Challenging Anti-Semitism

Lane County Human ResourcesInstructor: tova stabin, tovastabin@gmail.com

I. How to get the most out of trainings

II. Introductions

III. Who are the Jews?

a. Slideshow

b. Facts and Statistics

IV. Framework For Oppression:

* Defining Anti-Semitism * How Anti-Semitism Fits Into A "Framework Of

Oppression” * Anti-Semitic Hot Spots

V. Characteristics of Stereotypes

VI. Stereotypes of Jews

VII. Break

VIII. Origins And Recurrent Patterns Of Anti-Semitism in History, 3000 BCE To early 20th Century

IX. What’s Going On Historically?

Cycles of Oppression: Patterns and Themes

Reviewing Stereotypes

X. Who are the Jews? Slideshow – A Second Look

XI. I’m Going to Write Myself a Letter

XII. Wrap Up and Evaluations

Guidelines for Getting the Most Out of Trainings

•The purpose of these guidelines is to honor the dignity, respect, diversity, and worth of everyone in the classroom

•Treat everyone with respect. Assume the best.•Sarcasm, verbal attacks, and other negative exchanges are counter productive to learning.•Learning is about BOTH sharing and active listening. Help this to happen by monitoring yourself so there is a balance of everyone having space to speak and the opportunity to listen.•It's important to listen to people from "targeted" groups about their own oppression – they're the experts. This does NOT mean, however, that they represent everyone from their group. •Raise comments and questions in ways that promote learning, rather than defensiveness.•Keep the discussion and comments on topic. There are always wider areas to talk about, but to get the most from this material, it's important to stay focused. •If important off topics ideas come up, jot them down and bring them up with colleagues and friends at a later date, or contact the trainer/instructor for something you think should be added to the discussion next time.•It's okay to respectfully disagree and then move on. The purpose of the dialog and discussion is not to reach consensus, but to explore particular diversity materials

WHO ARE THE JEWS?

IV. Framework For Oppression: Defining Anti-Semitism How Anti-Semitism Fits Into A "Framework Of Oppression” Anti-Semitic Hot Spots

Antisemitism is the systematic discrimination (denial of access) against, denigration, or oppression of Jews, Judaism, and the cultural, intellectual,and religious heritage of the Jewish people.  History of term:

Ancient: Semitic refered to family of languages from the Middle East areaincluding Hebrew, Aramaic, Tegre, Ge’ez, Phoenician and others. Modern:

Anti-Semitic “created" by Wilhelm Marr to replace German wordJudenhass (Jew-hatred) with a less "vulgar” and more "scientific" termIntroduced into the political vocabulary in 1879 by the foundingof the "League of Anti-Semites,” the first to create a popular political movement based on anti-Semitism.

Power and Privilege

Not all members of a dominant group are more powerful than all members of the subordinate group. Being member of a dominant group carries certain privileges – e.g., your culture is the “norm.” Being member of subordinate group you experience social sanctions.

Having experiences of “other” enables us to work in coalitions.

"The Sum Total Of These Identity Differences Is Not Additive, But Interactive."

How the Norm Stays in PowerNorm is standard: Nose jobs, name changes, xmas=American; 12 step program, use of the word churchErasure, lies, devaluation:

People in power know little about oppressed – who knows Jewishhistory except holocaust; If Jews are so powerful, why doesn’t everyone know about Jewish history, holidays, etc. ; Lies – Jews didn’t resist holocaust; No knowledge leads to stereotypes:

Stingy, powerful, conspiratorsDivine right/inherent superiority: Jews won’t go to heavenBlame victim: If you didn’t act so Jewish; if you had resisted; if didn’t kill ChristThreat of violence: Swastika, pogroms Limited access:

Let a few “in”, so can’t complain –if you were good enough, you’d succeed (different for different targeted groups)

Antisemetic Hot Spots

1. The Middle East

2. Jews and Money

3. Jews take up “too much space” on the oppression scale

4. Antisemitism intersection with sexism, racism, classism

5. Anti-choice and conservative forces use holocaust imagery against Jews.

 6. Black/Jewish relations

7. Imagery since 9 – 11.

Examples of Anti-Semitism in the U.S.

Incidents of harassment in 2004 up by 27% (over 2003) with 1,177 incidents. Acts of vandalism increase to 644 incidents, compared to 628 in 2003. 64.3% of religious hate crimes in U.S. in 2006 weredirected towards Jews.

Examples of Anti-Semitism Locally ‘08: Spencer Butte Middle School targeted with Jewish and other hate graffitti ‘07: Ahavas Torah vandalized‘02: Rocks with swatzikas thrown through windows ofTemple Beth Israel during services ’94: Drive by shooting of Temple Beth Israel

Examples of Global Antisemitism

2006 International Study showed the highest number of physical, verbal, and visual manifestations of reported anti-Semitism since 2000. Particularly rose in Argentina, Australia, Belgium, Canada,France, New Zealand, South Africa, Switzerland, and the United Kingdom. Incidents include “terrorism,” physical attacks, abuse, Intimidation, property damage, cemetery desecration Incidents at sporting events, e.g., soccer matches.

“In a word, American Public Debate belongs to the Jews, and its no exaggeration to say that [US Media] are the voices of the Jews”. - Korea

Ariel Sharon shown watching on the sidelines as an Israeliplane crashes into the World Trade Center, which spells the words “the peace” - Qatar

Jewish man impaling an infant on aspear - Bahrain

Blood Libel Myths

Star of David Impaling children - Venezuela

WHAT IS A STEREOTYPE?

The arbitrary assigning of habits, abilities, traits or expectations to person or group of people on basis of their group membership regardless of their attributes as individuals

        

VII. Break

VIII. Origins And Recurrent Patterns Of Anti-Semitism in History, 3000 BCE To early 20th Century

Questions to think about while listening to history:

1. What are the sources for stereotypes we listed?2. What are the emergent themes, patterns of oppression, and Jewish responses?

Ancient Era: 2000 B.C.E. to 400 B.C.E. B.C.E. 2000-1100: Wanderings in Canaan. Leave Canaan for Egypt due to famine. Enslaved in Egypt. Exodus of Jews from Egypt and wanderings in Sinai. Settle in Canaan.B.C.E. 1100-800: Independence period. Hebrew monarchy established.B.C.E. 800-700: Assyrians conquer Israel. Jews in Israel taken captive and dispersed. End of Israelites.B.C.E. 600 – 500: Babylonian conquest. Fall of kingdom of Judah.Temple destroyed. Jews dispersed. Many deported to Babylonia. Jews in Babylonia codify laws and keep culture alive.B.C.E. 500 – 400: Persian domination. Some Jews allowed to return to Jerusalem. Jews in Diaspora pay “temple tax” to Jerusalem. Temple rebuilt. Jews oppressed for: Oppressed via: -being a rival national and - forced migrations religious group - dispersions (Diaspora)

Greco-Roman Era: 334-63 B.C.E. B.C.E. 334-322: Greeks defeat Persians. Jews under Grecian influence. Greco-Roman period begins.B.C.E. 300 – 200: Hebrew Scriptures translated into Greek. Foundations for Christianity are set.B.C.E.168-4: Macabbean revolt. Independent Jewish state reestablished.B.C.E.63: Palestine conquered by Romans. Jews brought to Rome. Jews oppressed for: Oppressed via: -preserving religious and -enslavement cultural differences -non-citizenship -not assimilating -special taxation -rebelling -confiscation of property

-rules against proselytizing & conversion

-murder

STEREOTYPES AND THEMES

Wandering Jews Jews as other, permanent aliens, foreigners, etc. Jews in Diaspora maintain culture by codifying the law, so important for them to read and write, Jews as educated Roots of stereotypes of Jews as cosmopolitan, international connections, involved in business when they become traders and merchants internationally during Greek and Roman era

Themes: Forced Migration, Oppressed for being rival national group (when in Canaan)

Beginning of Christianity. Religious Anti-Semitism: 100-600 C.E. C.E. – Jesus Born1-100: Pontius Pilate procurator of Judea. Christ crucified by Romans.70 CE – 200: Fifty thousand Jews in Rome, several synagogues, community organizations, most Jews are peddlers or merchants. Jewish peddlers follow Roman armies North into France, western Germany and establish Jewish communities there. Jews move into Spain when Rome conquered Spain.100 –200: Jewish rebellions. Jews dispersed through empire. Palestine destroyed and rendered off-limits to Jews.300-400: Emperor Constantine converts to Christianity. Beginning of Holy Roman Empire. New Testament canonized. First laws limiting rights of non-Christians.400-600: Christianity spread throughout empire. Papacy established. Jews only non-Christians in Christian Empire. Jews oppressed for: Oppressed Via: -not converting -labels: Christ killers, evil, devils -“past sins;” deicide -wandering Jew as Jewish archetype -loss of citizenship -loss of rights to practice religion

Jews Having Horns And Tails Jews as Devil Worshippers Jews People To Be Hated And Feared (reason for not Converting)

TREND: When Emperor Constantine converted and makes Christianity official Roman religion, these ideasabout Jews are backed by power of the state Jews in Christian state – low status leads to easy scapegoating

STEREOTYPES AND THEMES

Beginning of Economic Anti-Semitism: 500-1500 C.E. (Medieval Period) 500-650: Forced conversions in Spain and France500-800: Jews invited to settle in France, Italy, and Germany. Organized mercantile establishments and become Europe’s (pre-capitalist) middle class.900-1100: Jews invited to England with William the Conqueror. Expanded moneylending activities.1040-1350: Crusades: Thousands of “heathen” Jews killed along the crusader’s rote to Palestine. Jews burned alive in their temples.1100-1300: First ritual murder and Host-desecration and blood libels. First burning of Talmud. Jews banished from England.1215:Council of Lateran (Spain) orders Jews to wear a distinctive sign, yellow Jewish badges (Yellow stood for “racial disgrace.”)1348 – 1354 – Bubonic Plague – Jews blamed for starting international conspiracy to poison Christians throughout Europe. Thousands of Jews murdered to “save” others or for revenge.1300-1500:Jews expelled from France (1400). Banished from Spain and Portugal. Persecutions increasingly are economically motivated. 

Jews oppressed for: Oppressed via: - not converting -forced conversions - ritual murder and desecration -exclusion of host - segregation (Badges) - causing Bubonic plague - economic oppression - expulsion - extermination

Beginning of Economic Anti-Semitism: 500-1500 C.E. (Medieval Period) 

Weak, intellectual – forced not to live on land Periodic expulsions, confiscation of land, portable possessions, "portable" religion - wandering Jew, always foreigners Jews as moneylenders and tax collector - sinful money-living, shrewd, misers, etc., church says lending money is evil Usurers, bribers, misers – Jews need money to bribe people in power to escape oppressive regimes, portable wealth – can take with them, so can always leave; not allowed to own land

Economic resentment and religious and cultural prejudice combine for anti-Jewish violence.

STEREOTYPES AND THEMES

Beginning of Economic AND Political Anti-Semitism: 1350-1750 C.E. 1300-1400: Jews banished from England1390: Rioting against Jews in Spain: 100,000 murdered, 100,000 convert, 100,000 flee to Muslim lands1400: Jews banished from France; Spanish “blood purity” (limpieza de sangre) codes lock former Jews and their descendants from access toeducational, economic, and political privilege1478: Spanish Inquisition1492: Jews banished form Spain and Portugal1556:Jews confined to ghettoes in Italy, Germany, and Central Europe.1550-1700: Jews readmitted to England, Holland, and France. Settle in Russia.1648-1655: 100,000 Jews massacred in Poland.

Jews oppressed for: Oppressed via: -non-conversion -restrictive economic roles - “past sins” - forced conversions - economic forces and cycles - extermination and massacres

- expulsions - segregation: ghettos, Pale

STEREOTYPES AND THEMES

Jews considered morally dangerous Jews forced to stick together (Ghettos) – clannish Jews restricted professions – money stereotypes Jews stand in the way of others success - their role as “native” middle-class Being Jewish is “in their blood” – so doesn’t matter ifthey convert; start of racial implications Jews are heathens (Crusaders)

Age of “Enlightenment”: Economic and Political Anti-Semitism and Beginning of Racial Anti-Semitism: 1750- 1905 1750: Russian “Pale of Settlement” established1787: French revolution bestows French citizenship on Jews1821: Russian military conscription laws.1840: Damascus Affair (Syria). Introduces blood libel myth to Arab world.1850-1900: Pogroms in Russia. “ In “enlightened” Western Europe, many Jews become members of literary, financial, and political elites.1866: Jews majority population in Jerusalem1880’s: Mass Jewish emigration from Russia and Eastern Europe to the U.S., Western Europe, and Palestine; mass exodus from Yemen to Palestine1881 – 1905: –Alexander III in Russia institutes May Laws against Jews1890’s: Anti-Semitism becomes more politicized. Dreyfus Affair in France. Beginnings of Communism, Zionism, the Bund1905: Protocols of Zion forged and circulated in Russia.

Age of “Enlightenment”: Economic and Political Anti-

Semitism and Beginning of Racial Anti-Semitism: 1750- 1905

Jews oppressed for: -alleged economic and political power - “past sins” - Being members of inferior race

Oppressed via: In Western Europe:

-racist anti-Semetic theories - political affiliations right & left

- discrimination & quotas In Eastern Europe: - restricted areas of settlement

- restricted rights & economic opportunities

- conscription into army - pogroms/assaults/massacre

Jews given rights and then taken away – economic times good, Jews “okay,” economics bad, Jews oppressed more Jews assimilate, but are still othered and scapegoated Jews told they have special rights Secret international plot by Jews (Protocols of Zion) “Racial” stereotypes –big noses, skin color and hair and eyes, size of forehead, etc.

STEREOTYPES AND THEMES

Cultural, Religious, Economic, Political, and Racial Anti-Semitism: 1880 – mid 20th century

Europe, Russia, United States:1880-1980s: Major Jewish emigration to Palestine/Israel and US1919: Paris Peace Conference. Germany humiliated.1921: Austria expels 73,000 of the 100,000 Jews of Galacia (rest too sick or old to leave)1933-1935: Nazi rise to power.1935: Nuremberg laws: "The law for the protection of German blood and honor" – 2,000 laws enacted against Jews 1934 – 1945: U.S. only agreed to accept around 1000 refugee children. 1938: Kristallnacht (Germany) - nation-wide pogrom by German government. 50,000 Jews arrested and taken to concentration camps, 500 synagogues destroyed and Jewish community of Germany forced to pay one billion Reich marks ($4,000,000) for the damage

 

Cultural, Religious, Economic, Political, and Racial Anti-Semitism: 1880 – mid 20th century

1940: construction of Auschwitz started1942: Death camps begin operation.1943: Warsaw Ghetto Uprising; Treblinka Uprising1942-1945: Nazis murder 12 million. Six million Jews exterminated1948 – present: Series of publications denying and excusing Holocaust and claiming Jews paid the price for still not accepting Jesus. Rise in Eastern European expressions of anti-Semitism.1953: In Russia, Jewish doctors imprisoned on false charges of poisoning Stalin.1961: Eichman trail1968 - Polish government outlaws Jewish language and institutions

Accumulating Historical Factors

Religious Religious and economic Religious and economic and racial Religious and economic and racial and political Combination of factors – e.g., accused of Christ killers (religious), exploiters (economic); inferior genetically (racial); Zionism is racism (political)

STEREOTYPE: Christ killers, have horns, baby-killers, picky eaters, strange, devilORIGIN: charges of deicide, equating Jews with devil; religious practices seen as bizarre and different STEREOTYPE: rich, cheap, shrewd, wimpy men, sly business people, comedians, doctors, intellectuals ORIGIN: middle ages – Jews work as money-lenders; Jews barred from physical work such as farming, so enter open occupations such as entertainers, small businesses STEREOTYPE: big noses, short, fatORIGIN: racist ideology of Germany STEREOTYPE: clannish ORIGIN: hostile world, so stick together, preserve culture

Sample Origins of Stereotypes - review

Understanding Diversity:

What Can I Do?

Understanding Diversity:

What Can I Do?

Instructor: tova stabin, tovastabin@gmail.com

The purpose of these guidelines is to honor the dignity, respect, diversity, and worth of everyone in the classroom

Treat everyone with respect. Assume the best.Learning is about BOTH sharing and active listening. Help this to happen by monitoring yourself so there is a balance of everyone having space to speak and the opportunity to listen.It's important to listen to people from "targeted" groups about their own oppression – they're the experts. This does NOT mean, however, that they represent everyone from their group. Raise comments and questions in ways that promote learning, rather than defensiveness.Keep the discussion and comments on topic. There are always wider areas to talk about, but to get the most from this material, it's important to stay focused. If important off topics ideas come up, jot them down and bring them up with colleagues and friends at a later date, or contact the trainer/instructor for something you think should be added to the discussion next time.It's okay to respectfully disagree and then move on. The purpose of the dialog and discussion is not to reach consensus, but to explore particular diversity materials.

Guidelines for Getting the Most Out of Trainings

What’s on the Agenda?I. Brief Intro ✔II. Getting the Most Out Of A Training ✔III. What’s on the Agenda.✔IV. What’s in a name?

V. Vision Test

VI. Exploring Stereotypes and Oppression

VII. Amen

VIII. Class Complexities

IX. Something Other Than Other

X. In the Office

XI. Challenging Isms

XII.Stereotype busters/Being an Ally

XIII.Final Thoughts

XIV. I’m going to write myself a letter

I. .

Vision Test

film and exercise

Stereotypes:Assigning behaviors, abilities, habits or expectations to persons or group of people on basis of their group membership regardless of who they are as individuals.  Stereotypes can sound negative OR positive – e.g., saying Jews or Asians are smart is not a compliment, it’s a stereotype that pre-judges them and does not let them be an individual.

Elements of Stereotypes :

1. An element of truth in them:People with dis/abilities are slow – lack of accessibility often

means things take longer to do.

2. Taken out of historical contextHistorically, one one of only professions Jews allowed to be

were money lenders, now stereotype of Jews as controlling money and banks

3. Person or group doing stereotyping usually denies that their group has that characteristic or re-labels the characteristic positively when referring to their own group.

Men assertive and take initiative, Women are pushy and aggressive

4. Stereotypes CAN have tendency to become self-fulfilling

People are excluded and thus form their own tight knit communities and then stereotyped that they keep to themselves and do not want to assimilate and are “clannish.”

The first thing you do is to forget that i'm Black. Second, you must never forget that i'm Black.

You should be able to dig Aretha, but don't play her every time i come over. And if you decide to play Beethoven--don't tell me his life story. They made us take music appreciation too.

-Pat Parker

We are multiple cultures and identities

"The sum total of these identity differences is not additive, but interactive."

Oppression Intentional vs. Unintentional Oppression

If an elephant stands on your foot, it still hurts whether it’s on purpose or not.

Intent vs. Impact

Overt and covert oppression Individual and Institutional oppression

How the Norm Stays in Power Norm is standard

Family Unit means heterosexual couple and children; black slang vs. English; “holiday season” equals Christmas season

 

Erasure, lies, devaluationPeople in power know little about oppressed – how much do people know about the history of particular Native American Tribes, Muslim celebrations, Deaf culture

 No knowledge leads to stereotypes

Latinos are lazy vs. reality of how hard Latino migrant workers have to work

 Divine right/inherent superiority/biological

It’s part of a person’s genetic make-up, “who” they areAll girls like to do quiet art projects; All boys need to run around

How the Norm Stays in Power

Blame the victim“You” would be more successful if you educated yourself, learned to speak English, didn’t flaunt your lifestyle

 

Threat of violenceHate graffiti on people’s homes – message is to keep quiet, assimilate, don’t let people know who you are

 

Limit access to privileges, but let a few tokens is, so hard to complain that you are being systematically oppressed You can succeed just like Oprah Winfrey did if you put your mind to it, made the right choices…

Something Other Than Other

film and exercisefilm and exercise

Class Complexities

Exercise

Amen

film and exercisefilm and exercise

In The Office

ExerciseExercise

Being an AllyChallenging Oppressive Moments

I. Accepting A Challenge.... What Should I Do?

Because NONE of us can know everything, understand every oppression, or be free of all prejudice-- we know it is likely that someday someone will call us on something we say. And it is good to be prepared.

Say someone tells you that you have just made an able-ist comment.... SHOULD YOU...

1) Do what is most common: argue or explain to the speaker that (in spite of the comment you just made) you are not ableist and they just must have misunderstood you.

1) Assume the deer in headlights stance, bow your head and vow never to show your face in public again.

OR

3) • Take a DEEP BREATH, (Ask a question ONLY to clarify NOT to argue.)

• LISTEN CAREFULLY (try to understand what it was that you said or did that they are trying to call your attention to) • THANK THEM (if you can do this genuinely -- remember it probably wasn't easy or comfortable for them to tell you that something you said or did was offensive.)

• Finally, and this may take some reflection first, do what you can to TAKE ACTION: apologize, help change a policy, better educate yourself or go away and think further about what was said.

II. Challenging......... How Do I Do It?

There are steps you can use when you hear, experience or witness something homophobic, racist, ableist, classist, fat phobic, anti-Semitic or otherwise oppressive.

Say you need to interrupt someone who is making a anti-Semitic comment... SHOULD YOU...

1) Stand up and yell, "Your are an ignorant idiot," and then proceed to send out a press release announcing you're severing your friendship with them.

1) Do what can be common for those of us who were taught to be polite above all else: delicately make a vague reference to them thinking more carefully about what they are saying (even though we know exactly what they said or did, why it was offensive and have ideas or knowledge about what they could do to begin to remedy the situation.)

OR

3) • Take a deep BREATH. It takes some courage and presence to be ready to challenge oppression because you know you will create discomfort, even if the person you are interrupting or others in the room may appreciate or benefit from it in the long run.

• NAME IT. Meaning tell them exactly what they just did and name the oppression they contributed to ("I don’t feel comfortable with what you said; I feel it was anti-Semitic..”)

• GIVE INFORMATION. Meaning, if you can, tell them why it was offensive/ oppressive. ("When you assume that every house of worship is a church, you invisibilize everyone who attends a synagogue or mosque or other house of worship.)

• GIVE A DIRECTION. Tell the person what they could do and/or learn about it. (“There’s a new beautiful synagogue in town. I have to drop something off there – what if you came with me on our lunch break and then you could see what a synagogue is like.”)

III. Staying Safe

If you are a person of color hearing racist comments or a queer person addressing homophobia or transphobia, or are from other targeted groups, there are times when it is truly not safe to interrupt someone who is being oppressive. Examples are:• A workplace where you know you will lose your job if your boss or co-workers knew you were queer• In a relationship where you are already a victim of violence• In a bar or isolated place where you may already feel physically unsafe.

If over and over we are forced to hear these sorts of comments or experience this sort of oppression without being able to respond or protect ourselves, it is important that we think about getting outside support. Sometimes an oppressive environment can be overwhelming and we need help insuring that we are not "internalizing" or actually believing the negative things that devalue us as humans or make us feel.

Seek supportive friends, family members, group support, or ask others for names of counselors experienced in dealing with racism, homophobia, domestic violence or the issues you face.

Whose Job Is It?At times, many of us who are by-standers or not members of the group being targeted by an oppression have trouble embracing the idea that it may actually be our job to speak up. We are hesitant to create a conflict or make others uncomfortable. However, we need to remember:

1)How hostile, oppressive or frightening it might feel to be a member of the targeted group hearing these words or being affected by this action

1)That there is virtually no way to avoid making someone uncomfortable if you really are going to identify and address and incident of racism, sexism, homophobia or oppression

2)That sometimes the only way we learn or change is by being pushed out of our comfort zones so that we stop to evaluate why we are uncomfortable or why someone we know or don't know considers our action so significant that they would take the effort to challenge it.

STEREOTYPE BUSTERS

Exercise

Accepting A Challenge:

•BREATHE •LISTEN •(THANK THEM) •TAKE ACTION •GO AND THINK ABOUT IT

Challenging – How Do I Do It?

•BREATHE •NAME IT (name the oppression the comment or action perpetuates) • GIVE INFORMATION (this may include how the comment is oppressive or how it makes you feel) •GIVE DIRECTION (what can the person do instead or what should they remedy or never do again)

Internalizing Oppression

For Targeted Group: Feel the need to figure out ways to pass Embarrassment and anger at others in group for acting too much like group (e.g.,

shouldn't be "out" if you're LGBT – just live your life) Excessive pressure to achieve and success Changing self to be more like norm (straightening hair; excessive dieting) Silence regarding your own oppression

For Non-Targeted Group: Feelings of guilt, anger, frustration, fear,

etc. about their experiences of others' oppression

Confusion about what to do about oppression of others

Final Thoughts

I’m Going To Write Myself A Letter