RETHINKING THE ARABIC LITERATURE CURRICULUM: A BRIDGE TO WRITTEN ARABIC (FUṢḤĀ) AND A MECHANISM FOR CULTURAL CHANGE CASE STUDY OF THE PALESTINIAN MINORITY IN ISRAEL
RETHINKING THE ARABIC LITERATURE CURRICULUM: A BRIDGE TO WRITTEN ARABIC (FUṢḤĀ) AND A MECHANISM FOR CULTURAL CHANGE CASE STUDY OF THE PALESTINIAN MINORITY IN ISRAEL

Summary/Abstract: As in neighboring countries, Palestinians living in Israel attend schools in which Arabic is the language of instruction. However, their situation is unique in that Arabic is the minority language, and students and teachers alike have to learn and functionin the majority language –Hebrew –as well as the international language of science and commerce –English. In this article I present an overview of the particular problems this situation creates in terms of the accessibility of written Arabic –fuṣḥā. This inaccessibility is compounded by the choice of texts for the Arabic literature curriculum which neither engage the students nor contribute to the development of their critical thinking, that essential skill for progress and success in the 21stcentury era of pluralism, diversity and non-conformity. Within the context of the Sanctuary (ma‘bad) Theory of Kamāl ’Abū Dīb and the Diaspora Theory of Ilan Gur-Ze'ev, I demonstrate a model of such teaching with a poem by the Syrian author, ’Adūnīs.

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