Israel Education in America’s Jewish Institutions — a Breakdown

By Benji Meppen

Israel education, whether cultural, historical, or political, has long been a constant in the halls and in the classrooms of American Jewish institutions. As of late, it has sparked a conversation of its need, its purpose, and of its moral and political viability. In today’s ever-changing and increasingly politicized world, the place for American and Israeli educators sharing knowledge — or as some would say, espousing propaganda — with their students is being called into question.

There are two major factions in the debate over Israel’s educational utility. On one side there are the confident and outspoken Zionists who rely on American Jewish institutions to inform and educate the next generation of young Jewish leaders with knowledge of Herzl, Meir, and an occasional shawarma. The other side consists of individuals calling into question the need for Israel education, as it could make way for indoctrination and brainwashing of Jewish students with blind Israeli nationalism, intentionally leaving out stories of Palestinain fights for freedom and expanded human rights. This side firmly believes that Jewish students should have the opportunity to forge their own path and opinions when it comes to Israel, her history and her politics.

As Laura Shaw Frank at the AJC (American Jewish Committee) put it, “Israel education at day schools, camps, and other Jewish educational institutions includes deep exploration of the history of the many forms of Zionism, thoughtful unpacking of the Israeli Proclamation of Independence, rigorous analysis of the Israeli political and legal system, and a deep dive into many elements of Israeli society, including demography, culture, politics, and yes, the conflict.” In this article which first appeared in the Times of Israel in September of 2020, Frank makes the case for Israel education in Jewish institutions, looking past the criticisms many have about it. Frank argues that Israel education has evolved rapidly from the 1990s until now, and continues to make progress into the present day.

Frank argues that the “claim that American Jewish Israel education still wholly ignores the Palestinian narrative is grossly inaccurate,” and that any false realities or news spread in American classrooms are no different than any other “fake news” in the world.

Frank acknowledges the many imperfections that Israel education has in American Jewish institutions, but she insists that it is a constantly evolving work in progress, just as any other curriculum in schools.

Another issue she acknowledges is the lack of passionate and competent Jewish educators who are equipped to teach Israel education and history at the different age levels required in schools. In 2020, at the time of the article’s publication, it would be a stretch to say that there is a long list of passionate and available Israel-literate teachers ready and willing to teach elementary aged students about the Knesset. This is still very much the case today. Not to mention, with how Israel’s elections have been going recently it would take a PhD to explain that to students of any age.

In a Vox interview published in 2021, Reform Rabbi Jill Jacobs examines Israel education in America from the perspective of someone who grew up in Jewish classroomates in the 1980’s and later attended JTS (Jewish Theological Seminary) in the late 1990s. If Frank represents one side of the argument over Israel education, it is fair to say Jacobs speaks for the opposing camp.

Jacobs helped found T’ruah, a Pro-Palestinian group consisting of American rabbinical and cantorial students. T’ruah organizes trips to areas like South Hebron and the Bedouin villages, areas of Israel with high Arab populations.

Jacobs explains in detail the “disastrous” state of Israeli education in American schools.

“Essentially, what happened is, you teach kids hasbara talking points (referring to a curriculum that focuses on the positives of Israeli democracy and diplomacy in the Middle East. It is seen as propaganda by those who oppose its purpose). Maybe they like falafel and the latest Eurovision song and have some Israeli counselors, but they also have the talking points. And then it’s like a house of cards” (Reisman 2021).

Jacobs claims that American-Jewish schools, summer camps and other institutions are giving children very surface-level knowledge about Israel and it creates a false sense of pride or identity with the Jewish state.

She continues, “If the goal is to actually create lasting and strong relationships such that people feel like they actually want to be committed to working for a better future for Israelis and also Palestinians, you end up with a situation where people feel like they have to choose one end of a dichotomy. There’s not a lot of space that’s opened up in between.”

Jacobs’ argument is that American Jews fall to two sides of any argument surrounding Israel. Either they fall on the defense of Israel, putting up a wall around their views, as if being open-minded would ruin their personal relationship with the state of Israel. Or, on the other hand, they will fall to the side of humanitarianism and align themselves with J-Street and T’ruah, two groups calling for expanded Palestinain human rights and, in Jacobs’ words, “God willing, a future state of Palestine.”

Having heard both Jacobs’ and Frank’s arguments for Israel/Zionism education in American-Jewish schools, summer camps, extra-curricular programs and other institutions, the question still remains: Is Israel education in Jewish institutions still adequate or necessary?

There is no obvious right answer. Arguing that our current model of Israel education is necessary and should be continued and expanded could get one labeled as a right wing Zionist who doesn’t value palestinain human rights. Advocating for a massive overhaul could get one labeled as a progressive Anti-Zionist who doesn’t value the Jewish homeland and what she stands for.

Both ends of the spectrum are treacherous.

Walking the fine line between glorifying and criticizing the Jewish homeland is incredibly difficult. We continue to see Jewish institutions being placed under a bright spotlight everytime there is a conflict between Israel and Palestine, including institutions right here at NYU. Synagogues, camps, and Jewish organizations are looked to for answers and clarification every time there is a stabbing in Ramallah or a rocket fired over Tel Aviv.

American Jewry turns to their Jewish communities when they want to know more about Israel, it’s that simple. In today’s world, where people read headlines instead of articles and rely on cable news shows to form their opinions, it is near-impossible for Jewish schools to craft a perfect Israel education curriculum. There are always going to be upset parents on both the left and the right. Some students are going to want to know more about Ben-Gurion and the early Zionists and other students are going to want to know about the Palestinian rights movement and resistance to the Israeli project. Being able to tend to and properly educate both sides is crucial to creating a strong and diverse Jewish community.

Making the claim that Jewish institutions need to do away with Israel education is as short-sighted, as a dream about Israel is what has binded the many Jewish people to their religion for centuries. On the flipside, making the claim that Israel education needs to be reformed and modernized to include the mention of the Palestinian people is imporant in creating a realistic image of the state of Israel.

With this all being said, the Israel curriculum in schools continues to be reshaped and reformed across the country, and here’s to hoping that the next generation of Jewish students will inherit a nuanced and enriching understanding of our small homeland in the Middle East.