Jewish–Palestinian Integrated Education in Israel and its Potential Influence on National and/or Ethnic Identities and Intergroup Relations

This paper reports on a second round of interviews conducted with students in an integrated bilingual (Arabic–Hebrew) Palestinian–Jewish school and with similar-age students in standard monolingual schools in Israel. Our research looks at the potential influence of integrated bilingual education on national and/or ethnic identities and perceptions of intergroup relations and conflict. The interviews demonstrate the children's perceptions of ethnic and/or national identities as these are shaped through school interactions and within larger communal contexts, and provide insight into how these children envision the conflict and their present and future relations with the ‘other’.