Palestinian and Jewish narratives in K12 schools

I include below a letter I lately sent to teachers in public schools in California. If you live in the US and agree with it, please, add your voice and urge K12 teachers to reject indoctrination, pursue education, and include also the Jewish perspective in “Ethnic Studies” courses dealing with the Israeli-Arab conflict.

And here comes the letter:

Dear teacher:

The Palestinian narrative of the Arab-Israeli conflict has been included in some “Ethnic Studies” courses for 9th graders in K12 public schools in California, without presenting the Jewish perspective of the conflict. Teachers are supposed to provide a balanced approach to their students, let the two sides of a conflict present their case, analyze a subject from multiple points of view and let their students think and come to their own conclusions. Without this balanced approach, education is degraded into indoctrination.

Will you support the inclusion of the Jewish narrative in an “Ethnic Studies” course – side-by-side with the Palestinian narrative – as described in the “Background” introduction of my book [*] under the title “What you need to know: The basics”? (All the material needed for this presentation is already available for free download, as detailed in my book.)

[*] The book, “Boycott of Israel is Wrong: How to fight it”? (Latest edition: May 30, 2022), can be downloaded for free at:

The letter to the California teachers ends here. What is the essence of the Jewish perspective?

The Jewish perspective

The module presenting the Jewish perspective – that should be added side-by-side to the Palestinian perspective already included in some school districts offering an “Ethnic Studies” course for 9th graders – comprises the following five items that I recommend to implement in the indicated sequence:

[1]        “The Islam doctrine and the Jews” (chapter in my book, page 18). It explains the root-cause of the conflict: Jews are “dhimmis” and are expected to behave as such, otherwise their fate is to be expelled or killed. This doctrine is inculcated to kids in the Islamic world, and what is taught to kids from young age is difficult to erase. It stays as such unchanged (“the Hamas doctrine”) or rationalized in or merged with Western-palatable ideologies (“Israel as a colonial-settler enterprise” or “the right of return”).

[2]        “Why the State of Israel came into being: Zionism and the birth of Israel” (chapter in my book, page 32)

[3]        “The Israeli-Arab conflict: Seminar by Dr Einat Wilf” (Webinar hosted by the Jewish Federations of Palo Alto, California, on April 2022)

[4]        “A Brief History of the Jews: Sephardi, Mizrahi and Ashkenazi Jews” (chapter in my book, page 36)

[5]        “The Abraham Accords: Enabling dialog and inclusiveness” (Round table with young leaders from the United Arab Emirates, Bahrain, Syria, Morocco and Israel, hosted by the Jewish Federation of Sacramento, California, on November 2021)

All the above five sections are already available in multiple formats, digital and printed (including free downloads), so it should be easy to add this module to already existing “Ethnic Studies” courses that include the Palestinian narrative and deal explicitly or indirectly with the Arab-Israeli conflict. For more background information about this subject, the reader is referred to my book and the References therein.

About the Author
Jaime Kardontchik has a PhD in Physics from the Technion, Israel Institute of Technology. He lives in the Silicon Valley, California.
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