Impact-se’s research on Middle Eastern school curricula examines how governments shape citizens’ views on peace and coexistence with Israel through public education.
By Dion J. Pierre, The Algemeiner
Egypt has made significant progress in removing antisemitic and anti-Christian content from its school textbooks, and about 80 percent of Egyptian students in elementary or preparatory education are learning from the “reformed” versions, according to a new report published by the Institute for Monitoring Peace and Cultural Tolerance in School Education (Impact-se), an Israeli watchdog group.
The report, titled “Review of Changes and Remaining Problematic Content Egyptian Textbooks: Selected Samples 2023-2024,” explained that Egypt has been striving toward reducing antisemitism in its curricula for several years, having chosen to pursue a “year-on-year” process of reform which will reach higher grade levels over time.
The results so far have been promising. For example, 10 antisemitic passages identified by Impact-se researchers last academic year, including one in which Jews were described as “people of treachery and betrayal,” has been replaced with another “underlining tolerance and coexistence between Islam and Judaism.”
Other changes warrant optimism, according to the report.
An 11th grade history textbook no longer teaches that Jews possess an inordinate “love of money,” and a third-grade textbook on Islamic education no longer teaches that Jews cannot be trusted to describe the contents of their holy books, an accusation attributed to the Prophet Muhammad.
Additionally, a sixth-grade textbook now features what Impact-se described as a “rare specifically positive reference to Jews” in which the Constitution of Medina is said to be a shared accomplishment of Muslims and Jews while comparing it to the 1948 United Nations Declaration on Human Rights.
One reform the report strongly commended was the removal of some texts that encouraged jihad, martyrdom, and religious intolerance. Violence, one 11th-grade textbook now says, was a measure of “last resort” in early Islamic conquests.
“Our report also found four problematic examples that have been removed, including a grade 5 Arabic Language grammar exercise teaching that Allah loves the jihad warrior, and a statement from the same textbook declaring that martyrs deserve a great reward,” Impact-se wrote.
“A grade 6 Islamic Education textbook no longer glorifies the martyrdom of Muhammad’s Companion of Hamza for his jihad against many idolaters.”
Some concerning content in this vein remains, the authors noted, including the heralding of the martyr as “the most spectacular example of sacrifice” and a section of a grade 11 textbook in which Muhammad refers to “idolaters, Jews, and hypocrites.”
Alongside these lingering issues, however, Impact-se observed a softening of attitudes on gender roles, as evinced by the new curricula’s “promoting inclusivity and equality in gender roles” and “emphasizing the contribution of women in Egyptian society, politics, and Islamic history.”
One sixth-grade textbook even said that the Prophet Muhammad was an inveterate contributor to areas of household management thought to be exclusively the business of women, such as “sewing garments” and “mending sandals.”
The new curricula also strongly condemn female genital mutilation, describing it as a desecration of “what God created” as well as cruel to women.
“We are delighted to see the ongoing reforms taking place in the Egyptian curricula, which mark significant progress,” Impact-se chief executive officer Marcus Sheff said in a statement announcing the findings of the report.
“There are 25 million children in school in Egypt and around 80 percent are now studying this new material. The progress in revising materials for younger grades is extremely encouraging, especially in material regarding Jews and Israel.”
He continued, “We believe a similar evolution will be implemented in the curriculum for older grades. These changes in the most populous Arab country with a long-standing landmark peace agreement with Israel are of real importance to the region’s future.”
Impact-se’s research on school curricula in the Middle East has attempted in part to gauge states and other governmental entities’ intentions to foster peace and coexistence with the state of Israel, given that public education is the most active way in which countries manufacture the ideal kind of citizen.
In May, the group released a report revealing that Saudi Arabia has been quietly revising its school textbooks, scrubbing negative depictions of Jews, Christians, and homosexuals, and toning down rhetoric against Israel.
However, not all trends have been positive, and Impact-se has sometimes found disturbing trends.
Earlier this year, it issued a report describing the ways in which Palestinian curricula teach girls that women are inferior to men while demanding that they sacrifice their bodies and families for “jihad.”
Coinciding with Women’s History Month, the report, titled “Gender Inequality in Palestinian Authority Textbooks,” revealed that Palestinian education materials deem women as a problem to be managed by the authority of religion and patriarchy, as valuable insofar as they contribute to the community’s population of terrorists and capacity to wage holy war.
Such ideas are ancillary to larger political goals, Impact-se explained. In denouncing women as transgressors of sexual morality and inherent sources of corruption, the Palestinian textbooks aim to rationalize subordinating women to men and limiting their role in public life.
They also advocate dressing in accordance with Islamic law, women accepting fault for being sexually harassed and assaulted, and the notion that gender equality is a fiction.
Palestinian schools also teach the Islamic prophet Muhammad’s saying, “Never will succeed such a nation that makes a woman” a head of state.
With all avenues for personal growth and achievement sealed off, what is left to Palestinian women is the option to commit violence, to become martyrs and the mothers of terrorists of the future, the report stated.
“The characterization of women as inferior in Palestinian Authority textbooks reflects a broader and worrying narrative of bigotry in the curriculum, which is continuing to shape the outlook millions of Palestinian children,” Sheff said at the time.
“Furthermore, it contradicts international treaties on gender equality that the [Palestinian Authority] itself has ratified. In particular, the emphasis on women’s participation in resistance activities as a warped form of gender equality sets a disturbing precedent.”