Critical Sociopolitical Literacy in Arabic Textbooks: From Critical Pedagogy to Retention of Power Relations

The research investigated how critical sociopolitical literacy is reflected in Arabic textbooks used in Arab schools in Israel. Content analysis of texts from the “Al-Arabiyya Lughatuna ” (Arabic our language) series (Grades 1 to 12), identified the representation of social issues, power relations, variety of viewpoints, and relevance of contents to students’ life reality. The findings revealed limited consideration of sociopolitical issues, most of which would not encourage deep critical thinking or a call for social change. The textbooks avoided sensitive political issues such as institutional discrimination and the Israeli-Arab dispute, and contents were not directly connected to the students’ reality, hindering critical awareness development. The researchers therefore recommend integrating more diverse ideological and historical texts, deepening discussion concerning power relations involved in the students’ sociopolitical reality, and encouraging critical dialog between different perspectives. This could promote active civil awareness, and enable the education system to encourage deep discussion of sociopolitical issues.