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This article analyzes the attempt by extremist Israeli groups to frame the issue of content in Palestinian textbooks in a manner that is consistent with their overall political agenda of discrediting the Palestinian Authority. It suggests an alternative way of examining the content of these texts on the basis of established professional literature in the field of education. It also explores the Israeli and Palestinian debates about what historical narratives should be included in textbooks and what images of the "Other" these texts should present.
Fouad Moughrabi (Mon,) studied this question.