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.
Abstract: Current approach to tackling antisemitism not working, our report with the Birkbeck Institute for the Study of Antisemitism shows.
Antisemitism is deeply embedded into our common culture; it exists as a reservoir of racist stereotypes and narratives about Jewish people, which are normalised and widespread. Antisemitic incidents have spiked over the last year, particularly in response to the events of October 7th 2023 and the ongoing violence in Gaza. Yet, discussions around antisemitism have become highly politicised in ways that have been detrimental to Jewish communities’ safety and wellbeing.
Particularly damaging is the fact that these politicised discussions have inhibited the possibility of forging anti-racist solidarities with other communities that have been subject to the rise in far-right violence, and to the mainstreaming of racist rhetoric and policies.
Facing antisemitism highlights that:
Antisemitism is hardwired into UK society;
Current methods of defining, measuring and reacting to it are deeply contested and politicised;
The arguments that anti-Zionism always equates to antisemitism prevents meaningful and productive action to eradicate antisemitism in the UK;
Like other forms of racism, antisemitism in the UK consists of hateful attitudes and individual incidents but also institutional and structural racism;
The UK must move beyond framing and discussing antisemitism in ways that pit communities against one another, prohibit solidarity and encourage division;
Combating antisemitism must be undertaken as part of wider anti-racist initiatives, including building alliances with other racialised minorities.
The Runnymede Trust urgently calls for a different approach to combating antisemitism, including from the government and wider anti-racist organisations.
Topics: Antisemitism, Antisemitism: Attitude Surveys, Antisemitism: Christian, Antisemitism: Definitions, Antisemitism: Discourse, Antisemitism: Education against, Antisemitism: Far right, Antisemitism: Left-Wing, Antisemitism: Monitoring, Antisemitism: Muslim, Antisemitism: New Antisemitism, Antisemitism: Online, Internet, Jewish Perceptions of Antisemitism, Attitudes to Jews, Anti-Zionism, Israel Criticism, Main Topic: Antisemitism, Methodology, Social Media
Abstract: This open access book is the first comprehensive guide to identifying antisemitism online today, in both its explicit and implicit (or coded) forms. Developed through years of on-the-ground analysis of over 100,000 authentic comments posted by social media users in the UK, France, Germany and beyond, the book introduces and explains the central historical, conceptual and linguistic-semiotic elements of 46 antisemitic concepts, stereotypes and speech acts. The guide was assembled by researchers working on the Decoding Antisemitism project at the Centre for Research on Antisemitism at Technische Universität Berlin, building on existing basic definitions of antisemitism, and drawing on expertise in various fields. Using authentic examples taken from social media over the past four years, it sets out a pioneering step-by-step approach to identifying and categorising antisemitic content, providing guidance on how to recognise a statement as antisemitic or not. This book will be an invaluable tool through which researchers, students, practitioners and social media moderators can learn to recognise contemporary antisemitism online – and the structural aspects of hate speech more generally – in all its breadth and diversity.
Abstract: Contre toute attente, l’antisémitisme est redevenu un phénomène politique et social d’actualité en France. Au-delà d’une simple persistance de préjugés anciens, il s’incarne depuis la fin de la guerre de 1939-1945 dans une expansion sans précédent des violences antijuives, allant des insultes jusqu’au meurtre. Sa reviviscence dans l’une des plus vieilles nations démocratiques d’Europe est le signe d’un malaise social et politique qui reste à interpréter. Quels sont les lieux, les milieux et les significations de cette animosité haineuse ? Doit-on y voir l’effet de la persistance de l’ancien ? d’un déplacement ? de la recomposition de formes inédites, portées par des acteurs nouveaux, dans un contexte pourtant gagné aux principes démocratiques ?
Alors même que l’ampleur du phénomène est de nature à mobiliser les sciences sociales pour l’élucider et aider à le combattre, cet antisémitisme s’est accompagné d’un certain déni : longtemps minimisé dans les médias, il peine à être reconnu dans le monde judiciaire et reste peu exploré par les sciences sociales. Cet ouvrage entend donc contribuer à l’analyse rigoureuse du phénomène, en proposant à la réflexion les textes d’historiens, de philosophes, de sociologues et de politistes.
Abstract: La ricerca rientra nel progetto PCTO sull’antisemitismo a cui hanno aderito 84 studenti di tre scuole superiori della Regione Lazio, due licei e un istituto d’istruzione superiore, insieme a Progetto Memoria e alla Fondazione CDEC per l’anno scolastico 2022-2023.
Studenti e studentesse delle classi terze e quarte, insieme ai docenti referenti hanno coinvolto Progetto Memoria quale tutor esterno (Sandra Terracina) e due dipartimenti della Fondazione CDEC (Betti Guetta, Stefano Gatti e Murilo Cambruzzi per l’Osservatorio antisemitismo; Patrizia Baldi per la Didattica) per sviluppare il progetto, ricevere formazione, essere coadiuvati nell’analisi e nella riflessione su stereotipi e pregiudizi, in particolare sugli ebrei. Tra gli obiettivi del progetto, la promozione di un processo conoscitivo sulle cause e sulle dinamiche dell’antisemitismo, indirizzato a far emergere comportamenti e atteggiamenti diffusi nella società, al fine di orientare ai valori di una collettività democratica e inclusiva, partendo dalla fotografia realizzata dall’indagine delle Fondazione CDEC. L’apprendimento di carattere storico, sociologico, psicosociale e statistico ha permesso agli studenti di sviluppare le attività a loro affidate. Sono stati stimolati a confrontarsi con figure esterne al mondo della scuola e a gestire, nelle varie fasi del progetto, dinamiche tra pari. Il lavoro di formazione e di tutoraggio si è tenuto in modalità ibrida.
Gli studenti coinvolti nel progetto di formazione hanno compilato un questionario (già utilizzato nell’anno scolastico precedente) finalizzato a valutare il grado di conoscenza degli ebrei e la presenza di pregiudizi e stereotipi nei loro confronti.
Il questionario è composto da 13 domande chiuse ed è stato somministrato tramite Google Forms, tra l’aprile e il maggio 2023, dagli studenti dei tre istituti che hanno partecipato alla seconda edizione del PCTO “Progetto sull’antisemitismo”.
La scelta metodologica è stata quella di coinvolgere nell’indagine i ragazzi del primo anno delle superiori e quelli dell’ultimo anno per cercare di valutare se il percorso scolastico (lungo 5 anni) possa avere un effetto sulla conoscenza degli ebrei e la condivisione di pregiudizi antisemiti.
In totale sono stati compilati 673 questionari 481 al liceo A (71.5%) e 29 al liceo B (4.3%), e 163 all’istituto d’istruzione superiore (24.2%). Il 73% degli studenti è iscritto al percorso scientifico e il 24% al tecnico, gli altri 3% si dividono tra il linguistico e il classico. Il 46 % degli studenti frequenta il primo anno e il 54 % il quinto. Il 45% ha dichiarato di appartenere al genere femminile e il 51% al maschile, il 4% rimanente non ha voluto indicarlo o ha indicato altro.
Abstract: Amsterdam’s National Holocaust Museum is due to open in March 2024. It is the first and only museum to tell the story of the attempt by the Nazis to eradicate Jews from the Netherlands, a history of segregation, persecution, and murder. Yet the story is also one of rescue, survival, and solidarity. One of the museum’s main goals is to engage visitors by involving them in a learning experience, in particular, to encourage young people to study and to develop the skills they need to be able to understand the past, to see how this impacts the present, and to recognize and challenge discrimination and antisemitism today. This article begins by sketching the presentation in the new museum and examines how the museum’s educational facilities (presentation and programs) encourage audiences to think about what they can do to combat discrimination in general, and antisemitism in particular.
