As a retired public high school teacher and Jewish peace advocate, I helped organize a summer series called “Challenging Zionism in Schools.” This series, which included four workshops, aimed to address indoctrination in the curriculum that equates criticism of Israel with antisemitism. Such conflation can suppress teaching and learning.

I have actively sought to correct this misunderstanding by speaking to school boards. Antisemitism is prejudice against Jews, while anti-Zionism is political opposition to a nation-state. Blending these definitions puts Jewish communities at risk, holding them accountable for actions perceived as militaristic by Israel. Amnesty International and the United Nations Independent Commission of Inquiry have classified these actions as “genocide” in Gaza.

Teaching that anti-Zionism is equivalent to “contemporary antisemitism” risks perpetuating antisemitic tropes. It suggests Jews uniformly support Israel. This perception limits students’ ability to critically analyze Zionism. Is Zionism about Jewish self-determination in a homeland, or is it about imposing a state on a Palestinian population? Students must engage in this critical analysis.

To challenge silence, our CodePink series featured Dr. Maha Nassar, who clarified that the chant “From the River to the Sea” represents liberation for Palestinians. Some wish to return to their homeland; others seek freedom from occupation. The workshop covered a standards-based lesson titled South Africa v. Israel at the International Court of Justice. Students learned about court processes, the U.N. Genocide Convention, and debated whether the situation in Gaza fits the genocide definition.

Another lesson involved a school board debate on the International Holocaust Remembrance Alliance’s definition of antisemitism. Students argued for or against adopting this definition, which highlights criticism of Israel among its examples. This lesson encouraged rigorous debate and required students to challenge opposing views. It fostered skills like critical thinking, problem-solving, analysis, and synthesis. Students used national literacy standards to write arguments and support claims with evidence.

As a representative of United Teachers Los Angeles, which covers over 30,000 educators, I backed our union’s motion to conduct a workshop on antisemitism. We collaborated with a professional organization that teaches antisemitism as a historically complex oppression linked to other injustices. This approach respects all struggles against bigotry, without elevating any single form of discrimination. Overemphasizing antisemitism risks isolating Jewish students and could foster resentment.

Some argue that such discussions do not belong in schools, thinking students should focus only on basic memorization. But critical thinking cannot flourish with content lacking controversy. Education must engage students beyond rote exercises to keep them attentive, preparing them to actively participate in discussions about whether “never again” refers only to the Holocaust or extends to all, including Palestinians.

Marcy Winograd is a volunteer organizer with CodePink and an elected representative to the governing body of United Teachers Los Angeles.

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