Challenging Zionist Narratives in Education

As a retired public high school teacher and Jewish peace advocate, I recently co-organized a summer series titled “Challenging Zionism in Schools.” This initiative involved four workshops aimed at examining the curriculum’s existing biases, where criticism of Israel is often misinterpreted as antisemitism, risking censorship of educational content. It’s essential to differentiate: antisemitism targets Jews for their identity, while anti-Zionism criticizes a political ideology.

Such conflation can endanger Jews worldwide by attributing Israel’s military actions to them unjustly. Some organizations, such as Amnesty International and the United Nations Independent Commission of Inquiry, have described Israel’s actions in Gaza as genocide. Labeling anti-Zionism as “contemporary antisemitism” perpetuates stereotypes suggesting unanimous Jewish support for Israel, thereby undermining rigorous examination of Zionism.

Our web series by CodePink included a session with Dr. Maha Nassar, who explained the meaning behind the chant “From the River to the Sea” as a liberation call for Palestinians. We also offered a workshop titled “South Africa v. Israel at the International Court of Justice,” where students explored whether the situation in Gaza meets the legal definition of genocide.

Another valuable lesson involved debating the International Holocaust Remembrance Alliance’s antisemitism definition, challenging students to persuade school boards on adopting or rejecting it. These discussions encouraged robust debate and engaged higher-level cognitive skills, aligning with national literacy standards for building strong arguments.

Moreover, as part of United Teachers Los Angeles, representing over 30,000 educators, I supported a motion to address antisemitism in a broader context of oppression, rather than isolating it. Exceptionalizing antisemitism fosters division and potential resentment among students, posing a security threat.

Engaging students with challenging content rather than rote memorization is crucial. They need to relate their education to real-world events they encounter online, preparing them for active participation in democracy. They must be able to discuss whether “never again” solely references the Holocaust or all similar events, including those affecting Palestine.

Marcy Winograd, aligning with CodePink, is a representative of United Teachers Los Angeles’ governing body.