During the final years of Ottoman rule and the three decades of British rule, Palestine witnessed the emergence of a community of professionally trained Palestinian Arab doctors. This study traces the evolution of the medical profession in Palestine against the background of the shifting cultural and symbolic capital of an expanding urban middle class and the educational possibilities that enabled this development. Palestinian Arab doctors are examined through a number of interconnected prisms: their activity in social, political, and professional regional networks, their modus operandi under British colonial rule, their response to Zionism and its accompanying influx of immigrant Jewish doctors, and their ability to mobilize collectively under a shared national vision.

Educating Palestine tells the story of an emergent educational and historical discourse in Mandate Palestine as a space of negotiation between colonial administrators, pedagogues, teachers and students, one of essential importance to the formation of the Palestinian and Zionist (imagined) national self-portrait. It traces and delineates a genealogy of Palestinian pedagogic and historical knowledge through a combination of oral history, students’ journals and extensive archival work in the Zionist, Israeli State and Hagana archives. It intimately portrays its protagonists, teachers and students, emphasizing the encounter between them and the written text and the encounter between them and the national Other.Through an analysis of history textbooks, history syllabi and the history lesson, Educating Palestine investigates the way in which the old-new politics of identity in turbulent Palestine wrote itself into the past and literally change history. The incorporation of Arabic and Hebrew sources and a juxtaposition of the two education systems allows to highlight the reciprocal relations between the two. The book explores the continuous scrutiny and imagination of the national Other of both Hebrew and Palestinian pedagogues and its role in the crystallization of their national pedagogy. It argues that the evolution of education in Palestine stems from this interdependency.

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Chapter 1 examines the evolution of the Palestinian and Hebrew education systems from the late Ottoman period into the Mandate and brings forward key players and institutions in this process. The chapter highlights the differences and commonalities between the two systems. Under British rule, the Arab system was administered by the colonial Department of Education, headed by colonial officials, while the Hebrew system remained autonomous to determine its general goals and curriculum. The chapter underlines the importance of the British national home policy according to the Balfour Declaration and its influence on the education of Arabs in Palestine.