As the head of a K-12 institution in New York City, I have seen firsthand the evolving landscape of Diversity, Equity, and Inclusion (DEI) within educational environments. Traditionally, DEI initiatives aim to foster a supportive atmosphere that promotes understanding and respect across diverse communities, including race, ethnicity, gender, and religion. However, a troubling trend has emerged where the framework of DEI, especially the oppressor-oppressed narrative, is being applied in ways that unintentionally perpetuate anti-Semitism, particularly within the context of discussions around Israel and Zionism.
At the core of many modern DEI frameworks is the dichotomy of oppressor versus oppressed. This binary is often simplistic and does not account for the complex histories and identities of many groups, including Jewish communities. In the United States, and on many college campuses, Jews are frequently categorized as “white” and, by extension, automatically placed in the “oppressor” camp within this binary framework. This classification overlooks the multifaceted nature of Jewish identity, which encompasses a broad spectrum of ethnic backgrounds, including Mizrahi, Sephardic, and Ashkenazi Jews, many of whom do not identify as white. This simplistic approach also overlooks the history of anti-Semitism and persecution of the Jewish people.
The recent tensions and protests on college campuses regarding the conflict in Gaza have spotlighted this issue. Phrases like “from the river to the sea, Palestine will be free,” which have been chanted at many rallies, may sound like calls for freedom and justice to the naive. However, they are in fact calls for the eradication of Israel as a Jewish state, a notion that stirs deep historical fears and current security concerns. This is merely scratching the surface. Numerous instances of even more divisive rhetoric are prevalent at these protests. When such language and ideas go unchallenged in DEI discussions, it can feel as though Jewish students are being selectively excluded from the protections and considerations afforded to other groups. And many of the same students who are outspoken champions of DEI are the ones screaming for the destruction of Israel.
Articles and studies suggest a pattern where campus DEI initiatives, though well-intentioned, may inadvertently support rhetoric that marginalizes or endangers Jewish students. For instance, when DEI programs do not actively address or incorporate anti-Semitism in their frameworks, or when they fail to recognize anti-Zionism as a potential cover for anti-Jewish sentiment, they create a campus atmosphere that feels increasingly hostile to Jewish students and staff.
As educators, especially at the K-12 level, we are responsible for developing initiatives that truly recognize and encompass the diversity of all student backgrounds — including those of Jewish students. This means creating programs that:
- Recognize the complexity of Jewish identity and the diverse experiences of Jews from different backgrounds.
- Educate about anti-Semitism not just as a relic of the past but as a present and evolving form of discrimination.
- Distinguish between legitimate criticism of any country’s policies, including Israel’s, and rhetoric that crosses into anti-Semitism.
At my school, BWL, we also foster an environment of constructive dialogue that encourages nuanced understanding over simplistic narratives. Through faculty and student training, we encourage students to explore complex international issues with a critical yet balanced view is essential. This approach does not mean stifling criticism or discussion; rather, it means striving for a discourse that does not inadvertently promote ideologies that can lead to exclusion or hatred. Phones have been completely removed from the school grounds. Beginning next school year, BWL will transform into a “no phone zone,” fostering student interaction and ensuring every individual feels valued and acknowledged throughout the school day.
The goal of any diversity and inclusion initiative should be to include all voices and protect all students. This includes Jewish students who must feel safe and supported, both when they express their identities and when they face challenges related to their beliefs and affiliations. It is possible to support Palestinian rights and advocate for social justice without resorting to rhetoric or actions that make Jewish students feel threatened or marginalized.
As we refine our diversity and inclusion programs, we must ensure they are truly inclusive by avoiding the trap of applying reductive labels to complex identities. Only through a more nuanced approach can we hope to achieve our shared goals: an educational environment where every student, irrespective of their background, feels valued and understood.
