The next phase in anti-Israel academic indoctrination is already here – at Hebrew schools across the country.
Eucation is important. What shapes our youth shapes the future, and so we need to craft our school curricula carefully. So it is worth carefully deconstructing the troubling new K-12 curriculum, Reframing Israel, produced by Rabbi Laurie Zimmerman. The curriculum was introduced at the beginning of the school year, and Zimmerman claims that more than 10 Hebrew schools have already adopted it. The stated goal of Reframing Israel is “teaching Jewish kids to think critically about the Israeli-Palestinian conflict.” But is this the actual impact of the curriculum?
The answer is no.
First, it is crucial to note that the main author and the majority of contributors to Reframing Israel are part of the Boycott, Divestment, and Sanctions (BDS) movement against Israel. This includes the writer of the curriculum’s “historical overview of the Israeli-Palestinian conflict.”
This is deeply problematic, because while BDS sells itself as a movement for justice and human rights, its ultimate goal is the elimination of Israel and the violation of Jewish rights to self-determination. According to recent polls, only four percent of American Jews strongly support BDS, and the overwhelming majority see the denial of Israel’s right to exist as racism. Members of the Jewish community are of course free to support anything they choose, but responsible parents and educators should take BDS’s agenda into account when thinking about the goals and biases of Reframing Israel.
At first glance the curriculum appears well-balanced, filled with pride-building activities like learning Hebrew songs and creative exercises aimed at building understanding of both Israeli and Palestinian narratives. The educational method is also well thought out, encouraging students to actively engage with diverse points of view instead of expecting them to “passively accept the information.” These aspects of Reframing Israel could indeed help Jewish kids think critically about the Israeli-Palestinian conflict.
It is therefore disturbing that when digging a little deeper into the material, the message becomes overwhelmingly anti-Israel and pro-BDS. This is particularly apparent in the “Historical Overview” and “Key Terms” sections, which guide the majority of the curriculum.