#BackToSchool: Unpacking the Controversy Around Textbooks in UNRWA Schools
Exploring the hidden narratives, unanswered questions, and shifting focus in the debate over UNRWA's educational content.
On August 27th, 2024, Philippe Lazzarini, the Commissioner-General of UNRWA, sat down with
for an interview on Mehdi Unfiltered. Titled “EXCLUSIVE: Mehdi Speaks to UNRWA Head. ‘People in Gaza Waiting for Their Turn To Be Killed’”, the conversation touched on a variety of issues. While the title itself could fuel an entire article, I’m zeroing in on one segment that really caught my attention: the controversial content of textbooks used in UNRWA schools in Gaza.Around 10:44 into the interview, after Mehdi Hasan’s usual blend of anti-Israel news reporting and commentary, and his introduction of Philippe Lazzarini, Mehdi finally poses a critical question:
One of the issues they raised, and which a lot of people, a lot of reports, as you know, have raised in the past, is the issue of the textbooks in UNRWA schools in Gaza, which are not just considered to be biased, but have been accused of inciting violence, of glorifying martyrdom.
Do you accept that's an issue, and if so, what steps are you taking to address that?
Lazzarini responds:
Well, first of all, I'm very proud of our education system here in the region.
As you know, we have more than half a million girls and boys attending our schools across the region. We are the only one in the region having a proper human rights curriculum. We are teaching tolerance in our schools, and we have also reached gender parity before anyone else here in the region.
Now, as you know, also, we are living in a region deeply divided, where emotions are very high. And basically, we have an Israeli narrative and a Palestinian narrative. And obviously, as UN and UNRWA, we cannot overcome these two narratives in the absence of a political solution.
So meanwhile, it is true that there are issues in the textbooks, which, by the way, are curriculum from the Palestinian authorities for which stories are told through the Palestinian narrative contested by the Israelis. But fortunately, as a United Nations organization, we have the narrative of the international community. And this is what is being taught in our schools.
And on the subject of those schools, Israel has bombed a lot of those schools, including last week, killing a lot of families sheltering within them, kids there.
At first glance, Lazzarini’s response, particularly his emphasis on having a “proper human rights curriculum” might seem reassuring - at least for some of us, I suppose. But not so much for me, I’m afraid. This phrase alone doesn’t automatically inspire confidence.
In fact, many organizations churn out similar documents - vision statements, value statements, codes of conduct, “don’t be evil” mantras, and so on - often just to tick a box for certification or to keep stakeholders happy, without any genuine intent to implement or follow them. This kind of superficial commitment is essentially “virtue signaling” or “value-washing”, where impressive-sounding principles are touted publicly but rarely implemented in any meaningful way, rendering these documents mere digital waste.
Curious about the content of this curriculum, I naturally decided to dig a little deeper into UNRWA’s website and found the curriculum page right here: UNRWA Curriculum1.
Now, maybe I’m missing something, but nowhere on this page does it scream that the curriculum is one-sided or reflects only the Palestinian narrative. Or perhaps I’ve misunderstood this passage:
It also aims to ensure that the curriculum taught in UNRWA does acknowledge the Palestinian heritage and culture of the students, and meets their learning needs too.
For me, it’s quite the opposite, actually! The website proudly outlines a “rapid review” process, where newly issued textbooks are assessed against three key criteria:
neutrality/bias,
gender and,
age-appropriateness.
Sounds impressive, right? But I can’t help but wonder - who’s defining these terms, and from what perspective (especially “neutrality/bias”)? UNRWA might want to clarify that before patting themselves on the back.
And then there’s this gem:
The findings of the detailed reviews are shared with the relevant fields, alongside support as to how to address identified issues in the classroom.
So, the findings are shared with the ever-elusive “relevant fields.” Ah yes, the classic bureaucratic jargon meant to sound official, but really, it’s just a word salad. What does that even mean? Because right now, I don’t know about you, but I’m feeling pretty irrelevant!
As a side note, for those who are curious (or just masochistic), I highly recommend taking a look at UNRWA’s page on the Human Rights, Conflict Resolution, and Tolerance Programme (HRCRT)2. Pay special attention to the cartoon videos available there - most of which were created about eight years ago.
Watch them, and let me know how you feel afterward. Personally, I’m still trying to figure out how to describe my reaction. Heartbreaking doesn’t quite cover it.
You see, these videos might tug at your heartstrings when you consider them in the harsh context of what has happened and what is happening. What truly made me sad -no, what made me furious to the point of tears - was this: at some point, these videos were created by people who, I’m sure, acted in good faith. They believed in the beautiful message they were conveying: happy children in classrooms, taught by thoughtful teachers, discussing ideas freely, and engaging with their communities to make a difference. It’s an ideal image, one that the Western world is all too eager to see.
But here’s the heartbreaking part - the people in charge, the decision-makers who reviewed and approved these films, knew exactly what they were doing. They knew that these videos were just a façade, a neatly packaged performance to satisfy external expectations. Behind the scenes, they may have diverted - or knowingly allowed the diversion of - funds for questionable purposes, contributing to the perpetuation of a never-ending conflict. These same decision-makers knew that while they were applauding these heartwarming videos, children were being sent to camps to be radicalized.
That’s what made me incredibly sad and utterly enraged. It’s an absolute disgrace, and I can only hope that those responsible, including Philippe Lazzarini, will one day be held accountable for this hypocrisy. But let’s go back to the interview and on gender parity praised by Lazzarini.
Lazzarini’s emphasis on gender parity might seem commendable, but in this context, I strongly question the sincerity. Sure, gender parity is an important issue, especially in regions like Gaza where cultural norms can limit girls' access to education. But let’s be honest - Lazzarini’s mention of this achievement serves a dual purpose. How, you ask? On one hand, it conveniently positions UNRWA as a champion of international norms and progressive values (because, of course, they’re always on the right side of history), appealing to a global enlightened audience that’s deeply concerned with gender equality.
On the other hand, it’s a classic distraction tactic. By shining a spotlight on gender parity, Lazzarini diverts attention from the more contentious issue at hand - the potential bias and incitement found in the textbooks. After all, who could possibly suspect someone so passionately committed to gender equality of harboring biases or supporting incitement? It’s a clever move, I’ll give him that, but it doesn’t make the underlying issues disappear.
After the initial emphasis on human rights and gender parity, Lazzarini eventually circles back to the actual question. He deftly acknowledges that the region is deeply divided, where emotions run high, and where both Palestinian and Israeli narratives clash. He even concedes that there are issues with the textbooks, since they’re based on the curriculum from the Palestinian authorities. But then comes the real twist - he's so fortunate, and apparently, so should we be, that he, the UN, and UNRWA have the “narrative of the international community”. And, as he assures us, that’s what’s being taught in UNRWA schools! And that’s it, folks!
Lazzarini has supposedly addressed the core issue. But before he exits the stage on this question, he wraps up this part - brace yourself - by pivoting to the alleged bombing of UNRWA schools by Israel. This abrupt shift, along with the careful preparation for the next stage, is, of course, both astonishing and conveniently sidesteps the real concerns. It’s a classic move: when the going gets tough, change the subject and blame Israel!
Rather than asking the crucial - or should I say crucifying - follow-up questions, Mehdi Hasan lets the conversation veer away from the potentially incendiary material in the textbooks. Come on, Mehdi! This topic is at the very core of concerns about perpetuating conflict and shaping young minds - we’re talking about the future here! Mehdi’s oversight isn’t just a missed opportunity; it’s a farce - and he knows it all too well!
Questions Left Unanswered
Mehdi, why didn’t you ask Philippe what exactly constitutes the “narrative of the international community” that UNRWA claims to teach? I would have been very interested to know, especially since we’re supposedly so fortunate to have it in UNRWA schools - and everywhere else, it seems!
Another critical question: How is this narrative integrated into a curriculum that, by Lazzarini’s own admission, includes content reflective of the Palestinian narrative? And what evidence exists to support Lazzarini’s assertion that this international perspective is effectively taught in UNRWA schools? UN Watch and other organizations have strongly disagreed with this claim for many years3.
But let’s not stray too far into these “untrustworthy channels”. Instead, let’s dive into the rabbit hole that is the official UNRWA website, where they fact-check the following claim:
The Claim: UNRWA schools in the oPt, which use textbooks approved by the Palestinian Authority, have used materials that glorify terrorists and promote hatred of Israel. 4
There are several responses provided to this claim - if you enjoy having your head spin, go ahead and try to piece it all together yourself. But what caught my eye is this interesting nugget buried toward the end:
Regarding the textbooks produced by the Palestinian Authority, UNRWA’s own stance on these materials closely aligns with the Georg Eckert Institute’s findings in the study commissioned by the European Commission and published in 2021.
Oops, Philippe didn’t mention that little detail, did he? So, what exactly did the Georg Eckert Institute find?
The Georg Eckert Institute’s Findings
The analysis revealed a complex picture: on one hand, the textbooks adopt UNESCO standards and criteria established within international education discourse, such as material on human rights. Yet, on the other hand, they express antagonism towards Israel within the context of the Israeli-Palestinian conflict. This ambivalence is made clear in the study where it explains the finding that many sections or chapters are dedicated to themes such as tolerance and the observation of human rights but at the same time the textbooks contain anti-Semitic narratives and glorifications of violence. Both these points are presented and contextualized in detail in the study.5
Boom, we've just lost cabin pressure!
The analysis by the Georg Eckert Institute reveals the hidden picture: On one hand, the textbooks proudly wave the banner of “UNESCO standards”, dutifully incorporating material on human rights as mandated by international educational discourse. On the other hand, these same textbooks unabashedly express antagonism towards Israel within the context of the Israeli-Palestinian conflict. The study goes to great lengths to explain how entire sections and chapters are dedicated to themes like tolerance and human rights - only to be undercut by anti-Semitic narratives and glorifications of violence nestled within the same pages.
Wait a second - can it really be that bad? I mean, we’re talking about UNESCO standards here! Let’s dive into this FAQ gem from the study by the Georg Eckert Institute:
Why does the study conclude that the textbooks follow the UNESCO standards yet also contain content that glorifies violence and is anti-Semitic?
Anti-Semitism and the glorification of violence are not compatible with the UNESCO standards. The study devotes a chapter to elements of global citizenship education contained in the textbooks such as political education, education for sustainable development, diversity education and the portrayal of discourses on human rights in general, and in reference to the rights of specific groups such as women, children or people with disabilities. The textbooks emphasize in numerous places the goal of equal access to amenities and services and participation in public life, and support understanding and dialogue as values, but do not explicitly apply these values to Israelis. A further chapter of the study addresses the portrayal of the Israeli-Palestinian conflict. This not only includes examples of the glorification of violence and anti-Semitism but also scientifically justifies why the examples are characterized as such. These findings do not contradict the statement that the textbooks lay particular value on political education and human rights education and in this respect follow UNESCO standards.”
Let’s break that down:
Palestinian textbooks are reviewed and approved by UNRWA. The problematic bits - content not exactly in line with UN values - are known but conveniently kept in place despite a supposed “zero tolerance” policy. Why? Because “using host country curriculums in refugee situations is standard for the UN around the world.” UNRWA’s solution? Their Human Rights, Conflict Resolution and Tolerance Programme (HRCRT) ensures Palestinian teachers will address these problematic sections during class - presumably to uphold the higher standards of the enlightened, Kantian Western world. But, as the Eckert Institute explicitly notes, it did not investigate how these textbooks are implemented in the classroom.
Did the study investigate how Palestinian textbooks are implemented in the classroom, to examine the role they play in the learning and teaching process?
The use and application of textbooks are important aspects of textbook research. Such an analysis was not part of the remit of this study and would not have been feasible in the time allotted.
In other words, there’s zero empirical evidence to support claims about the effectiveness of UNRWA’s mitigation efforts. Yet somehow, this still meets the highest UNESCO standards!
Guys, it’s time to review your standards - seriously!
Conclusion
On August 2nd 2024, Philippe Lazzarini posted on X:
Children around the world are going back to school. After losing a year of education to the war, children across Gaza continue to live in the rubble or in schools turned shelters, frequently damaged or destroyed.6
Philippe Lazzarini, how hypocritical of you to talk about a lost year of education when we all know what that education entails. I have three questions for you:
When will you call for the unconditional release of the hostages?
When will you condemn Hamas and the PA for their propaganda and take responsibility for perpetuating it?
But the question I’m really waiting for an answer to is: When will you step down? You have failed miserably! (#ResignNow)
And to you, Mehdi Hasan: what are you doing - throwing softballs? You’re a hypocrite as well, but that’s something we’ve known for a while!
And for all critical readers: the next time you read that something is UN, UNESCO, or whatever-approved - dig deeper, ask more questions!
Majority of unraw employees are Hamas members.