Addressing Antisemitism Within and Through the Educational Systems in the United States

Key Findings:

The author highlights current challenges within the US educational system regarding antisemitism. Through research analysis and critical thought, the author provides context and potential solutions to addressing antisemitism both within and through American educational systems, on the elementary school level and the higher education level. It is argued that to be successful in combating antisemitism under the umbrella of education in the US, there should be an emphasis on attacking the issue by not only incorporating more accurate educational programs about antisemitism, but also eliminating anti-semitism from the educational institutions themselves. 

The first step to combating antisemitism within school systems is by accepting a much clearer definition of what constitutes as antisemitism. The author argues that the IHRA’s working definition of antisemitism and its contemporary examples (2016) should be widely accepted by universities, schools, and the federal government. 

According to the IHRA, the working definition of antisemitism and its contemporary examples includes anti-Zionist rhetoric and action. American universities and educators have been slow to adopt this new definition, and thus combat this form of pervasive Jew-hatred on campus. Because social change is more evident when legal change precedes it, universities and educators will be more likely to protect their Jewish students if they knew they would be held legally accountable if they failed to do so. 

In elementary and secondary educational systems, Jewish students still face bullying and discrimination. The author points out that there is scarce data available regarding antisemitic incidents within elementary and secondary educational levels, as opposed to the plethora of data and studies available on the college level. 

Finally, the author points out the content of educational programs regarding antisemitism, which should be a lot more comprehensive than what they currently are. The author suggests a cognitive, socioemotional, and behavioral approach to teaching about antisemitism on the elementary and secondary school levels, including recognizing that Holocaust education should be coupled with education about antisemitism specifically, as to include the Jewish American experience and emphasize that antisemitism should be taught as a current issue in America, not just a previous issue in world history.