Palestinian School Curriculum: Radicalisation

[Mark Pritchard in the Chair]

I beg to move,

That this House has considered radicalisation in the Palestinian school curriculum.

It is a pleasure to serve under your chairmanship, Mr Pritchard.

I am grateful to be leading my first Westminster Hall debate on such an important and timely subject. I am delighted to see so many Members present, and I am mindful of ensuring everyone has time to speak, so I will limit the interventions I take. I refer hon. Members to my declaration in the Register of Members’ Financial Interests of a fact-finding visit I made to Israel and the Palestinian Authority last year.

During my trip, I was struck by the national pride that both the Israelis and Palestinians hold so dear, and faced the difficult reality that peace remains a distant dream. Zionist pioneers made the desert bloom, and Palestinian olive groves are world renowned. The potential for the land and the people is immense, yet no matter what land borders have been proposed in peace negotiations in the 73 years since the UN partition plan of 1947, the Palestinian leadership has rejected every option. I found myself wondering how that could be the case, when a two-state solution is clearly the only way to reconcile Jewish and Arab aspirations of self-determination in the land. It became apparent that the answer is not especially palatable: over many decades, Palestinian children have grown up in an environment of institutionalised radicalisation.

In schools named after suicide bombers, schoolchildren are taught from the age of six that Israel is a temporary construct that will,

“disappear as the fog over the sea”.

Palestinians are rightly proud of their youth literacy rate, which is among the highest in the world, but it is undermined by the more harmful material within the curriculum, which plays a significant part in indoctrinating the population. Eight-year-olds learn poetry from the following verse:

“I vow I shall sacrifice my blood, to saturate the land of the generous and will eliminate the usurper from my country, and will annihilate the remnants of the foreigners.”

As a former secondary school teacher myself, I know just how impressionable young minds are and the impact that such messaging can have on pupils’ development, values and world view.

A report published by the Institute for Monitoring Peace and Cultural Tolerance in School Education in September 2019 found that the most recent Palestinian Authority school textbooks are even more extreme than previous editions. Despite promises from the PA to review and remove unacceptable content, the report concludes that there is a “clear deterioration” in terms of content meeting UNESCO-derived standards for peace and tolerance in school education. After examining 202 textbooks from the current curriculum, IMPACT-se found,

“a systematic insertion of violence, martyrdom and jihad across all grades and subjects”,

where,

“the possibility of peace with Israel is rejected”.

I congratulate my hon. Friend on securing this important debate. Like him, I took advantage of one of the fact-finding trips organised by Conservative Friends of Israel in 2015, when I was first elected. The trip took in both Palestine and Israel, and while I was there we heard about a youth football tournament that had been hugely successful in uniting both regions. Does he agree that that demonstrates that there is an appetite for peace among young people, but that examples such as the ones he is giving seriously undermine the opportunities for it to happen?

I could not agree more. When I walked around the streets of Jerusalem, I saw Jew and Arab side by side, living peacefully together with the Christian community. There is indeed an appetite among the people of Palestine and the people of Israel to live side by side in peace. Sadly, it is the Palestinian Authority who keep dodging the answers to these very important questions.

Peace is not presented as preferred or even possible. Palestinian children are not taught what peace will even look like. Peace agreements and proposals with Israel that previously appeared in Palestinian Authority schoolbooks have been removed. Nine-year-olds are asked to count the number of martyrs in Palestinian uprisings—“If the number of martyrs of the first intifada is 2,026 martyrs, and the number of martyrs of the Al-Aqsa martyrs intifada is 5,050” and so on. Imagery in a textbook for 16-year-olds implies that Jews control the world. Ten-year-olds are taught that Jews are enemies of Islam and eight-year-olds learn in their textbooks that Jerusalem is a holy city only for Muslims and Christians. Right hon. and hon. Members will no doubt be aware that Jerusalem has been at the core of the Jewish faith and world for more than 3,000 years. Make no mistake: this is antisemitism, and we must condemn it as strongly as we fight antisemitism at home.

Mr George Bradford, a constituent of mine, works hard to raise awareness about extremist teaching in Palestinian schools. I met him here in Parliament last week. Does my hon. Friend agree that such awareness-raising has a valuable role as part of wider debates such as this one?

I agree absolutely. We must ensure that we raise awareness of this issue. It is sad that it has taken a Daily Mail report to bring this matter to the public eye on a wider scale in the United Kingdom. We must do more to bring it to the world’s attention. We have seen other countries taking such a strong stance.

I mentioned that Palestinian schools are named after terrorists—at least 31 at the last count. Five of those schools are named after Dalal Mughrabi, the perpetrator of one of the worst terror attacks in Israel’s history, the 1978 coastal road massacre. Mughrabi led the hijacking of a bus and the murder of 38 civilians, including 13 children. She is portrayed as a central female role model for Palestinian girls. In the Arabic language textbook for 10-year-olds, of which I have a copy here, there is a large image of Mughrabi with the accompanying text:

“Dalal Mughrabi: Our Palestinian history is brimming with names of martyrs who have given their lives to the homeland, including the martyr Dalal Mughrabi. Her struggle portrays challenge and heroism, making her memory immortal in our hearts and minds”.

Order. May I just say to the hon. Gentleman that for his first speech he is doing very well, but under Standing Orders I am afraid that Members are not allowed to use photographs or props, or make reference to them. That is the first thing. Secondly, it makes it very difficult for Hansard to record something that is an object rather than text. I am sure he will note that, and I ask forgiveness for interrupting his flow.

Thank you, Mr Pritchard. I apologise, but you can understand the importance of the material that was on display.

I congratulate my hon. Friend on the great speech that he is making. Is he aware that in addition to the 31 schools named after terrorists from the Palestinian Authority, three are named after Nazi collaborators? That sends a clear message, not only that killing Israelis is something that children should be encouraged to do, but that they will be honoured for undertaking such a heinous crime.

I am aware of that. Such a blatant attempt to stir up racial hatred and bring up what is a very dark history is despicable and disgusting. As one whose step-grandmother was born in Germany in the 1920s, went through an education system under Nazi rule and has lived with the shame of a nation—as many Germans do, even though they played no part in the atrocities that took place—I absolutely agree that reliving, remembering and reminding the Israeli people of such horrors should never ever be allowed, and that it should be called out for what is.

The fact that holocaust denial is most prevalent in Gaza and the west bank compared with elsewhere in the world—standing at around 82% of the population—proves that something is going seriously wrong. Does my hon. Friend agree that the Palestinian education system should seek to promote peace and unity, with a curriculum driven by facts and history, rather than continuing to push prejudice and division?

I am sure my hon. Friend’s knowledge of that issue is far greater than mine. She has been leading the charge among the new intake of Members of Parliament to ensure that we tackle the scourge of antisemitism, not just in UK society but in the wider world. I could not agree more that we must promote peace and we must expect the Palestinian Authority to promote peace, because a two-state solution will never be achievable unless both sides share the common goal of finding a peaceful solution. The two-state solution is one that I passionately believe in.

The majority of Palestinians are under the age of 25, and recent polling has shown that they are increasingly moving towards more extreme ideology. It is with sad inevitability that the radical incitement I highlight will be a central contributing factor. The Palestinian leadership have failed to provide a positive vision for the future of their people. Until they ensure that their curriculum promotes peace, the prospects for an agreement with Israel will remain bleak.

My hon. Friend and I were together on that last trip to Jerusalem. He knows that I try to take a balanced view of the middle east and previously visited the area with a Palestinian charity. Most alarming is that these propaganda books are available to children as young as six, and that those on the Palestinian side found guilty of terrorism offences against Israelis—not throwing stones at buses; I have been critical about the way such people have been treated by the courts—are as young as 11. These deeply impressionable young people are being indoctrinated by the failed Palestinian Authority, which relies on fear and the poverty of the Palestinians to foment hatred against Israelis and the wider world. That is what this amounts to. It is in nobody’s interests for these textbooks be allowed, and certainly not at our taxpayers’ expense.

I remember that trip. When we met members of the Palestinian Authority, including one of the chief negotiators back in the early 1990s, we saw the lack of drive and vision for how to reach a two-state solution. I could not agree more with my hon. Friend and will not try to better his comments, because he perfectly summed up the situation. The self-interest of these leaders in prolonging the conflict causes immeasurable long-term harm to the Palestinian and Israeli people.

I welcome to the Minister to his place, and I understand that he may not yet have had the chance to raise these issues with his Palestinian counterparts, but does he agree that we have a duty of care to children worldwide who receive UK aid to ensure that their educational experience is positive? Will he confirm that £20 million of annual UK support the Palestinian Authority contributes to the salaries of teachers and health workers through a vetted EU list? Does the UK monitor the training programme for the teachers whose salaries we pay? Who oversees that programme?

While it is not necessarily the UK’s place to determine the narrative and content of another territory’s curriculum, we are duty-bound to intervene immediately should unacceptable materials be used in education systems supported financially by British taxpayers.

The House of Commons Library briefing shows that, on 1 April 2018, in response to reports about this sort of material, the Department for International Development’s media team stated:

“DFID is planning to conduct a thorough assessment of the Palestinian curriculum and evidence and if we find evidence of material which incites violence, we will take action.”

That is coming up to two years ago, so I think we ought to have heard something from the Government about this by now.