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広島大学大学院人間社会科学研究科紀要. 教育学研究 2 号
2021-12-23 発行
イスラエル・パレスチナ共通歴史教材 : 複眼的叙述の分析
Analysis of Multiple Narratives in Israeli-Palestinian Common Historical Material
飛田 麻也香
Abstract
The use of dialogues in international history textbooks began in Germany and other European countries and is now being implemented worldwide, including in East Asia. Research into history textbooks of several countries such like Europe, reveals the use of “reconciliation reaching” or “conflict resolution” models. However, East Asian history textbook dialogues lie between these. In this paper, I analyze the common history teaching material created using the history textbook dialogue between Israel and Palestine to clarify its characteristics. This history teaching material is characteristic because the historical narratives of the Israeli and Palestinian sides are presented on a two-page spread. Also, the characteristics of the description on each side can be identified. For example, while the Israeli narrative mentions positive economic and social development, the Palestinian side denunciates unfair treatment and deterioration of the financial situation. From my analysis, I propose: First, the inclusion of controversial historical narratives is meaningful. Second, multiple perspectives are found in the descriptions and narratives of both Israel and Palestine. Third, the narrative content and style can be different. Lastly, while the emphasis is on teaching “multiple perspectives,” it is possible that the expressions may be modified through discussions between the two sides, rather than accepting each narrative as it was at the stage of compilation. Incorporating descriptions, different perspectives, and conflicting opinions that encourage readers to argue and reconsider can cultivate new possibilities for East Asian common history teaching materials.
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