A retired teacher and Jewish peace advocate recently co-organized a series of summer workshops titled “Challenging Zionism in Schools.” The initiative aimed to address indoctrination in school curriculums that equate criticism of Israel with antisemitism. This effort has drawn criticism, but it seeks to clarify important distinctions for the sake of education.
Testimonies were presented before school boards to emphasize that antisemitism is the bigotry against Jews, while anti-Zionism is a political stance against a nation-state. Conflating the two could harm Jewish communities globally, associating them unfairly with the actions of Israel’s government.
Educating students only with the idea that anti-Zionism is contemporarily antisemitic negates the opportunity for a critical examination of Zionism. Does Zionism embody Jewish self-determination or impose a colonial state upon Palestinians? These questions should be open for debate.
CodePink’s workshop featured insights from Dr. Maha Nassar, who argued against the idea that the chant “From the River to the Sea” is antisemitic, instead framing it as a symbol of liberation for Palestinians. Workshop sessions also included lessons where students analyzed cases like South Africa v. Israel at the International Court of Justice, exploring whether the situation in Gaza qualifies as genocide under international law.
Students participated in a debate regarding the International Holocaust Remembrance Alliance’s definition of antisemitism, tasked with persuading school boards either to adopt or reject the definition. Both lessons encouraged critical thinking, problem-solving, and evidence-based reasoning, aligning with national literacy standards.
The organizer also supported a motion by United Teachers Los Angeles to host a workshop to broaden the understanding of antisemitism within the context of other forms of systemic oppression. Recognizing antisemitism among many forms of discrimination ensures that Jewish students do not feel isolated.
Resistance to discussions like these in educational settings underestimates the importance of engaging students beyond rote memorization. By tackling controversial topics, educators prepare students for active citizenship, helping them reconcile historical perspectives with current issues, such as whether “never again” applies universally or solely to the Holocaust.
Marcy Winograd, involved with CodePink and United Teachers Los Angeles, takes pride in facilitating these educational efforts.