The chapter’s topic is the children who attend the bilingual Jewish-Palestinian Israeli schools. This chapter describes the conditions under which the data were gathered, the approach used to interview the children, and the methods of data analysis. It then presents the main findings, focusing on the effects of integrated education on the attitudes of the Jewish and Palestinian-Arab children who study at the bilingual schools. The data highlight the children’s perceptions of their own and others’ ethnic identity, level of political awareness, relationships with children from other ethnic groups, and knowledge of Arabic and Hebrew. The chapter argues that the children’s current situation in the schools is authentic and positive. It suggests that the bilingual initiative must help these children by critically interrogating the junctions where ethnicity, religion, and class meet, while encouraging a self-reflexive engagement with difference.
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