Abstract

Objectives: This study aimed to investigate the impact of Judaizing educational curricula on erasing Palestinian identity from the perspective of Jerusalem teachers, by tracking the stages of educational Judaization that the city has undergone. Methods: The study adopted a descriptive approach based on a quasi-experimental design. The study population consisted of all teachers in East Jerusalem holding Palestinian identity. The study instrument was a questionnaire comprising three domains related to Palestinian identity, namely: historical, religious, and cultural. The questionnaire was distributed electronically to a sample of 120 teachers, of whom 101 responded. Results: Among the most important findings: there is a very significant impact of curriculum Judaization on erasing national, cultural, and religious identity, and there are no statistically significant differences between the mean scores of teachers' attitudes toward the Judaization of education attributable to the variables of gender, academic experience, and specialization. Conclusions: The study drew a number of recommendations, the most important of which are: supporting education and teachers in the city of Jerusalem, and focusing on all fields and activities that prevent the Judaization of the city and its students' thinking, while reinforcing their cultural, religious, and historical identity.