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Hand in Hand operates four bilingual schools across Israel and two kindergartens. Jaffa’s primary school classes are the most recent addition.The idea of children from different cultural backgrounds learning together and speaking each other’s language may seem uncontroversial. But it has prompted a fierce backlash from right-wing Jewish groups in Israel.In late 2014 Hand in Hand’s flagship school in Jerusalem was torched by activists from Lehava, an organisation that opposes integration between Jewish and Palestinian citizens. Graffiti daubed on the walls read “Death to the Arabs” and “There can be no coexistence with cancer”.Three of the group’s members were jailed last year. In January Israel’s high court increased the sentences of two brothers involved in the arson attack.Although Lehava is a fringe group, it draws on ideas that have found favour with much larger numbers of Israeli Jews, especially over the past 15 years as the country has lurched to the right.A survey by the Pew polling organisation this month found that half of Israeli Jews wanted Arabs expelled from the state, and 79 percent believed Jews should have more rights than their Palestinian compatriots.

1,350 children are currently in bilingual education, out of a total Israeli school population of some 1.5 million children.

The Jaffa parents argue that their coastal city of 50,000 residents, which is incorporated into the Tel Aviv municipal area, is the natural location for a bilingual school.A third of Jaffa’s residents are Palestinian, reflecting the fact that, before Israel’s creation in 1948, it was Palestine’s commercial centre.Although Israelis mostly live in separate communities, based on their ethnicity, Jaffa is one of half a dozen urban areas where Jewish and Palestinian citizens live close to each other.

officers from a military intelligence unit called Telem design much of the Arabic language curriculum

“The military are part and parcel of the education system. The goal of Arabic teaching is to educate the children to be useful components in the military system, to train them to become intelligence officers.”

Mendel said Arabic was taught “without sentiment”, an aim established in the state’s earliest years.“The fear was that, if students had a good relationship with the language and saw Arabs as potential friends, they might cross over to the other side and they would be of no use to the Israeli security system. That was the reason the field of Arabic studies was made free of Arabs.”

Emirati boys are posting lower examination scores and dropping out of high school at a much greater rate than Emirati girls, newly released research shows.It also found that among pupils who complete secondary schooling, many fewer boys go on to a university education.

although 70 per cent of Emirati girls enrol at university after high school, the figure for boys is only 27 per cent.

The drop-out rates are highest in Grade 10, the first non-compulsory year of school, when many boys abandon their education to pursue jobs in the public sector.

“Dehumanizing and demonizing characterizations of the other were very rare in both Israeli and Palestinian books.” The research team found 20 extreme negative depictions in the Israeli state books, seven in the ultra-Orthodox books, and six in the Palestinian books. An example of this rare occurrence from an Israeli book: A passage saying that a ruined Arab village “had always been a nest of murderers.” And an example from a Palestinian book: “I was in ‘the slaughterhouse’ for 13 days,” referring to an Israeli interrogation center. This could be a lot worse, right?

84 percent of the literature pieces in the Palestinian books portray Israelis and Jews negatively, 73 percent of the pieces in the ultra-Orthodox books portray Palestinians and Arabs negatively, and only 49 percent of the pieces in Israeli state schools do the same. In an Israeli state school text, a passage reads: “The Arab countries have accumulated weapons and ammunition and strengthened their armies to wage a total war against Israel.” In the ultra-Orthodox, it ratchets up: “Like a little lamb in a sea of 70 wolves is Israel among the Arab states.” In the Palestinian case: “The enemy turned to the deserted houses, looting and carrying off all they could from the village that had become grave upon grave.” These statements aren’t necessarily false, but they are just one-sided and fearful—and they are rarely balanced by anything sunnier

The research team found that 58 percent of Palestinian textbooks published after 1967 (the year in which Israel took control of the West Bank and East Jerusalem from Jordan, Gaza and Sinai from Egypt, and the Golan Heights from Syria) made no reference to Israel. Instead, they referred to the entire area between the Jordan River and the Mediterranean Sea as Palestine. In the Israeli state system, 65 percent of maps had no borders and made no mention of Palestine or the Palestinian Authority, while in the ultra-Orthodox system that number was a staggering 95 percent.

Palestinian schools in occupied East Jerusalem are observing a general strike in protest at attempts by Israel’s Jerusalem municipality to censor and edit Palestinian textbooks, as well as introduce an Israeli curriculum in classrooms.

“What is worrying the parents is that they are being cornered between distorted Palestinian curriculums and Israeli curriculums,”

“There is an Israelisation of Palestinian education going on,”

Miri Regev, the divisive and conservative minister of culture and sport, who wants to deny state money to institutions that do not express “loyalty” to the state, including those that show disrespect for the flag, incite racism or violence, or subvert Israel as a Jewish and democratic state.

For one well-known poet, Meir Wieseltier, the law “brings us closer to the rise of fascism and exposes its true face.” But Isi Leibler argued in The Jerusalem Post that the government is “not obliged to subsidize the demonization of the nation” and should instead support “the inculcation of love of Israel.”

such conflicts, over what cultural works the state should promote for schoolchildren to read or for citizens to see and hear, is part of a political drama in which the politicians of a new generation are jockeying for position as leader of the so-called nationalist camp

After naming a few prominent valide sultans — the title of the legal mother of the sultan — from the Ottoman era, Erdogan said, “Valide sultans have been pioneers of their generation and examples to our mothers.” Challenging the Orientalist portrayal of the harem as a place where ambitious women battled with the power of their sexuality, Erdogan praised the harem, saying, “For the members of the Ottoman family, the harem was a school. It was a center of education, where women were prepared for life and organized volunteer activities. This household was led by the valide sultans.”

Indeed, despite harsh criticism by AKP elites, series like “Magnificent Century,” about the lives of prominent sultans and their lovers, such as Hurrem or Kosem Sultan, have become extremely popular in Turkey. These shows have also generated a niche for neo-Ottoman goods. Scents named after powerful women of the Ottoman court along with themed bathrobes, bathroom accessories, jewelry and even hair coloring are being sold. Ottoman-era aphrodisiacs to impress your partner have made a strong comeback and can be found in mainstream markets. Most of these products are not designed for Westerners fascinated by the ways of the East but for contemporary Turks. Today, one also has the option of partaking in the palace experience according to one's budget and tastes. For example, Les Ottomans, a fancy boutique and hotel on the Bosporus, offers rooms decorated to provide the unique atmosphere of the eras and tastes of 10 different sultans. US Republican presidential hopeful Donald Trump has even visited the hotel.

While journalists working for pro-government media outlets rigorously tried to prove the harem’s educational value, others asked whether the harem could be called a school simply because the residents were educated in certain trades. Ozlem Kumrular, a historian and author of the book “Kosem Sultan,” about the prominent valide sultan, tweeted an image of a painting depicting nude women around a pool, and wrote, “The artist of this harem painting is the last caliph, Abdulmecid. Odd but true.” It is interesting to note that although Kumrular’s message received hundreds of retweets, no backers of Erdogan’s praise of the harem tried to explain the rationale behind the painting. Most of the replies were satirical. For instance, one read, “Could [Sultan] Abdulmecid know the harem better than Mrs. Erdogan? I wonder what class this was.”

only the activists of one organization, Breaking the Silence, have the dubious honor of being labeled “traitors.” That organization, which has documented and published testimony by military veterans about human rights violations in the territories since 2004, draws more fire than all the other organizations put together.

There are those who explain that the reason this group of former soldiers has become the punching bag of the country stems from the fact that it is no longer limiting itself to activity within Israel’s borders. Not only does it publish reports in Hebrew, it translates them into English, gets funding from foreign organizations and individuals, and appears before foreign parliaments. To put it bluntly, many believe that dirty laundry should be washed at home. Not in the foreign media, not in the offices of the European Union in Brussels and not in testimony before an investigative panel of the UN Human Rights Committee. By the same logic, even if the average Israeli concedes that the occupation is a pollutant, he must put up with the smell. A good Israeli must shut the windows and keep the stench at home.

Unlike Netanyahu, Breaking the Silence is careful to publish information only after clearing it with military censors. Details that the censor bans from publication or those that are not verified do not see the light of day. The organization made it clear that the censor’s office had approved the publication of most of the testimony recorded by Ad Kan activists and aired on a Channel 2 television investigative report. It was this report that initially claimed that Breaking the Silence was gathering classified operational information unrelated to soldiers’ testimony about human rights violations.

A survey, publicised at a conference at Tel Aviv University in December, found that while 17 percent of Jewish citizens claimed to understand Arabic, that figure fell to just 1 percent when they were asked to read a book

those with a working knowledge of Arabic were mostly elderly Jewish immigrants born in Arab countries - a generation rapidly dying off

half of Israeli Jews with a western heritage wanted Arabic scrapped as an official language, while the figure rose even higher - to 60 percent - among Jews whose families originated from Arab countries

It’s not that we need social-media journalists, but beat journalists who know how to incorporate social-media as a key resource. Journalism schools need to classes which teach these skills, and news organizations have train people on them. Some of these skills echo those of traditional journalism, while others are novel ones. (How to detect sockpuppets (developing a “sockdar”), how to triungulate citizen reports, how to find conversations about a particular topic, etc., for example.)

Many tools are needed and someone needs to create them. I was happy to recently hear that Columbia school of journalism has five students majoring in journalism and computer science. May this model spread, and may developing new platforms for journalism also be seen properly as journalism–as it requires a proper understanding of the craft and process of journalism, not just how to code, to create these tools.

the importance of beat –I trusted Rasha’s reporting, for example, because she is a a fellow professor, social scientist and a colleague and I know her to be careful with facts. For me, it wasn’t about “oh, here’s a tweet” but more about “oh, here’s a person with a solid reputation.” This is no different than what traditional journalism does.

The law voted on by parliament a few weeks ago — eight years after the constitution entered into force — serves as a means to implement what is specified in the Constitution, without adding anything other than clarifications. For example, it notes that Turkmen, Assyrian or Armenian citizens have the right to ask the administration of the government school where their children study to provide the latter with lessons in their mother tongue.  In this respect, Iraq is following in the footsteps of developed countries that have realized the importance of teaching a person his or her mother tongue if they so desire. Lawmakers have confirmed the importance of spreading "linguistic awareness" and bringing the various components of the country closer together. Today, this is now an issue of law, budget and implementation, especially when it comes to the employees who should be appointed in official circles and schools so that this law can come into effect. [To truly implement the law], thousands of employees are needed. 

the law confirms — without directly mentioning it — the idea that was expressed in Article 3 of the Constitution: that Iraq is a country of many nationalities, religions and sects. This is one of the most important issues that the Iraq state has refused to recognize since its inception. In Iraq, there are languages that can be traced back to completely different linguistic families. These include Semitic languages, Indo-Iranian languages (from which Farsi and Kurdish originated), Altaic languages (from which Turkish languages originated), Indo-European languages (from which Armenian originated) and Caucasian languages (from which Circassian originated). There are also some Iraqis who speak languages that are Slavic in origin

in spite of the sacrifices made by Kurds in Iran, Turkey and Syria, the type of recognition achieved by Iraq's Kurds in January of 2013 still remains a dream

Me and My Basij Friend

the actual result is mixed. Such high schools give rise to two kinds of graduates. On one hand, there are the ones who take the message to heart and become members of the student Basij. Then there are those like me, who rebel against this constant pressure of religion and state. So my high school friends became either ultra-hard-line Islamists, or they became leftists, anarchists and liberals.

students would prefer less technology in the classroom (especially *participatory* technologies that force them to do something other than sit back and memorize material for a regurgitation exercise)

participatory media literacy is as much about a literacy of *participation* as it is a literacy of media

Knowing something about privacy and the ways online behavior can have consequences at home, at work, in school, along with some sense of how to determine the credibility of information found online, ought to be taught in high school, or at even younger ages. But one of the big questions I don’t have a clue about is how educational institutions are going to be able to adapt quickly enough to a world in which being able to learn, fine, verify, collaborate, and communicate online requires acquisition of active skills, not an easily transmitted collection of facts.