This study explores how themes of peace, diversity, gender equality and international conflict are addressed in Tunisia’s state-approved textbooks. It finds that the curriculum consistently encourages peaceful coexistence, intercultural dialogue, and cooperation with the wider world, while rejecting extremism and underscoring respect for diversity and women’s equality. These features distinguish Tunisia as a relatively progressive case within the region.
However, the report highlights clear inconsistencies in the portrayal of Jewish identity and the Arab–Israeli conflict. Jews are often depicted through antisemitic stereotypes, Zionism is frequently presented solely as a colonial enterprise, and the conflict itself is framed in a highly politicized and one-sided manner.
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