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

Research output: Contribution to journalArticlepeer-review

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 function in 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 21st century 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.

Original languageEnglish
Pages (from-to)9-23
Number of pages15
JournalRomanoArabica
Volume2024
Issue number22
StatePublished - 2024

Keywords

  • Arabic literature curriculum-Israel
  • Diaspora Theory
  • Non-conformist literature
  • Sanctuary (ma‛bad) Theory, Kamāl ’Abū Dīb
  • teaching of Arabic
  • ’Adūnīs

All Science Journal Classification (ASJC) codes

  • Cultural Studies
  • Language and Linguistics
  • Linguistics and Language

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