This study aims to provide an insight into kindergarten teachers to empower the Arabic narrative in Jerusalem. The sample study consists of 16 teachers and 7 principals that working in different kindergarten schools in Jerusalem.
The methodology follows utilizes a qualitative analysis of data through a descriptive analytical design, based on observations, electronic focus group, and interviews.
The study results show that the understudy participant kindergarten teachers have already implemented a variety of activities related to Jerusalem without necessarily dedicating the topic under a designated unit within the curriculum. It also reveals that many activities related to Jerusalem were covered integrated within under a unit related to Homeland and Palestine. Accordingly, the study suggests that there is a need to design an educational manual, posters, and brochures about Jerusalem.