Abstract: The monograph contains the results of the author's research on the European Union's (EU) policy regarding the "Jewish question", as well as the characteristics of contemporary Jewish communities in Europe. It analyzes current issues related to the development and implementation of the EU Strategy on combating antisemitism and fostering Jewish life (2021–2030).
It is argued that the development of new legislation to combat antisemitism, based on the definition of antisemitism proposed by the International Holocaust Remembrance Alliance (IHRA), as well as the implementation of effective measures to support the development of Jewish life (the term "Jewish life" refers to the development of the traditional way of life of the Jews), are important tasks not only for the EU but for the entire civilized world. European efforts in these areas can serve as a benchmark and model for the United States, Canada, and other countries where such practices are just beginning to be established.
The author also analyzes the challenges of combating antisemitism in the EU and the reasons for the increasing emigration of Jews from the European continent. The monograph is intended for political scientists, historians, civil servants from EU countries and EU candidate countries, students of humanities, and all those interested in Jewish Studies.
Abstract: Antisemitism is still a significant problem in Polish society. This is the conclusion that emerges from the quantitative data from previous years and the statements of our interviewees.
Within the Jewish community, members often report encountering antisemitism in the form of unsavoury jokes and stereotypes rather than overt discrimination. However, conversations around the Holocaust and Polish-Jewish history frequently lead to antisemitic stereotypes and hate speech. Interestingly, the Holocaust is often the subject of jokes. This may be attributable to the perception of Jews as a historical minority who once lived in Poland.
In educational settings, courses on the Jewish community are overwhelmingly historical, primarily focusing on World War II. Almost all respondents, except non-Jewish youth, agree that contemporary Jewish topics are seldom covered in schools. This gap in multicultural education has led to a lack of understanding about nondiscrimination and minority-related issues across various age groups in Polish society.
While younger generations appear to be more tolerant toward minorities and more open to learning about them, the term "Jew" is still reportedly used as an insult among them. Discrimination is not limited to the Jewish community; focus group respondents also identified Ukrainians, Roma, people of colour, and the LGBTQ+ community as other discriminated groups. Despite the majority of focus group participants being women, only one person in each group cited women as a discriminated-against minority.
Abstract: In general, the Jewish population in Hungary has a high level of education and is in a good position socially and financially, according to the available literature and our interviewees. Those who identify as Jews are mostly non-religious and consider themselves predominantly European citizens or equally Jewish and Hungarian. According to research, the level of antisemitism in Hungary increased significantly around 2010, presumably due to the rise in popularity of the far-right Jobbik party. Since 2015, the available data show that the level of antisemitism has not changed significantly. At the same time, most interviewees reported a general increase in antisemitism in the country, citing the internet as the primary cause, as well as the family background, deficiencies of the education system, the polarisation of society, and the government‘s Soros campaign. In Hungary, antisemitism is most often manifested in the form of conspiracy theories, but other forms are also present (e.g. emotional antisemitism, new antisemitism). According to the available data, the most common form of antisemitism is hate speech. The number of hate crimes is negligible. At the political level, antisemitism emerged from the second half of the 2000s in connection with Jobbik and has been one of the tools of far-right parties (currently Mi Hazánk – Our Homeland) ever since, albeit in a less direct form than before, disguised by coded speech and appearing mainly as conspiracy theories. Although the Fidesz government announced zero tolerance towards antisemitism in 2013, it has focused its communication on several issues related to antisemitism in recent years. These include the campaign against George Soros, the glorification of antisemitic politicians (e.g. Miklós Horthy) and artists (e.g. Albert Wass) between the two world wars, the distortion of the memory of the Holocaust, and the fight against the global external enemy. Antisemitism is also present in the sports fan milieu, primarily in the football fan scene and especially in the ultra scene. According to a 2017 survey, half of Hungarian Jews have experienced antisemitism in their lifetime, and all of our Jewish interviewees mentioned such experiences. Many of them highlighted the government‘s antisemitism-related doubletalk’s negative effects on their sense of security. While antisemitism is undoubtedly present in Hungary, research and interviewees also suggest that society is much more prejudiced towards other minorities, especially the Roma, the LGBTQ+, and migrants. According to first-line practitioners, the extent to which antisemitism is present among students depends on the school. When it appears among students, it is primarily present in verbal forms, and often, there are no real antisemitic sentiments in the background. Several interviewees identified education as one of the most important tools to reduce antisemitism.
Abstract: This document was prepared based on the analysis of materials found through documentary research, in particular on materials and sources made available by the CDEC Foundation and the Union of Italian Jewish Communities (UCEI) portal, and on the analysis of data acquired through the responses of the interviewees intended to provide structured and documented information on the phenomenon of antisemitism in Italy today. In particular, the report focuses on the situation of Italian Jewish communities and Jewish life in its social, political, economic, cultural and religious dimensions.
The most substantial part of the report concerns the level of antisemitism in Italian society, its prevalent forms and the areas in which it manifests itself. With reference to the different manifestations of antisemitism, it’s pointed out which stereotypes are present in society and which are the most prevalent. From this analysis, it’s clear that the forms and areas in which antisemitism manifests itself differ according to the degree of schooling, cultural formation and socio-economic background of the perpetrators of antisemitic acts. Hence, it is difficult to identify the profile of the antisemite rigidly. The areas where acts of hatred and hate crimes are most prevalent are social media and sports, particularly soccer. Still, even in the political debate, it is evident that more or less latent forms of antisemitism related to Nazi-fascist ideology are present for far-right movements and anti-Zionism for the extreme left wing.
The report also aims to highlight which other minorities are most discriminated against in Italy and what stereotypes and prejudices associated with them, as well as what are the intersections between antisemitism and other forms of racism and intolerance. Considerable space is, finally, devoted to the educational strategies implemented in schools to counter and prevent antisemitism as the direction of the Italian Ministry of Education and Merit (IMPE) points to the dissemination and implementation of the Guidelines for Countering Antisemitism (2019) in public schools and the promotion of a culture of dialogue and peace.
Abstract: This research report presents the findings of an extensive study conducted in Romania between March and September 2023, focusing on the multifaceted issue of antisemitism in the country. The study provides an analysis of the contemporary situation of Jewish communities in Romania, the prevalence and perceptions of antisemitism, and
its intersection with other forms of intolerance.
Additionally, the report examines efforts to prevent antisemitism through educational initiatives. The research reveals that antisemitism in Romania has deep historical roots, and it is still pervasive and widespread. It typically takes the form of latent stereotypes and prejudices, manifested in narratives that are deeply intertwined with complex
conspiracy theories and nationalist interpretations of Romanian history. Many individuals are unaware
of the current-day expressions and manifestations of antisemitism, and this lack of awareness further
exacerbates the problem. Although Romania has introduced legislation in recent years to combat
antisemitism and other forms of discrimination and intolerance, the enforcement and implementation
of these laws are inconsistent and sporadic.
A positive development is the introduction of Holocaust education as a mandatory subject in high schools, starting in 2023. However, there are challenges in the effective implementation of this curriculum. Teachers call for clearer guidelines, training, and updated educational materials to ensure the new curriculum fulfils its goals. The research underscores the pressing need for efforts to acknowledge and address antisemitism in Romania. These efforts should include increasing awareness about contemporary manifestations of antisemitism, consistent enforcement of
existing legislation, and working collaboratively across sectors to strengthen Holocaust education
initiatives. These steps are essential in combating the deeply entrenched antisemitism in the country
and promoting a more inclusive and tolerant society for all.
Abstract: The research presented in this article was inspired by an interest in analyzing how antisemitism features in civic orientation courses for newly arrived immigrants in Sweden. In Sweden, as elsewhere in Europe, migration policies have changed in recent years emphasizing integration and adaptation to national norms and values, including ideals such as democracy, gender equality, freedom of speech, etc. One novel task assigned to the course organizers and the teachers (referred to as civic orientation communicators) is to address issues of antisemitism among immigrants. The data for this article have been generated through interviews with communicators and leaders of such course activities. Two research questions are explored: First, how antisemitism is interpreted by the interviewees, and, second, what experiences of encountering antisemitic expressions during courses they report. The data have been analysed using Thematic Analysis. The results show that a clear majority of the communicators holds a reductionistic interpretation of antisemitism, limiting it to specific historical events and violence against Jews, rather than viewing it as a type of discourse that is contemporary and continuously reproduced. It is argued that the reductionistic interpretation of antisemitism leads to a situation where antisemitic attitudes and comments are not perceived as antisemitic, nor responded to at an ideological level during the courses.
Abstract: The article examines the challenges of antisemitism-critical education in Germany in the aftermath of the events of October 7, 2023. It highlights how structural deficits, limited professional training, and the constraints of funding frameworks often leave educational practitioners unable to adequately identify or address antisemitism. Empirical evidence demonstrates that schools and youth welfare organizations frequently rely on repressive measures rather than dialogical approaches, which complicates the protection of Jewish students. The article outlines the theoretical foundations of antisemitism-critical education, differentiates it from preventive education paradigms, and discusses its implications for the German educational landscape. It further critically considers the dependence on project-based funding, the predominance of security-oriented logic, and the strong institutional focus on schools. Finally, it argues for an emancipatory approach to antisemitism-focused education in Germany, emphasizing multi-professional collaboration, structural reform, and the creation of learning environments that go beyond a purely preventive framework.
Abstract: Israel-related forms of antisemitism belong to the most widely distributed patterns of this hatred. Despite the broad covering of the Middle East conflict in the German public discourse, this subject is not prominently represented in the education system (teacher training, school books, etc.). To address teachers’ insecurities and make specific didactical offers, a range of pedagogical handouts has been published since the 2000s. However, the didactical characteristics and appropriateness of these materials have not been analyzed on a broader scale. This paper offers a rare documental focus, as it presents the results of work with a research corpus that includes 195 scenarios of civic education on the topics of the Middle East conflict and Israel-related antisemitism, for which the approach of Qualitative Content Analysis has been used. Based on this research, a typology of didactical approaches has been developed, taking into account didactical and content-related dimensions. This typology can be used to precisely identify and address currently existing lacunae in antisemitism-related education. In addition, this paper discusses the specific contributions of educational materials of each type to antisemitism prevention as well as their non-intended effects.
Abstract: This article explores how Holocaust education can be reimagined through the lens of Critical Theory—particularly the work of Theodor W. Adorno—in order to more effectively confront contemporary antisemitism. While Holocaust education is often invoked as a response to rising antisemitism, its actual impact in this regard remains contested. Drawing on Adorno’s reflections on antisemitism and education after Auschwitz, the article highlights both the emancipatory potential and the limitations of education. Central themes include the importance of early childhood education, the critique of ideology, and the tension between pedagogical aims and societal structures. The article proposes eleven impulses for rethinking Holocaust education, emphasizing, among other points, the need to turn toward the subject, the dangers of half-education (Halbbildung), and the importance of linking historical specificity with sociological insight. Rather than offering a prescriptive model, it outlines a conceptual framework that situates Holocaust education within a broader project of social critique and enlightenment. Ultimately, it argues that Holocaust education alone cannot prevent antisemitism, but can meaningfully contribute to resisting it.
Topics: Antisemitism, Main Topic: Antisemitism, Law, Policy, European Union, Antisemitism: Education against, Holocaust Commemoration, Holocaust Education, Hate crime, Jewish Heritage, Jewish Culture
Topics: Holocaust Education, Antisemitism: Education against, Curriculum and Schoolbooks, Israeli-Palestinian Conflict, Israeli-Arab Conflict, Jewish - Muslim Relations, Islamophobia, Main Topic: Holocaust and Memorial, Schools: Non-Jewish, Teachers, Teaching and Pedagogy
Abstract: Im vorliegenden Studienbericht werden die zentralen Befunde aus einer in Sachsen-Anhalt in den Jahren 2021–2023 durchgeführten Studie zu Antisemitismus im institutionellen Kontext Schule vorgestellt und diskutiert. Die Studie ist Teil einer Bundesländerstudienreihe, die seit 2017 am Forschungsbereich des Kompetenzzentrums für Antisemitismuskritische Bildung und Forschung durchgeführt wird – seit 2021 in einer institutionalisierten Forschungskooperation mit der Fachhochschule Potsdam.
Im Rahmen der Studienreihe wurden neben der Studie in Sachsen-Anhalt regionale Studien in Berlin, Baden-Württemberg, Thüringen und Sachsen umgesetzt.
In einer bundesweiten Familienstudie wurden zudem Erfahrungen mit Antisemitismus an Schulen aus den Perspektiven jüdischer Jugendlicher und jüdischer Familien untersucht. Diese Befunde fließen in die Bundesländerstudienreihe mit ein und bilden die Grundlage für die Analyse jüdischer Erfahrungen im Kontext der Institution Schule. Das Erkenntnisinteresse der Bundesländerstudien betrifft in erster Linie die Wahrnehmungen, Deutungen und Praktiken im Umgang mit Antisemitismus in der Institution Schule aus den Perspektiven von (ehemaligen) jüdischen Schüler*innen, Lehrkräften und weiteren schulischen Fachkräften. Die vertiefenden Untersuchungen in einzelnen Bundesländern als Teil der Bundesländerstudienreihe sollen zudem
die Berücksichtigung regionaler gesellschaftlicher, bildungspolitischer und historischer Spezifika im Umgang mit Antisemitismus sowie langfristig einen Vergleich zwischen den Bundesländern ermöglichen.
In diesem Bericht gehen wir zunächst auf den Hintergrund der Studie in Sachsen-Anhalt ein, skizzieren exemplarisch den Forschungsstand, ordnen den methodologischen Zugang zu Antisemitismus als Diskriminierungs- und Gewaltform im institutionellen Kontext Schule ein, erläutern das Forschungsdesign und diskutieren schließlich die Befunde und Reflexionsempfehlungen. Zu beachten ist, dass die Daten vor dem antisemitischen Massaker durch islamistische Terrorgruppen in Israel im Oktober 2023 und dem darauffolgenden Anstieg des offenen Antisemitismus in Deutschland erhoben wurden. Dieser Bericht gibt somit vertiefte Einblicke in den Umgang mit Antisemitismus im Schulalltag in Sachsen-Anhalt aus jüdischen und nichtjüdischen Perspektiven vor dem Terror des 7. Oktobers. Studienteilnehmende einer anderen Studie (vgl. Chernivsky / Lorenz-Sinai 2024 b) zu den Auswirkungen des 7. Oktobers auf jüdische und israelische Communities beschreiben die Folgen des Terrorangriffs als weitreichende »Zäsur«. Jüdische Eltern schildern ihre Sorgen, dass die Bekanntgabe der jüdischen Identität ihrer Kinder im Kontext Schule gegen sie genutzt werden könnte. Insofern sind die Befunde aus der in den Jahren 2021–2023 in Sachsen-Anhalt durchgeführten Studie nicht veraltet, sondern bilden jüdische Alltagserfahrungen und Lehrer*innenperspektiven auf Antisemitismus ab. Zugleich kann auch in Sachsen-Anhalt seit dem 7. Oktober 2023 von einer Veränderung des Sicherheitsgefühls jüdischer Familien und Lehrkräfte im Raum Schule ausgegangen werden sowie von einer Zunahme antisemitischer Übergriffe.
Abstract: Swedish textbooks take a respectful and structured approach to complex historical subjects, including Jewish identity and the Holocaust, according to IMPACT-se’s Swedish textbook review. The study finds that Swedish textbooks generally align with curriculum guidelines and present Jews in a historically, demographically, and religiously neutral way. The Holocaust is comprehensively covered, with clear recognition of Jewish victimhood and historical events. Judaism is treated on equal footing with other world religions, and Jewish history and culture are described in detail. Stereotypical or prejudicial depictions are avoided.
However, the report also includes recommendations to further improve the curriculum. These include a critical refutation of antisemitic stereotypes and a full exploration of the reasons behind historical and modern antisemitism. Similarly, while the Israeli-Palestinian conflict is included with the intent of balance, it is frequently oversimplified, and consequently greater explanation of ideological perspectives and clarity around key terms is recommended.
Abstract: IMPACT‑se’s France Textbook Review—part of our eight‑country Europe research program—examines how Jews, Judaism, Israel and antisemitism are portrayed across the national history curriculum (Grades 4–9) and leading high school textbooks (Grades 10–12), measuring alignment with UNESCO standards for peace and tolerance.
While the report finds solid content on Jewish-related themes including antisemitism, the Holocaust and Israel, it also highlights gaps that obscure the fuller story of Jewish life. In particular, there is room for expansion on Jewish contributions to French society, Napoleon’s Jewish emancipation and Vichy collaboration during the Holocaust. Due to France’s strict separation of state and religion, Jewish content is included only in historical and civic contexts.
France hosts Europe’s largest Jewish community (about 446,000 people), but antisemitic incidents have surged—from 436 in 2022 to 1,676 in 2023—and high‑profile attacks such as the 2012 Toulouse school shooting and the 2015 Hypercacher supermarket massacre underscore the importance of accurate education.
Abstract: Die Publikation entstand im Rahmen der Fachtagung „Aktuelle Erscheinungsformen und Herausforderungen des Antisemitismus“, die vom 29. – 30. September 2022 in Leipziger Neuen Rathaus stattfand.
Die Broschüre versammelt Beiträge, die von den Referent*innen zu den Inhalten ihrer Vorträge und Workshops verfasst wurden und diese kompakt wiedergeben. Neben einer theoretischen Auseinandersetzung mit dem Phänomen, werden in den Beiträgen verschiedene Formen des gegenwärtigen Judenhasses sowie rechtliche und präventive Handlungsmöglichkeiten im Kampf gegen Antisemitismus in den Blick genommen.
Mit Beiträgen von: Vicki Felthaus (Bürgermeisterin und Beigeordnete für Jugend, Schule und Demokratie der Stadt Leipzig), Rabbinerin Esther Jonas-Märtin, Henry Lewkowitz (Erich-Zeigner-Haus e.V.), Prof. Dr. Stephan Grigat (Centrum für Antisemitismus- und Rassismusstudien [CARS]), Dr. Olaf Glöckner (Moses Mendelssohn Zentrum für europäisch-jüdische Studien e.V.), Benjamin Männel, Dr. des. Ulrike Becker & Michael Spaney (Mideast Freedom Forum Berlin e.V.), Dr. Olaf Kistenmacher (Villigster Forschungsforum zu Nationalsozialismus, Rassismus und Antisemitismus e.V.), Marie Künne (Debunk. Amadeu Antonio Stiftung), Marina Chernivsky (OFEK e. V. | Kompetenzzentrum für Prävention und Empowerment), Susanne Feustel (Kulturbüro Sachsen e.V.) und Peter Lewkowitz.
Abstract: At the time of writing, one consequence of Israel’s response to the massacre that took place in Israel by Hamas on 7 October 2023 is an unprecedented surge in global antisemitism. This massacre was the largest mass murder of Jewish civilians since the Holocaust; its scale, brutality and sadism have led to comparisons with the Holocaust, and to more and deeper sensitivities and controversies in Holocaust Education. In an attempt to address this, the proposed chapter will discuss the relationship between Holocaust Education and Antisemitism Education, and its relevance to Religious Education (RE) in schools.
Holocaust Education comprises learning about and from the Holocaust (Cowan and Maitles, Understanding and teaching Holocaust education. Sage, 2017). The former focuses on the historical narrative; the latter focuses on moral issues related to active citizenship. Research findings in England (Foster, Pettigrew and Pearce et al., What do students know and understand about the Holocaust? Evidence from English secondary schools. Centre for Holocaust Education, UCL Institute of Education, 2016, p. 1) were that 68% of students (n = 7952 students) were “unaware of what ‘antisemitism’ meant”. Similarly, during a group interview, following their return from a visit to Auschwitz-Birkenau organised by the Archdiocese of Glasgow, Scotland, each of the four students indicated that they did not understand the term “antisemitism” (Cowan & Maitles, 2017, p. 139). Further, Short’s discussion of the failings of learning from the Holocaust included the lack of reference to “the key role played by Christian antisemitism in preparing the groundwork for the Holocaust” (Short, Learning from genocide? A study in the failure of Holocaust education. Intercultural Education, 16(4), 367-380, 2005; Failing to learn from the Holocaust. In As the Witnesses Fall Silent: 21st Century Holocaust Education in Curriculum, Policy and Practice (pp. 455–468), 2015). Cowan and Maitles (2017, p. 56) further assert that historical antisemitism contributes to understanding present-day antisemitism.
Topics: Antisemitism, Main Topic: Antisemitism, Law, Policy, European Union, Antisemitism: Education against, Holocaust Commemoration, Holocaust Education, Hate crime, Jewish Heritage, Jewish Culture
Topics: Antisemitism, Main Topic: Antisemitism, Law, Policy, European Union, Antisemitism: Education against, Holocaust Commemoration, Holocaust Education, Hate crime, Jewish Heritage, Jewish Culture
Topics: Antisemitism: Definitions, Antisemitism: Christian, Antisemitism: Discourse, Antisemitism: Education against, Antisemitism: Far right, Antisemitism: Institutional, Antisemitism: Israel-Related, Antisemitism: Left-Wing, Antisemitism: Monitoring, Antisemitism: Muslim, Antisemitism: New Antisemitism, Antisemitism: Online, Philosemitism, Main Topic: Antisemitism
Abstract: Angesichts globaler und regionaler Entwicklungen der vergangenen Jahrzehnte steht die Gesellschaft vor erheblichen Herausforderungen wie politischer Instabilität, verschärften Konflikten, Migration, Rassismus, Diskriminierung sowie der Verbreitung von Fake News und Verschwörungserzählungen. Dabei gewinnen Extremismus, Antisemitismus, islamistische Radikalisierung und Rassismus an Bedeutung. In der Phase intensiver Persönlichkeitsentwicklung sind junge Menschen, geprägt von Unsicherheit, besonders anfällig für extremistische Überzeugungen und Handlungen. Der Drang, die eigene Identität zu formen, kombiniert mit der Suche nach einem Sinn im Leben, macht sie besonders empfänglich für Einflüsse aus ihrer sozialen Umgebung. Fehlender Zugang zu staatlichen, zivilgesellschaftlichen und familiären Unterstützungsmaßnahmen erhöht das Risiko einer Radikalisierungsspirale. Diese wird durch die Verbreitung radikaler Versprechungen über Soziale Medien und gezielte Rekrutierung in der sozialen Umgebung begünstigt. Insbesondere die Bedürfnisse und Emotionen junger Menschen werden dabei zum Ziel extremistischer Propaganda. Die Ergebnisse der Studie „IU-Kompass Extremismus“ zu antisemitischen Einstellungen bei jungen Menschen in Deutschland verdeutlichen weitverbreitete Ausprägungen dieses Phänomens. Es gilt, das Bewusstsein für menschenverachtende Ideologien zu schärfen und Jugendliche mit den nötigen Werkzeugen auszustatten, um diese Phänomene zu erkennen, zu benennen und aktiv dagegen vorzugehen.
Abstract: Teaching and education mirror what societies want to preserve, initiate, and pass along. Thus, the impact of teachers and school textbooks cannot be overestimated. It is absolutely necessary, therefore, to ensure high-quality textbooks, which convey balanced views as well as intellectual and unbiased approaches to the topics. The present study by historian and Holocaust education expert Dr. Melanie Carina Schmoll, PhD, offers a fresh approach to analyzing the subjects of Jews, Judaism, current Israel and the Arab-Israeli and Israeli-Palestinian conflicts in curricula and relevant textbooks. The study indicates the status of information, problematic content, or words in curricula and history textbooks used in the German province of North Rhine-Westphalia. Besides analyzing and just denouncing mistakes, the study also provides options for an exchange of difficult and/ or incorrect content in the textbooks. The study assists authors and editors to write and develop unbiased textbooks in the future.
Abstract: Hatred of Jews noticed a dramatic rise after the events of October 7, 2023. Since Holocaust education was presented for years as the answer to the hatred of Jews, the question almost automatically occurs: Has Holocaust education failed? Does it need to be revised or totally reorganized? How do things differently in the future? How can Holocaust education contribute to combating hatred of Jews? The German Holocaust education expert and historian, Dr. Melanie Carina Schmoll, PhD, provides answers to these questions. This book teaches academics and practitioners why and what to expect when teaching about the Holocaust. Content, outcome of Holocaust education, gaps in knowledge and the reasons for are examined. In comprehensible explanations, Dr. Schmoll shows the potential failures in Holocaust education and why the teaching of history still matters. Hatred of Jews-A Failure of Holocaust Education? bridges the gap between academic research and practical support for educators, teachers, and textbook publishers. A step-by-step guide helps on how to improve it in the future.
Abstract: Despite efforts by clubs, fans, and officials to combat discrimination and hate speech, antisemitism in German football and fan cultures still persists today. Antisemitism is expressed by supporters, players, coaches, club and league officials, security personal, and others. In most cases, no Jews need to be present to stimulate antisemitic behaviour. This chapter argues that contemporary antisemitism in and around German football is manifest in five different forms, which are explained with illustrative examples: far-right antisemitism; classical antisemitism; secondary antisemitism; antisemitism against Jewish Makkabi clubs; and antisemitic ressentiment-communication. This chapter also questions who does what against antisemitism in German football. By looking at each actor individually – football’s governing bodies; professional clubs; social pedagogical fan projects; stadium security and police; third sector organisations; and fans – it is evident that neither a common nor a long-term strategy exists, although a broad range of activities and actions take place, often initiated by, or implemented after, the pressure of fan groups.
