By Kimberly Katz, Salim Tamari
Writing in his overdue young people and early twenties, Sami'Amr gave his diary an apt subtitle: ''The conflict of Life'', encapsulating either the political weather of Palestine within the waning years of the British Mandate in addition to the contrasting joys and issues of kinfolk lifestyles. Now translated from the Arabic, Sami's diary represents an extraordinary artefact of turbulent swap within the heart East. Written over 4 years, those ruminations of a tender guy from Hebron brim with revelations approximately lifestyle opposed to a backdrop of super transition. Describing the general public and the non-public, the fashionable and the normal, Sami muses on relationships, his station in lifestyles, and different common studies whereas sharing a variety of information about a pivotal second in Palestine's sleek historical past. Making those never-before-published reflections to be had in translation, Kimberly Katz additionally presents illuminating context for Sami's phrases, laying out biographical information of Sami, who saved his diary inner most for with reference to sixty years. one among a restricted variety of Palestinian diaries on hand to English-language readers, the diary of Sami'Amr bridges major chasms in our figuring out of heart jap, and especially Palestinian, historical past
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Additional resources for A Young Palestinian's Diary, 1941-1945: The Life of Sami 'Amr
The Ottoman government established the first primary schools in the Hebron area in 1882, with four opening over the next dozen years. 53 Approximately ten years into the British Mandate, ten elementary schools for boys existed in villages in the greater Hebron region. By 1936–1937, there were eighteen village schools in the district, and the highest level—through the fifth grade—functioned only at the school in the ʿAmr family village of Dūra, according to Muṣṭafā Dabbāgh. During the 1937–1938 school year, the 51.
Quoted in Hurewitz, The Struggle for Palestine, 100. This is excerpted from the Anglo-Arab Committee’s report in Britain, Parliamentary Papers, 1938–1939, Command Paper 5974. In the late 1930s, the British reassessed the Husayn-McMahon correspondence of 1915 in which the British made postwar territorial promises to the Arabs led by Sharif Husayn of Mecca that omitted Palestine. In the Anglo-Arab Committee report, the British concluded that the language determining the territory to be included in a post–World War I Arab kingdom indeed identified Palestine as part of the proposed kingdom.
54 The English language, according to Tibawi, was offered in the fourth year of elementary school, and with Sāmī having completed the town school course, he would have studied English formally for four years. Problems with adding English into the curriculum in Palestine ranged in scope, much as they did in all colonial contexts. 55 The goal of introducing English into the curriculum lay somewhere be- tween providing too much and too little education to indigenous populations to suit British colonial objectives.