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Home , Online hate speech

Dealing with Online Anti-Semitism

Teaching Aid 9 1. Increasing Knowledge about Jews and Judaism 2. Overcoming Unconscious 3. Addressing Anti-Semitic and 4. Challenging Conspiracy Theories 5. Teaching about Anti-Semitism through Holocaust Education 6. Addressing Holocaust Denial, Distortion and Trivialization 7. Anti-Semitism and National Memory Discourse 8. Dealing with Anti-Semitic Incidents 9. Dealing with Online Anti-Semitism 10. Anti-Semitism and the Situation in the Middle East Dealing with Online Anti-Semitism

The has opened up on individuals and groups by often goes hand in a whole new world by provid- perpetuating the use of nega- hand with cyber-, and ing easy access to a vast amount tive stereotypes.1 the harm it causes should not of information. It also presents be underestimated. It is a type a new and essential challenge: Thus, while offering incredi- of abuse that may at first seek learning the skill set needed to ble advances, the Internet, and to isolate the victim by making accurately identify what is true social in particular, has them feel different, unwelcome and what is false. By providing simultaneously facilitated the and unworthy, but which can the means to share media and spread of hate to a mass audi- escalate to physical harm. connect with others online, it ence. Recent reporting on digital has given people a new language hate has shown anti-Semitism Hateful discourse and harm- with which to communicate. flourishing on the Internet.2 To ful stereotypes may be viewed counter this trend, teachers need as jokes by perpetrators, who As with all new forms of commu- to be aware of how hate speech often exploit simple and easi- nication, it is necessary to study can enter the classroom: ly recognizable categories rep- the positive and negative effects resenting “us” and “them.” The of online communication. And • Students may come across motives for such anonymous as in the physical world, Inter- anti-Semitic, Holocaust denial attacks can vary. It may be that net users require an inclusive or hate the perpetrator is venting their space where they feel safe and during research activities or inner frustrations and help- respected. Unfortunately, the while surfing the Internet; ing themselves feel better by ability to interact anonymously putting others down, provid- online makes it difficult to hold • Students may be exposed to ing a false sense of control and people accountable for their and absorb anti-Semitism on power. remarks. Hateful language can ; and/or be amplified and exponentially This teaching aid provides strat- reproduced through the sharing • Students can be vulnerable egies for dealing with online of content on social media. The to, perpetrate or be witness- hatred when it enters the class- spread of anonymous intolerant es to cyber-bullying, which room, with the aim of reducing discourse or “hate speech” can may also have an anti-Semit- its impact. have extremely harmful effects ic dimension.

1 While OSCE participating States have committed themselves to combat hate speech (OSCE Charter on Preventing and Combating , Document of the Tenth Meeting of the Ministerial Council, Porto, 7 December 2002, ), beyond speech that threatens and incites to , there is no consensus in the OSCE as to what forms of hate speech should be criminalized. 2 See, for example: “Digital Terrorism and Hate”, Shimon Wiesenthal Center, 2019, .

1 Cyber-bullying

Cyber-bullying is bullying that takes place over The most common places where cyber-bullying digital devices like mobile phones, computers occurs are: and tablets. Cyber-bullying can occur through • Social media, such as , , text messaging and apps, or online in social Snapchat and ; media, forums or games that allow Internet users • Text messages (SMS) sent through mobile to view, participate in or share content. Cyber- devices; bullying includes sending, posting or sharing • Instant messaging via , email provider services, negative, harmful, false or malicious content apps and social media messaging features; and about someone. It can include sharing personal • Email. or private information to cause embarrassment or humiliation. Cyber-bullying sometimes escalates Source: StopBullying.gov, . into unlawful or criminal behaviour.

Background

Anti-Semitic hate speech is an In 2017, the annual “Digital anti-Semitic posts often target age-old phenomenon that now Terrorism and Hate” report, high-profile individuals and thrives on social media plat- published by the Simon Wie- celebrities, students are likely forms and instant messaging senthal Centre, identified 24 to encounter anti-Semitism and apps, which can become breed- anti-Semitic games accessi- hate speech online. ing grounds of hatred. In this ble on the Internet, as well as way, hate speech and cyber-bul- anti-Semitism and hate speech A 2018 survey by the - lying encountered online can be across social networking plat- an Union’s Agency for Funda- transferred to the classroom. forms, blogs, messaging apps, mental Rights asked Europe- Monitoring work conducted by discussion forums, video chan- an Jews in various Member the Agency for nels and other online media.4 States about their experiences Fundamental Rights has found Anti-Semitism can sometimes and perceptions of anti-Sem- that expressions of anti-Sem- be expressed through symbols itism. Eighty-five per cent of itism in online forums are on on social media posts, Twitter respondents consider anti-Semi- the rise in the European Union.3 handles, blogs and threads. As tism to be a serious problem. Of

3 : Overview of data available in the European Union 2005-2015”, European Union Agency of Fundamental Rights (FRA), November 2016, p. 18, . 4 “Digital Terrorism and Hate”, Simon Wiesenthal Center, 2017, .

2 Hate speech:

Forms of expression that are motivated by, demonstrate or encourage hostility towards a group — or a person be- cause of their membership of that group — are commonly referred to as “hate speech”. the environments where they 28 per cent reported experienc- Source: Preventing and encountered anti-Semitism, 89 ing cyber-bullying during their Responding to Hate Crimes: per cent of respondents con- lifetime.7 A resource guide for NGOs sider online anti-Semitism the in the OSCE region (Warsaw: most problematic. Eighty per Online bullying and spreading OSCE/ODIHR, 2009), p. 17, cent of respondents who had intolerant discourse is increas- . ments in the past year had expe- schools, as students are contin- rienced this online.5 This was uously connected through their much more common among smartphones, including in class younger respondents. For exam- chatrooms. The of ple, 88 per cent of 16-to-29 year online profiles allows users to can cause, while also reflecting olds and 89 per cent of the 30-to- express their opinions without on its subjective : not 44 year olds surveyed had seen experiencing any consequences everyone finds the same state- or heard negative statements or meeting the recipient face-to- ment offensive; every student about Jews on the Internet. face. In the case of cyber-bully- is different, including in terms Younger respondents were also ing and online hatred, peo- of their sensitivity and sense more likely to have heard neg- ple with similar attitudes and of humour, and students may ative statements about Jews in mind-sets can come together to respond differently to the same non-online social situations or form an online mob that targets incident. However, this harm public places.6 an individual. The consequenc- should never be underestimat- es can severely impact the vic- ed. Even if it is difficult to iden- A 2016 Anti- League tim in real life and, when stu- tify exactly what is offensive factsheet collecting various dents are involved, affect the about a statement made online research data notes that, in the class atmosphere and culture. or offline, if it is having a nega- , 22 per cent of stu- tive effect then it should not be dents below 18 years old report- It is essential to understand the ignored. ed being bullied at school, while potential harm that hate speech

5 “Experiences and perceptions of antisemitism: second survey on and against Jews in the EU”, European Union Agency of Fundamental Rights (FRA), 2018, p. 11, . The general conclusions are based on responses from 16,395 self-identified Jewish people living in 12 EU member states. These states are home to over 96% of EU’s estimated Jewish population. 6 Ibid., p. 27. 7 ADL’s A World of Difference Institute, “Statistics on bullying”, 2016,

3 Strategies to Address Online Hate Speech in the Classroom

How can I report hateful content online? place at your school. Students should be equipped to identi- If you come across intolerant discourse so damaging that you feel fy intolerant discourse and to that it needs to be removed from the Internet, report it immediate- understand the safety proce- ly to the administrators or host. Social media companies dures in place, such as telling such as Facebook, Instagram, YouTube and Twitter follow a code a trusted adult. of conduct committing themselves to constant monitoring of re- ports and prompt removal of hateful content. For example, see It is also important to “reinforce Twitter’s reporting guidance, here:

8 Lee Hirsch and Cynthia Lowen, Bully: An Action Plan for Teachers, Parents, and Communities to Combat the Bullying Crisis (United Kingdom: Hachette, 2012).

4 Strategies to Address Online Hate Speech No Hate Speech Youth Campaign in the Classroom The No Hate Speech Movement is a youth campaign Read more about resources developed to prevent, led by the seeking to mobilize counter and produce alternative narratives to hate young people to combat hate speech and promote speech and the national campaigns, here: .

Anti-Semitism on the Internet and social media can • Discussing how information consumers can be be addressed in educational settings by developing manipulated by the emotional-moral content of media and information competencies in combination social media messaging; with, for example, intercultural competencies, by: • Guiding students to develop the skill sets needed to weigh evidence and discern which information • Raising awareness of the presence, threat and can be trusted on the basis of verifiable research dangers of online anti-Semitism and how this is or objective logic; transferred offline; • Empowering learners with the skills to become • Guiding students to understand that they have reflective creators and producers of information agency in the information, media and technological and media messages themselves, providing an landscape, and that they can influence change; opportunity for them to more actively reject anti- • Guiding students on how they can use the Internet Semitism and other forms of hate; for positive social actions, including joining groups • Assessing and evaluating students’ safe usage that advocate for tolerance and respect for Jewish of the Internet to understand and target skill and and other people or cultures; knowledge deficits; and • Examining a selection of cultural representations • Translating legal frameworks into simple language in different media and information sources, such that students can understand and discussing as representations of history, and analyzing the these, as well as redress and social media words and images that are used or omitted, and reporting mechanisms with students. the sociocultural context of media content; • Explaining possible responses to incidents of Source: Addressing Anti-Semitism Through Education: anti-Semitism online, available options for taking Guidelines for Policymakers (Warsaw: OSCE/ODIHR, action, and how to judge the most appropriate 2018), p.50, course of action, including disengagement;

5 What to remember when deal- ing with anti-Semitic hate speech and cyber-bullying: • Do not underestimate the harm it causes; and • If something feels wrong, it probably is wrong.

What to do if …? Regardless of whether or not Discussing an offensive post you know the perpetrator, you or comment found online can …a student is experiencing can report the offensive post(s) be educational, as it provides anti-Semitic on to the hosting social media com- an opportunity to evaluate social media? pany or online platform. Report- the sources – a crucial skill for ing is anonymous and if the post digital literacy. Ask students to If you notice or have reason to or comment is removed, the per- identify the anti-Semitic part of suspect that one of your stu- son will be notified that they cir- the post. Can they identify it? dents is the target of anti-Se- culated offensive content. Does it invalidate the rest of the mitic harassment online, ensure material? This can open a dis- that they feel heard and under- …a student comes across cussion the necessity of think- stood. Reach out to them to find anti-Semitic material during ing critically about the infor- out how they are coping and online research? mation we consume, especially offer comfort. Supporting the online, where fact-checking is victims of such harassment This issue should be addressed less institutionalized and false should be the number one pri- openly with the class. It is first stories can easily be fabricat- ority. necessary to create a safe space ed and spread. It can also be in which to discuss this diffi- helpful to refer to the ODIHR If your school has a cult issue. Any particular sen- teaching aid no. 4, “Challeng- regarding cyber-bullying, be sitivities should be taken into ing Conspiracy Theories”, when sure to follow the appropri- account, such as if there are discussing information found ate guidelines on referring the Jewish students in the class. online. incident. Schools can deal with Consider setting up some “rules cyber-bullying in the same way of engagement” to initiate the …you are made aware of an as they would a case of offline classroom discussion. For guid- anti-Semitic post on social bullying. If the harassment con- ance on how to set up such rules media made by a student or tinues or escalates, you may you may refer to ODIHR’s teach- colleague? consider contacting the parents ing aid no. 5, “Teaching about or guardians of the harasser or Anti-Semitism through Holo- Social media incidents can leak victim. caust Education.” into the classroom and upset

6 Source verification checklist • CHECK OTHER SUPPORTING SOURCES: Check out the links indicated as sources and try to verify As a potential research assignment, ask the class to their legitimacy as well. investigate the sources of information for an online • ASK AN EXPERT: Advice from a more knowledgea- post or story, and other opposing (factual) sources, ble person – such as a teacher, librarian or museum using the source verification checklist. representative – can help to clarify the information. • USE FACT-CHECKING WEBSITES: Encyclopaedi- • CHECK THE SOURCE: Where is the news post- as; Factcheck.org; the International Fact-Checking ed? What kind of website/Facebook page/Twitter Network (IFCN). /YouTube/Instagram account/etc. is it? Can you see who is posting it? Digital literacy is the ability to find and evaluate in- • CHECK THE AUTHOR: Any serious source must formation online and distinguish what is true and reveal its author. what is false. It combines critical thinking skills, such • READ BEYOND THE HEADLINE: Headlines are as source verification, with new knowledge about sometimes used as a “hook” to steer readers to- how the digital world works, such as using search wards a certain opinion or to “sell” the article or engines. Using the source verification checklist, stu- the piece of information they are trying to spread. dents can analyse verifiable sources of information on the Holocaust, for example.

the learning environment. In their awareness. You might also …you learn that anti-Semit- this situation, it is important to discuss why perpetuating ste- ic content is being shared follow school policy and alert reotypes is harmful to ensur- around the school? school management, if appli- ing a diverse, inclusive envi- cable. ronment where everyone feels Work with the school leader- safe. As a credible role model, ship, which is responsible for If the post comes from a student, a teacher is well-positioned to investigating incidents of this this may be an opportunity to discuss the negative impact of nature, bearing in mind that it engage in a classroom discus- an example of anti-Semitism may be a spoofing attack (where sion. This can be done without that has entered the classroom fraudulent or malicious com- directly referencing the post or is found online. munication is sent from an in question. For example, you unknown source disguised as can initiate a discussion in class If a fellow teacher shares an a source known to the receiver). about becoming aware of our anti-Semitic post that can be If it calls for violence, it is likely own biases. The student respon- seen by your students (i.e., to be a criminal act and should sible for the post might not be through a public account), you be reported to the police. aware that what they posted is can also alert the school author- anti-Semitic, and discussing ities and/or follow the appropri- Emails, for example, may be biases is a first step to raising ate policy. circulated to raise awareness

7 The triple filter test ter, the filter of Goodness. Is what you are about to tell me about my friend something good?” In ancient Greece, philosophers were reputed to hold knowledge in high esteem. One day an acquaintance “Umm, no, on the contrary…” met a great philosopher and said, “Do you know what I just heard about your friend?” “So,” the philosopher continued, “you want to tell me something bad about my friend, but you’re not cer- “Hold on a minute,” the philosopher replied. “Before tain it’s true. You may still pass the test though, be- you talk to me about my friend, it might be good idea cause there’s one filter left—the filter of Usefulness. to take a moment and filter what you’re going to say. Is what you want to tell me about my friend going to That’s why I call it the triple filter test. The first filter be useful to me?” is Truth. Have you made absolutely sure that what you are about to tell me is true?” “No, not really.”

“Well, no,” the man said, “actually I just heard about “Well,” concluded the philosopher, “if what you want it and…” to tell me is neither true, nor good, nor even useful, why tell it to me at all?” “All right,” said the philosopher. “So you don’t really know if it’s true or not. Now, let’s try the second fil-

about political or the situation in class so that the forward or share such content. issues, but can sometimes also students are better informed The “triple filter test” is a great exploit anti-Semitic stereo- and less vulnerable to biased and accessible way to decipher types which generate hostil- information or propaganda. the value of sharing a piece of ity towards Jews. If students information. are concerned about a particu- Discuss the problem of the lar human rights issue, or have spread of viral content with been exposed to such an email, the class and review some basic it may be worthwhile to explore criteria for deciding when to

8 Resources and Materials for Further Reading

To learn more about the nature of cyber-bullying For activities in the European Union aimed at mak- and how it can be countered, visit: ing the Internet a safer place for young people, see: www.StopBullying.gov. www.betterinternetforkids.eu/web/portal/ saferinternet4eu. For more information on how to identify and report online hate speech, visit: UNESCO have created a Teacher’s Guide on the Pre- www.facingfacts.eu. vention of Online Extremism (2016), which contains useful advice on countering hate speech and cul- Read the Council of Europe’s manual for combat- tivating a safe environment in the classroom, see: ing hate speech online through human rights edu- https://unesdoc.unesco.org/ark:/48223/pf0000 cation here: 244676. https://rm.coe.int/168065dac7. UNESCO’s guide Countering Online Hate Speech A brief history of anti-Semitism is provided on the (2015) suggests that educators build students’ Anti-Defamation League’s website, here: media and to respond to hate https://www.adl.org/sites/default/files/ speech by informing them and guiding them on documents/assets/pdf/education-outreach/Brief- how to analyse and positively respond to hate History-on-Anti-Semitism-A.pdf; and speech, see: https://www.adl.org/anti-semitism. http://unesdoc.unesco.org/images/0023/002332/ 233231e.pdf. Resources and information on tackling hate speech include: For a discussion of dealing with hate speech on the • Hate Speech Overheard: Internet, and ethics and digital journalism, see: www.tolerance.org/magazine/hate-speech- The Online Media Self- Guidebook, OSCE overheard; Office of the Representative on Freedom of the • NPR: Fighting Hate in Schools (focuses on Media, (Vienna: 2013), p. 50-73, schools in the United States) www.osce.org/fom/99560?download=true www.npr.org/sections/ed/2017/04/05/ 522718288/fighting-hate-in-schools; and • UNESCO’s publication on “Countering online hate speech” http://unesdoc.unesco.org/images/0023/ 002332/233231e.pdf.

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