Curriculum wars: national identity in education

Abstract

This paper explores the politics of education in countries affected by conflict. Drawing particularly on the Palestinian experience, it looks at the power relations among internal and external actors that shape the curriculum-building process. In the increasingly politicised world of international aid, especially in the Middle East, it challenges the idea that international agencies and donors can take a neutral approach to education. Unlike the other three pillars of humanitarian response – food, health and shelter – education is never neutral, it is intrinsically ideological and political.

Introducing pre-service citizenship teachers to the design and implementation of focus days to enhance their professional learning

“…However, it is of interest to note that topics for the days have been wide ranging, including crime (several times and with a different focus in each), Britishness, diversity, economy, a United Nations General Assembly simulation, the environment and global communities. The timing of the Britishness day was particularly serendipitous as it took place one week after the publication of 'Curriculum Review -Diversity and Citizenship' (Ajegbo et al 2007), often referred to as the Ajegbo Report, which has since led to the inclusion of identity and diversity as a fourth strand to the National Curriculum for Citizenship in England; the complexity and significance of national identity has been much researched and commented upon both internationally (Tan and Hashim 2009;Sears 2010) and with specific regard to England (Crick 2008;Murray 2008). The two student teachers who led the planning and coordination of the Britishness day subsequently presented a paper outlining the processes surrounding the planning and delivery to an international conference at Oxford University, and both now teach at schools that have since hosted focus days.…”

Examining social political contexts in teacher preparation in Palestine

“…The Palestinian curriculum which had gone through multiple reviews including nonPalestinians and nonexpert Teaching Education 433 reviewers is an example of the scrutiny textbooks have been subject to avoid what might be perceived to be "violent content" (Murray, 2008). The Palestinian curriculum has been criticized by some, especially Palestinians, for being "too sanitized" because anything that might be interpreted as encouraging Palestinian nationalism was carefully edited out (Brown, 2003;Murray, 2008;Santisteban, 2002). It has also been criticized for lack of specifics and relevance to Palestinian students in areas such as history and language arts.…”

“…Nasser and S. Wong The saying that education is never neutral and is embedded in sociopolitical conditions proves to be true in the Middle East where studies that can promote a deeper understanding of the confluence of occupation, political unrest and teacher education are sorely needed (Murray, 2008). In addition, research in teacher education documenting the interplay between the micro and macro, local forces in addition to the global, can enrich the field and become a model for other nations around the globe also experiencing conflict, war, and change.…”

Non-state actors and education as a humanitarian response: role of faith-based organizations in education for Syrian refugees in Turkey

“…These books were printed and distributed in Turkey and "liberated areas" in Syria with the financial support from Qatar with the help of humanitarian organizations (Interview with Syrian Education Association board member, 13.09.2015, Istanbul). As suggested by Murray (2008), education, even in an emergency context, is intrinsically political. Revision of textbook in line with the stance of the Syrian political opposition shows the political character of education as a humanitarian response.…”

“…Unlike the other three pillars of humanitarian response-food, health, and shelter-education is never neutral, it is intrinsically ideological and political (Murray 2008). Thus, education as a humanitarian response can be conceptualized by introducing a framework for the relationship between education and politics.…”