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October 7th


Impact on the west



Antisemitism in Western Education

In a Nutshell

Half of young Americans reportedly support Hamas in the conflict against Israel, influenced by biased teachings in U.S. public schools.

Schools are teaching students to view Israel as an apartheid state and Jews as the enemy, leading to increased anti-Semitic bullying. This narrative, spread across all 50 states, is shaping young Americans' perceptions, with 67% viewing Jews as oppressors.
In universities, there's ambiguity in addressing calls for Jewish genocide, reflecting a complex balance between free speech and anti-colonialist perspectives. This hesitancy, possibly influenced by financial contributions from Muslim countries, raises concerns about these institutions' commitment to combating anti-Semitism and protecting Jewish students. The situation highlights the challenges in balancing educational content, moral obligations, and external influences in addressing global issues.

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Half of young Americans reportedly support Hamas in the war against Israel, a trend that has become evident in high schools across America. This support is reflected in chants like "from the river to the sea, Palestine will be free," which effectively calls for the elimination of Israel. The source of these sentiments can be traced back to how U.S. public schools teach about the Israeli-Palestinian conflict. From lessons on ethnic noses to lectures labeling Israel as an apartheid state, students are learning to view Jews as the enemy.

Franchesca Block's article in the Free Press exposes programs like Brown University's Choices Program, which educates students on viewing Israel as a Zionist enterprise and an apartheid state. This narrative is being taught to a million secondary school students across all 50 states. The impact is significant, with instances of bullying against Jewish students for their identity, as seen in a case from Connecticut where a student received hostile messages and was told to "go to Camp Auschwitz."

The curriculum in public schools encourages students to divide
the world into oppressors and the oppressed, leading to 67%
of young people aged 18 to 24 viewing Jews as oppressors.
In California, a 10th-grade history course approved by the Santa
Ana Unified School District includes readings that call Israel an
extremist illegal Jewish settler population and accuse the country
of ethnic cleansing. Despite the district's claim of aiming for a
balanced perspective, the content comes across as one-sided
and biased.

This educational trend is not limited to specific schools or rogue teachers. In some cases, like in Oakland, teachers organized unapproved lessons on the Israeli-Palestinian conflict, while in Santa Ana, the controversial course was approved by the school board, leading to a pending lawsuit for not following proper approval processes. This situation highlights a broader issue of biased and unbalanced education on the Israeli-Palestinian conflict in American schools, impacting students' perceptions and contributing to a rise in anti-Semitic sentiments.

At several top U.S. universities, there has been notable ambiguity in addressing whether calls for the genocide of Jews constitute a violation of their respective codes of conduct, particularly in terms of bullying and harassment.
For instance, at MIT, Dr. Kornbluff hesitated to categorically state that calling for the genocide of Jews is a violation of MIT's policies, suggesting that it depends on whether such calls are pervasive and severe. Similarly, at the University of Pennsylvania, Ms. McGill indicated that such speech could be considered harassment if it is direct, severe, or pervasive, but also emphasized the context-dependent nature of these decisions.

​At Harvard, Dr. Gay's response also reflected this ambiguity. When asked if calling for the genocide of Jews violates Harvard's
rules on bullying and harassment, the response was that it depends on the context, particularly if it targets individuals. This stance suggests a reluctance to out rightly classify such calls as violations of university policies, unless they cross into conduct that amounts to bullying, harassment, or intimidation.

​These responses from representatives of top U.S. universities highlight a
concerning trend of hesitancy to straightforwardly condemn calls
for genocide, reflecting a complex interplay of free speech considerations
and the specific contexts of such statements. This ambiguity has raised
significant concerns about the universities' commitment to combating
anti-Semitism and protecting their Jewish students and staff.

The hesitation of top U.S. universities to categorically denounce calls for
Jewish genocide as a violation of their moral codes and anti-harassment
policies can be attributed to a complex interplay of factors.

  1. One significant aspect is the prioritization of freedom of speech, often championed by progressive liberal ideologies. This prioritization sometimes leads to the controversial tolerance of extreme expressions under the banner of free speech, including hate speech and incitement.

  2. Furthermore, the anti-colonialist perspective prevalent in academic circles can obscure the complexities of the Israeli-Palestinian conflict. This viewpoint often simplistically categorizes Israel as an oppressor, neglecting the nuanced realities of the region and the liberal democratic values that Israel upholds. Consequently, this perspective can inadvertently align with Palestinian narratives that seek to delegitimize Israel's existence and claim all the land for Palestinians.

  3. Additionally, the financial contributions from Muslim countries to top U.S. universities may influence these institutions' stances and discussions on Middle Eastern politics. Such funding can lead to a perceived or actual bias that aligns with the donors' viewpoints, potentially impacting the universities' policies and discourse on sensitive issues like the Israeli-Palestinian conflict.

  4. ​This complex scenario underscores the challenges faced by educational institutions in balancing free speech, moral obligations, and external influences while addressing contentious global issues.



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