By *Rab Shak
Simply saying the word “Palestine” usually leads to universal reactions from people – bodies stiffen, words stumble, voices whisper, all in an effort to not use language that would be considered “offensive.” Unfortunately, these challenges and concerns are amplified when teaching at the university level. It seems like an odd paradox, though, doesn’t it? On the one hand, a higher learning institute is expected to include a variety of opinions to lead to mature, logical, honest discourse. On the other hand, and this is something very specific to the subject of Palestine, professors are expected to teach Zionist-constructed narratives or face an onslaught of repercussions for going against the status quo.
In the fall of 2023, I was teaching one of my classes on wars, conflict, ethnic cleansing, and genocides. On October 6th, 2023, I told my students to make sure they attend class the following week as we’ll be discussing Israel-Palestine, which, unlike many of our case studies that analyzed past atrocities, is a current situation. I had created the syllabus months earlier, settling on the second week of October to discuss the topic, blissfully unaware of what was to come. Suffice to say, I had no empty seats in class on October the 9th. In all honesty, I was unsure of what to expect on that first day of discussion. In the past, many people would be too intimated to hear anything about Israel, Palestine, Hamas, or anything pertaining to that region. The students were, in fact, eager to engage in discussions and curious as to how their instructor would approach the attacks by Hamas and the retaliation by Israel. So, I asked myself: How do I teach about something happening now, in our time, to students who have been indoctrinated by a very anti-Palestinian mainstream media and education system? How can we dissect the history of Israeli oppression in light of the October 7th attack? I knew I would be under a microscope not just for teaching what was certainly deemed by the mainstream narrative as anti-Israeli and anti-Jewish discourse but for teaching it at such an intensified time.
While we briefly discussed how the current attack fits into a much larger historical narrative, I did not deviate from the approach I had decided to take before Oct 7th. The week we cover this region includes a very brief intro to the region (including different religious and ethnic groups); facts on Israel, the West Bank, and Gaza; a very brief discussion on major points since May 1948; negotiation efforts throughout the years; and initiatives that aim to counter mainstream Zionist narratives, including Israeli/Jewish grassroots organizations that work to end the occupation of Palestinians, such as Breaking the Silence, Zochrot, and JVP. More recently, I have included videos from HRW on the crimes against humanity committed on Oct. 7th and post-Oct. 7th video on Gaza by VOX.
But, there were two significant approaches I was adamant about including in our discussions to help students make a human connection to this issue. First, I invite Israeli and Palestinian guests to speak to the class (via Zoom) about their experiences. In October 2023, our Palestinian guest spoke to us from the West Bank and discussed the daily oppression and occupation he endures daily living by illegal Israeli settlements, while the Israeli guest speaker, a professor, spoke against the oppression of the Palestinians and emphasized the need to bring an end to the decades of occupation. This semester, our Israeli guest speaker is a former Israeli soldier who is a refusenik and has worked with Breaking the Silence. The second approach leads to one of the most significant discussions we have during class and is what I refer to as “Israeli Apartheid 101.” Sources for this discussion include a chart comparing South African apartheid with the current situation in the West Bank, as well as a compelling 14-minute video by Amnesty International on how Israeli practices and laws amount to the internationally recognized crime of apartheid. This incredibly insightful video highlights decades of Israeli occupation and oppressive practices that are implemented specifically to disadvantage Palestinians.
From the beginning of the course, I warned my students that we would discuss disturbing and possibly contentious topics and that they need to be prepared to listen and speak on the cases we review throughout the semester, such as the apartheid in South Africa, the Troubles in Ireland, fighting in Sudan, and genocides in Rwanda, Guatemala, and now Gaza. We do not shy away from uncomfortable conversations. One of the most important reminders I stress throughout the semester is that merely explaining something does not mean you condone or condemn it and that we need to not let our discomfort hinder us from having meaningful conversations. Since we speak openly and honestly about Israeli oppression, we also speak openly and honestly about Palestinian militant groups, namely Hamas, since they govern Gaza (albeit in a very limited way). In addition to discussing the October 7th attacks, it was also inevitable to discuss Hamas’s use of suicide bombings as a primary tactic in pre-election attacks.
At times it feels like I am the only person on campus teaching about Palestine in class – about the decades of Israeli occupation, oppression, and apartheid. To the credit of some professors and staff here, I have had several requests to come and speak to their class or hold a presentation about what is currently happening in Gaza. With the exception of a handful of faculty, most professors are unaware of the reality of Israel’s long-lasting and deadly hold over Palestinians, but many have become eager to expand their understanding of the issue. So, it is not surprising that they would approach me to help break down detrimental misconceptions that plague the Palestinian community. More recently, though, I was disheartened to hear a fellow faculty member whisper to me how they are so heartbroken over what is happening in Gaza but do not feel comfortable enough to discuss it in their class due to fear of criticism or repercussions.
Since the October 7th attacks, the risk of being blacklisted has become a very real threat. Students from campuses around the U.S. have been arrested, doxed, or lost scholarships, visas, and internships over defending the rights of Palestinians in Gaza to merely live. And when it comes to those in academia, unfortunately, many are unwilling to have honest conversations on the history of the Israeli occupation due to the legitimate possibility of being fired. It is all but impossible to discuss Palestinians outside of the scope of extremism, violence, and corruption to justify the need for them to be ruled with an iron fist, while Israel, although the occupying power, is to be discussed only as the perpetual victim having the sole right to defend itself – regardless of the costs. Those in academia who dare to criticize or simply question this dangerous mindset are met with accusations and threats of reprisal, reminding me why that faculty member felt the need to whisper her sympathy. Although this practice of McCarthyism against Palestinian solidarity movements has been around for decades, it has entered a new, more powerful form of suppression with the advent of social media. Online campaigns, such as the Canary Mission, attacking professors and students are rampant, as their destructive agenda aims to destroy reputations and livelihoods.
It is important to acknowledge that although I teach at a university in the mid-West, overall, the administration has been quite supportive of allowing Palestinian awareness events to take place on campus, which include presentations, panel discussions, rallies, and walkouts. The Students for Justice in Palestine (SJP) chapter at our university, which has a good relationship with campus admins, has been going strong for months, with students taking the courageous lead to hold events throughout the semester, including weekly rallies (that continued throughout the summer), cultural events to help educate the campus on Palestinian heritage, and a “Liberated Zone” that was set up every day during graduation week. These students are truly inspiring and serve as a prime example of what it means to stand in the face of injustice.
My many years of being verbally assaulted and discredited for speaking out on Palestinian rights have left me understandably cautious. With the November elections looming, this upcoming semester will be challenging as anti-Muslim and anti-Palestinian sentiments have been higher than they have been in years. And with the political push to criminalize criticisms of Israel, both educators and students are unsure of what this next presidential administration will look like to the Palestinian solidarity movement. How many of us will face arrest? How many of us face deportation? How many of us will be blacklisted? The power of Israeli interest groups, especially AIPAC, that heavily implement tactics to intimidate and subdue the outspoken will become more evident as we enter the next phase of American politics.
Staying silent is no longer an option, and it should have never been one. We must hold true to the same ethics and morals we wish our students to use in their lives. I am not worthy of teaching about past atrocities if I am unwilling to teach about current ones for fear of reprisal. And if I am to be professionally punished for my stance against genocide and oppression, then I happily accept what is to come. Because ultimately our convictions are worth nothing if they falter in the face of criticism. We owe it to our students now, and we owe it to future generations who will look back at us as a case study.
AUTHOR BIO
The author is an adjunct instructor at a university in the central United States.