators? That sends a clear message, not only that killing Israelis is something that children should be encouraged to do, but that they will be honoured for undertaking such a heinous crime.

[Jonathan Gullis]

I am aware of that. Such a blatant attempt to stir up racial hatred and bring up what is a very dark history is despicable and disgusting. As one whose step-grandmother was born in Germany in the 1920s, went through an education system under Nazi rule and has lived with the shame of a nation—as many Germans do, even though they played no part in the atrocities that took place—I absolutely agree that reliving, remembering and reminding the Israeli people of such horrors should never ever be allowed, and that it should be called out for what is.

[Nicola Richards (West Bromwich East) (Con)]

The fact that holocaust denial is most prevalent in Gaza and the West Bank compared with elsewhere in the world—standing at around 82% of the population—proves that something is going seriously wrong. Does my hon. Friend agree that the Palestinian education system should seek to promote peace and unity, with a curriculum driven by facts and history, rather than continuing to push prejudice and division?

[Jonathan Gullis]

I am sure my hon. Friend’s knowledge of that issue is far greater than mine. She has been leading the charge among the new intake of Members of Parliament to ensure that we tackle the scourge of antisemitism, not just in UK society but in the wider world. I could not agree more that we must promote peace and we must expect the Palestinian Authority to promote peace, because a two-state solution will never be achievable unless both sides share the common goal of finding a peaceful solution. The two-state solution is one that I passionately believe in.

The majority of Palestinians are under the age of 25, and recent polling has shown that they are increasingly moving towards more extreme ideology. It is with sad inevitability that the radical incitement I highlight will be a central contributing factor. The Palestinian leadership have failed to provide a positive vision for the future of their people. Until they ensure that their curriculum promotes peace, the prospects for an agreement with Israel will remain bleak.

[Tim Loughton (East Worthing and Shoreham) (Con)]

My hon. Friend and I were together on that last trip to Jerusalem. He knows that I try to take a balanced view of the middle east and previously visited the area with a Palestinian charity. Most alarming is that these propaganda books are available to children as young as six, and that those on the Palestinian side found guilty of terrorism offences against Israelis—not throwing stones at buses; I have been critical about the way such people have been treated by the courts—are as young as 11. These deeply impressionable young people are being indoctrinated by the failed Palestinian Authority, which relies on fear and the poverty of the Palestinians to foment hatred against Israelis and the wider world. That is what this amounts to. It is in nobody’s interests for these textbooks be allowed, and certainly not at our taxpayers’ expense.

[Jonathan Gullis]

I remember that trip. When we met members of the Palestinian Authority, including one of the chief negotiators back in the early 1990s, we saw the lack of drive and vision for how to reach a two-state solution. I could not agree more with my hon. Friend and will not try to better his comments, because he perfectly summed up the situation. The self-interest of these leaders in prolonging the conflict causes immeasurable long-term harm to the Palestinian and Israeli people.

I welcome to the Minister to his place, and I understand that he may not yet have had the chance to raise these issues with his Palestinian counterparts, but does he agree that we have a duty of care to children worldwide who receive UK aid to ensure that their educational experience is positive? Will he confirm that £20 million of annual UK support the Palestinian Authority contributes to the salaries of teachers and health workers through a vetted EU list? Does the UK monitor the training programme for the teachers whose salaries we pay? Who oversees that programme?

While it is not necessarily the UK’s place to determine the narrative and content of another territory’s curriculum, we are duty-bound to intervene immediately should unacceptable materials be used in education systems supported financially by British taxpayers.

[Dr Julian Lewis (New Forest East) (Con)]

The House of Commons Library briefing shows that, on 1 April 2018, in response to reports about this sort of material, the Department for International Development’s media team stated:

“DFID is planning to conduct a thorough assessment of the Palestinian curriculum and evidence and if we find evidence of material which incites violence, we will take action.”

That is coming up to two years ago, so I think we ought to have heard something from the Government about this by now.

[Jonathan Gullis]

I could not agree more with my right hon. Friend. One reason why I wanted to secure the debate is that two years is absolutely too long. We need to ensure that UK aid money—UK taxpayers’ hard-earned money—is used appropriately, for aid and support and not to promote violence and extremism.

[Stephen Crabb (Preseli Pembrokeshire) (Con)]

My hon. Friend is making a powerful speech. Debate and concerns raised in this place about this issue go back more than two years—check the parliamentary record. For five years-plus, concerns have been consistently raised by Members from various parties about the use of discriminatory and inciteful language in textbooks that, directly or indirectly, UK aid is helping to finance. We have heard repeated assurances from various Ministers over the years. One question we need an answer to is why there has been so little progress in clamping down on this destructive activity.

[Jonathan Gullis]

I agree completely that this has been going on for far too long. Warwick University’s vice-chancellor has failed to adopt the International Holocaust Remembrance Alliance definition of antisemitism. That is an absolute abomination. UK textbooks, including those produced by Pearson, contained material that had to be removed. It is bad enough when that happens in our own country; we should be even stricter and harsher in ensuring that UK taxpayers’ money spent overseas is used appropriately.

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

The hon. Gentleman brings a lot of legitimate concerns to the House. On the timing and the immediacy of this debate, he will be aware that the Georg Eckert Institute is investigating this issue for the European Union, and the report is due in a couple of weeks’ time. I suggest that there would be merit in waiting for the report from the institute, because it has the advantage of being independent; it has no axe to grind. In what is always a highly charged debate, honest brokers can play a valuable role.

[Jonathan Gullis]

I agree that the report will be extremely important, and along with many other Members I look forward to reading its lessons and how we can make progress. While I and my colleagues may display a lot of passion, I totally take on board those facts and hope that that report will be made available for public consumption and not kept behind closed doors. The EU is duty-bound to ensure that everyone has a right to see what the institute manages to find.

Does the Minister share my grave concern that, even if we are not directly funding the publication these textbooks, we are paying for teachers and public servants in the education sector to draft, implement and teach this material, potentially in schools named after terrorists? I was encouraged by the UK’s call for international action on the content of these textbooks. The ongoing EU review of Palestinian textbooks is under way after months of delays, and the Minister for the middle east, my right hon. Friend the Member for South West Wiltshire (Dr Murrison), confirmed in a written answer last week that the interim report will be completed in spring, with the full report due later this year. Will the Minister confirm that the interim report and subsequent full report will be made publicly available, to ensure transparency and openness at every level?

The Minister no doubt shares my view that we have a responsibility to protect children who are supported by the UK, and that the continued use of the textbooks amounts to nothing short of child abuse.

[Robert Largan (High Peak) (Con)]

I congratulate my hon. Friend on securing the debate. Like him, I have been to Ramallah in the west bank, and met members of the Palestinian Authority. It worries me that they not only glorify terrorism but financially reward it, paying monthly salaries to terrorists and their families to the tune of £260 million in 2018, or 7% of their entire budget. Like him, I desperately want to see peace, but while those payments continue, the prospect is bleak.

[Jonathan Gullis]

My hon. Friend speaks with absolute authority on this subject. It is utterly shameful that money is paid to terrorists who have committed heinous crimes against the people of Israel and foreign nationals in Israel. This problem affects us globally. We absolutely need to ensure that the funding stops, because it does not show any sign of facilitating peace in the future.

This issue is taken extremely seriously by our colleagues in Europe. In 2018, the European Parliament’s budgetary committee voted to freeze more than €15 million of Palestinian Authority funding if they do not remove incitement from their textbooks. Last year, the ruling coalition in the Norwegian Parliament voted to withhold funding to the Palestinian Authority if this content is not removed. Our ambitions for a global Britain must include safeguarding for all recipients of UK aid, particularly in areas of conflict.

The UK Government provide £65.5 million annually to the United Nations Relief and Works Agency, which delivers vital humanitarian aid to Palestinian refugees, including education and healthcare. However, UNRWA schools in the west bank and Gaza use the official Palestinian Authority curriculum, so the textbooks I have quoted from are being used in UN schools that the UK and international partners support. In August 2019, the UN Committee on the Elimination of Racial Discrimination criticised the content of these textbooks for perpetuating prejudices and hatred. While one UN agency condemns the textbooks, another promotes them.

Uniquely, UNRWA extends refugee status beyond the UN’s 1951 refugee convention, to the descendants of all Palestinian refugee males, meaning that the UN recognises 5 million registered Palestinian refugees, rather than the estimated 30,000 refugees alive today. There are now more than 320,000 Palestinian refugee children in UNRWA schools in the west bank and Gaza—internationally designated Palestinian territories. Children in those schools are taught that they are refugees from what is now Israel, and that they will one day return, in line with the teachings in their textbook. Does the Minister believe that that is compatible with our stated aim to protect the political and physical viability of a two-state solution? A right of return for 5 million Palestinian refugees will demographically end Israel’s existence as a Jewish state. I do not suggest withdrawing UK aid contributions to Palestinians in need, but this Government—the people’s Government—must demand value for money and, with international partners, place pressure on the UN agency to ensure that its work lays the groundwork for a two-state solution, rather than prolonging the conflict.

I shall finish by reflecting on the impact that the Palestinian Authority curriculum has had in recent years on the children whom they are duty-bound to protect. Since September 2015, 87 Israelis and foreign nationals have been killed and more than 1,520 wounded in 210 stabbings, 239 shootings, 77 car rammings and one bus bombing. Palestinian youths under the age of 21 have carried out many of those acts of terrorism. Even screwdrivers have been used as weapons, and perpetrators have included children as young as 11 years old.

It is well known that Palestinian terrorists who kill Israelis receive monthly payments to reward their acts of terrorism, with higher salaries given to those who have killed more Israelis. It should be a matter of great sadness to us all that these children are raised in an environment infected with radical messages, with no hope for peaceful co-existence with Israel. No curriculum is perfect, as we are very much aware, and it is ultimately for the Palestinian Authority to address these issues, but they are recipients of UK aid so there is an expectation that they will uphold international standards of understanding, peace and tolerance, as set out in article 29 of the convention on the rights of the child.

There is a memorandum of understanding underpinning DFID’s support for the Palestinian Authority that requires the PA to commit to the principle of non-violence, and that includes a commitment from the PA to take action against incitement to violence and address allegations of incitement in the education curriculum. Recent UK assessments have concluded that the Palestinian Authority demonstrate a credible commitment to that principle. Does the Minister agree that that simply does not compute with the material that I have highlighted today?

[Dr Lisa Cameron (East Kilbride, Strathaven and Lesmahagow) (SNP)]

I thank the hon. Gentleman for bringing this important matter to the House today. I refer hon. Members to my entry in the Register of Members’ Financial Interests. Does the hon. Gentleman agree that the Government should be looking very closely at the psychological impact of these materials on children and their upbringing? Should they not ensure that the work done by the Department for International Development, including in my own constituency of East Kilbride, fosters positive mental health and wellbeing throughout the early years, and supports and builds individuals who will be positive contributors to society? Some of the materials that he has described certainly run counter to that aim.

[Jonathan Gullis]

I could not agree more. Again, we are seeing vulnerable young children growing up in a world of conflict who already have some sort of psychological damage, just because of the situation and circumstances in which they live. To add on top of that the material seen in these textbooks and for that to be taught by their teachers will only create more harm. The money could be much better spent on creating a peaceful, tolerant society, while providing world-class mental health support.

While my constituents in Stoke-on-Trent North endure multiple types of deprivation and rightly call for greater funding for our schools, the UK’s commitment to build peaceful and stable societies overseas clearly misses the mark in this case. I struggle to look my constituents in the eye and justify our overseas aid spending when their hard-earned money enables radicalisation and UK-funded teachers use textbooks filled with hate. The two-state solution that we all hope to see remains unachievable so long as another generation of Palestinians are growing up indoctrinated to hate Israel and Jews. It is our responsibility as donors to ensure that the Palestinian Authority sit up and take note.

[Several hon. Members rose—]

--- Later in debate ---

[Jim Shannon (Strangford) (DUP)]

I congratulate the hon. Member for Stoke-on-Trent North (Jonathan Gullis) on securing the debate. I thank him for the way he set the scene. I am happy to stand with him and other hon. Members on this matter, and to say to the Minister that there must be a change in the way things are done in this Department.

This is not the first time I have spoken on this issue, and I assure hon. Members and the Department that as long as God spares me this will not be the last time, unless aid distributed by DFID is not misused, as currently is the case. I was a member of the DUP Friends of Israel group in the Northern Ireland Assembly, and I am a member here too. I unapologetically stand with Israel and its citizens in this debate.

As the right hon. Member for Preseli Pembrokeshire (Stephen Crabb) said, I want Palestine to have the opportunity to go forward and the two-state solution could well be the way to do that, but for that to happen there must be commitment from the Palestinians. They must stop their attacks upon Israelis, and that must be the basis for any progress.

I ask the Minister to request that his Department reviews the UK funding to the United Nations Relief and Works Agency, where the money goes through to the Palestinian refugees. It seems to me—the information we received indicates this—that they are deliberately using educational books to focus on Palestinian young people, who are easily influenced. It is important that education is not used for the wrong reasons.

We should remember that the controversy around the use of different funds by the Palestinian Authority is not new; it covers many more issues than Palestinian textbooks. Although that is the starting point, it shows what the end goal is: namely, to perpetuate hatred against Israelis by indoctrinating children with spin and lies, which is more akin to what Goebbels would have done in the second world war. This House must not aid the Palestinian propaganda machine by ignoring the signs.

Ever since I entered the House in 2010, the misuse of funds has been a regular topic. For example, successive DFID Ministers regularly denied that a World Bank trust fund to which the UK made significant contributions enabled money to be sent to terrorists. The evidence said differently. The recipients claimed that the money funded the salaries of 85,000 Palestinian Authorities civil servants, but as far back as 2014 a report by the International Development Committee stated:

“We are nevertheless concerned that DFID is not taking adequate measures to prevent its funds from being misused. Given the scale of the operation, with 85,000 civil servants being paid with UK money, there is a serious risk of abuse. We do not regard a six-monthly audit as an adequate protection to secure the integrity of UK aid funds… We recommend that DFID impose more stringent checks to ensure that the money it provides to the PA is not being misused while pursuing a constructive dialogue with the PA on the end-use of funds.”

[Jonathan Gullis]

Having enjoyed conversations with the hon. Gentleman, I know that he speaks with years of experience. My stepmother was involved in the peace process in Northern Ireland, using music education to bring the different factions together. Does he agree that Northern Ireland is a good example of how, when peace and tolerance are taught in the curriculum, we can unite a country, rather than continue to see division, as we do with the Palestinian Authority, the Israelis and the Arab people of the area?

[Jim Shannon]

I agree. In my conversations with the hon. Gentleman prior to this debate we discussed those matters and were clear on what we wish to see. Northern Ireland may be an example, and it is one we use many times. We now have a working Assembly again, so there is an indication of a political process that can move forward. That requires tolerance and that both sides of society are prepared to be more respectful of others.

To return to the report of the International Development Committee, it has subsequently been discovered that the list of 85,000 civil servants to which DFID claimed it used to pay out millions of pounds of taxpayers’ money did not exist, and DFID swiftly redirected the funds to health projects. If the money is transferred for the purposes of education or health, which the hon. Member for Stoke-on-Trent North referred to, no one would see anything wrong with that, but when it is transferred or used for a different purpose, action must be taken.

I understand that this is a difficult debate for the Minister. Whenever the facts are presented, they cannot be ignored. Christian, Jew, Muslim or atheist, the simple fact is that the misuse of millions of pounds of money cannot be acceptable. One interested party said to me that, in his opinion, the Minister’s job is to protect taxpayer’s funds, given that previous Ministers and civil servants have been less than successful when it comes to directing Palestinian aid.

The indoctrination of children cannot be funded out of aid. We cannot advocate for hatred. We send that message today. The Minister is the only one with the power to make a change, which would speak louder than my words ever could. Whatever reassurances the Minister offers today will have to be backed up by hard evidence. We must be convinced that not one penny can be diverted from those sources that we all agree it should go to: food and healthcare for the children caught up in this through no fault of their own. They must not be trapped in such a vicious cycle for the rest of their lives.

I look to the Minister, and I will continue looking to him, not because I like him, although he looks well—[Laughter.]—but because he is the Minister who has to answer the questions. It is really important that the Department and the Government find the right approach to aid that will end up only in the classroom, with food in the bellies of innocent children. Let us have an honest answer from DFID of where we are.

--- Later in debate ---

[Jonathan Gullis]

I am a committed believer in having a UK aid budget that will make a massive difference. However, I cannot escape the fear that, although we might be not paying for textbooks directly, we are somehow freeing up cash within the Palestinian Authority education system to fund the textbooks being distributed, to fund the teachers’ training and to have those teachers use the textbooks as part of their wider teacher training programme.

I applaud the Department for International Development. Back in July 2017 it allocated £3 million towards peaceful co-existence projects, which is exactly how I want to see the budget spent. Let us not forget that it is not just the United States of America that has pulled out of UNWRA; New Zealand, Switzerland, the Netherlands and Belgium all ceased funding back in 2019, due to serious concerns about ethical misconduct allegations. This issue will not simply go away, and we need to look further into UNWRA and what it is doing in the region.

I first engaged with this issue when I visited the region last summer, and I was pleased that it received the national attention it deserves in a recent Daily Mail investigation. A few months ago I was teaching at my local school, where every day I saw at first hand the importance of providing children with an education free from prejudice and bias. This place offers an incredible platform to raise such issues, and I thank all Members who have contributed to the debate today.

Question put and agreed to.

Resolved,

That this House has considered radicalisation in the Palestinian school curriculum.