Learning the past, interpreting the present, shaping the future

The aim of this thesis is to investigate how Israel's collective narrative is transmitted to adolescents, and in turn how they actively engage with it to develop their own personal narratives of the conflict's past, present, and future. In order to examine this process, a mixed-methods study was conducted with Israeli high school students from across the country consisting of survey data and a series of in-depth interviews. Through this investigation several key findings emerged. First, the study found a range of personal narratives constructed by participants, spanning from absolute adherence to Israel's collective narrative to narratives that weave together Israeli and Palestinian perspectives. Second, the study provides evidence that these narratives are shaped by conversations and experiences they share with those closest to them, particularly their parents and other family members. Third, students' narratives become a prism through which they process and assess day-to-day information. Lastly, these personal narratives also inform students' political views about the conflict, in particular their opinions about how the conflict should be resolved. These findings provide a deeper understanding of how young people engage with their social and political surroundings to make meaning of intractable conflicts. Furthermore, they provide important lessons for the field of peace education by suggesting how educational interventions can be used to help youth develop personal narratives of the conflict that are supportive of reconciliation between the two sides.