Comprehensive Study Guide: Anti-Israel Sentiment and Student Advocacy on University Campuses

The Transformation of Campus Climate and Anti-Israel Activity

• Shift in Campus Demographics and Sentiment:

  • Historically, many campuses had large, proud Jewish and Zionist communities, sometimes exceeding 30\text{%} of the student population.
  • Pro-Israel communities which were once robust are now facing environments where verbal and malicious attacks for supporting the right to a state of Israel are common.
  • Campus environments have transitioned from supportive or neutral to highly polarized and hostile.

• Intimidation and Protests:

  • Groups use loud, aggressive, and abrasive tactics to intimidate pro-Israel students.
  • Chants documented include: "Allahu Akbar!", "We are Hamas. We support the Intifada!", "Nazi pig!", and "Long live the Intifada!"
  • The sheer power in numbers and the negativity of these movements make students feel vulnerable and scared to be open about their views.

• Orchestrated Campaigns:

  • Activities are described as part of a widespread, orchestrated anti-Israel campaign rather than organic, localized student movements.
  • These campaigns utilize social media, guest speakers, and frequent protests to increase their presence and visibility.

The Influence of Faculty and Academic Power Dynamics

• The Faculty Challenge:

  • Faculty members are considered the "biggest challenge" for pro-Israel students because they are permanent fixtures on campus while students graduate.
  • Many professors are tenured, granting them the freedom to teach specific narratives without fear of termination.
  • Some faculty members are openly members of "Faculty for Palestine" and provide vocal support to "Students for Justice in Palestine" (SJP).

• Distorted Narratives in the Classroom:

  • Tenured professors at institutions like Columbia University—specifically naming Saliba, Khalidi, and Massad—are noted for expressing anti-Israel views to students.
  • Direct quotes from faculty and campus discourse include: "Israel is one of the worst offenders worldwide. It is probably today the only racist country, by law," and "Israel was basically founded as a Jewish state on land that was ethnically cleansed from its indigenous population."
  • Some academic figures characterize Hamas as a "terrorist organization" but qualify it by stating they provide "great healthcare and kindergartens."

• Impact on Students:

  • Pro-Israel students report feeling powerless and intimidated by authority figures.
  • There is a significant fear of grade reprisals if students voice opinions that contradict the professor's political stance.
  • This dynamic is viewed as a "disaster for academia," opposing the core spirit of university education.

Organizational Strategies: SJP and the BDS Movement

• Strategic Evolution of SJP:

  • Students for Justice in Palestine (SJP) have become more organized and strategic, learning to manipulate student government systems to advance their goals.

• The BDS Network:

  • The Boycott, Divestment, and Sanctions (BDS) movement serves as the primary umbrella for anti-Israel activity.
  • BDS aims to "taint" the image of Israel globally via social media and campus networks.
  • The movement began in the early $2000\text{s}$ led by figures like Omar Barghouti and Ali Abunimah.
  • Critics, including Norman Finkelstein, note that the movement's true aim is often the abolition of the State of Israel rather than a two-state solution. Quotes from leadership include: "Definitely, most definitely we oppose a Jewish state in any part of Palestine."

• Campus Statistics:

  • Anti-Israel events on $U.S.$ college and university campuses more than doubled in the fall semester compared to the previous year.
  • More than $75$ specific events against Israel were recorded during a single fall semester.

Overt Anti-Semitism and Harassment

• Hate Crimes and Symbols:

  • Emory University: Swastikas spray-painted on a Jewish fraternity.
  • Yale University: Three swastikas drawn outside a freshman dorm.
  • University of New Mexico (UNM): A swastika scratched onto a Jewish student's dorm room door.

• Personal Harassment:

  • Students wearing a Magen David (Star of David) or a kipa (yarmulke) report feeling intimidated.
  • Documented verbal abuse includes: "F* you, Zionist scums," and "Go, you stupid whore! Get the f* out of here!"

• Mock Eviction Notices:

  • Anonymous students slipped flyers under dorm room doors at night.
  • The flyers read: "Eviction Notice: We regret to inform you that your suite is scheduled for demolition in three days."
  • In small print, it clarified that it was a mock notice meant to simulate Palestinian suffering. Students reported feeling harassed and unsafe in their own homes due to the anonymous nature of these deliveries.

Tactics for Silencing Pro-Israel Speech

• Suppression of Dialogue:

  • Anti-Israel groups often refuse to engage in dialogue, stating: "We Palestinians have nothing to dialogue about with Zionists."

• Shouting Down Speakers:

  • Common tactics include staging walkouts, screaming at speakers, or using scripts to shut down events.
  • Case Study: Nonie Darwish was shouted down by SJP members reading from prepared scripts accusing her of supporting "Israeli apartheid" and "genocide at the hands of the IDF."
  • Michael Oren observed that "propaganda and murder is not an expression of free speech."

The "Three Ds" of Anti-Semitism (Natan Sharansky's Definition)

To distinguish between legitimate criticism of Israel and anti-Semitism, Natan Sharansky developed the "$3\text{ Ds}$ test":

1. Delegitimization: Questioning the fundamental right of Israel to exist or calling its founding a "crime against humanity." Chants like "From the river to the sea, Palestine will be free" imply the total dissolution of Israel ($Jordan River$ to $Mediterranean Sea$).
2. Demonization: Attributing evil intent to Israel's security actions, depicting Jews with classic anti-Semitic tropes (hooked noses), or comparing Israel to Nazi Germany. This includes using buzzwords like "Apartheid" and "Genocide" to invert reality.
3. Double Standards: Singling out Israel for condemnation while ignoring mass human rights violations in countries like Syria, China, Russia, or Iran. The United Nations is cited as a primary venue for this, where the majority of resolutions for world condemnations are against Israel.

Case Study: The Conflict at Ohio University (OU)

• The Blood Bucket Challenge:

  • Student Senate President Megan Marzec poured a bucket of fake blood over her head in a video, calling for the university to divest from the "genocidal apartheid state of Israel."

• The Senate Confrontation:

  • The group "Bobcats for Israel," led by Becky Sebo, attended a student senate meeting to protest Marzec's actions and read letters from university presidents opposing academic boycotts.
  • The meeting became volatile; pro-Israel students were called "fascists" and "Nazis."
  • A professor was witnessed trying to assault students by ripping papers out of their hands.

• The Arrest of Becky Sebo:

  • Megan Marzec called campus police to stop the pro-Israel students from speaking, claiming they were speaking out of turn.
  • Becky Sebo and three other students were arrested and taken to the precinct in handcuffs.
  • Despite the arrests, another student (Gabe) stood up and continued reading the transcript in protest.

• The Resignation of the Treasurer:

  • The Treasurer of the Student Senate resigned in protest of the arrests, stating: "All legitimacy we had as a student government… went out the door in handcuffs last Wednesday."

The Academic Boycott and the American Studies Association (ASA)

• The ASA Vote:

  • The ASA voted to endorse a boycott of Israeli academic institutions, the only country singled out for such a measure.
  • A town hall regarding the boycott featured six speakers, all of whom were in favor of the boycott; none advocated for a two-state solution.

• Reaction to the Boycott:

  • Over $250$ university presidents and institutions denounced the ASA's decision, calling it an attack on academic freedom.
  • The boycott is viewed as a modern form of the exclusionary measures and boycotts historically used by anti-Semites.

The Core Principles of Zionism and Student Advocacy

• Defining Zionism:

  • Zionism is described as the "Civil Rights movement of the Jewish people," affirming the right of Jews to live with sovereignty in their historical homeland.
  • It is deeply linked to the religious and historical core of Judaism.

• Israel as a Liberal Democracy:

  • Israel is described as a "beacon of hope" in the Middle East, sharing values with the $U.S.$ such as freedom of religion, freedom of the press, gay rights, and women’s rights.

• Student Responsibility:

  • Just as an $18$-year-old in Israel has the responsibility to join the army (IDF), Jewish students in the $U.S.$, Canada, and England are encouraged to see it as their responsibility to defend Israel on campus.
  • Advocacy involves education, being vocal and proud of one's identity, and fighting against misinformation.