The bilingual schools do not exist in a vacuum. The inherent inequality outside permeates inside, and it is expressed in gaps in the status of the parents and in the motivation and authority of the educational staff members. The bilingual schools sought to create islands of equality by giving the same status to Arabic and Hebrew and to the two national narratives, in contrast to the perceived lesser status of the Arabic language in Israel and the lack of recognition to the Palestinian narrative in the political and public discourse.