Addressing Anti-Semitic Stereotypes and Prejudice
Teaching Aid 3 1. Increasing Knowledge about Jews and Judaism 2. Overcoming Unconscious Biases 3. Addressing Anti-Semitic Stereotypes and Prejudice 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 Addressing Anti-Semitic Stereotypes and Prejudice
Striving for equity, inclusion Stereotypes of the Jewish peo- behaving prejudicially toward and opportunity for all is a uni- ple and their communities have Jewish classmates; and versal goal. By incorporating permeated European history for each individual’s unique talents thousands of years. They con- • Anti-Semitic stereotypes may and identities, society is better tribute to a negative image of be reflected in the literature, able to ensure a prosperous Jewry that has the potential to religious texts, art or histor- future. However, with diversi- foster prejudiced attitudes and ic sources being used in the ty often comes a series of gener- behaviours towards Jewish peo- school. alizations and stereotypes that ple in the community. can be hurtful. A stereotype The purpose of this teaching aid is an oversimplified image of Stereotypes against Jews can is to provide an overview of the a certain group of people. People enter the classroom in differ- role and function of stereotypes, often laugh about or dismiss ste- ent ways that include, but are a summary and “debunking” of reotypes. However, stereotypes not limited to, the following: the most common stereotypes encourage prejudice and pose and myths against Jews, and a danger to the classroom envi- • Students might repeat an concrete suggestions as to how ronment.1 They can lead to neg- anti-Semitic stereotype or teachers might address them in ative repercussions and facili- prejudiced view they have their classrooms. tate hate. heard and then act upon it by
1 Addressing Anti-Semitism through Education: Guidelines for Policymakers (Warsaw: OSCE/ODIHR, 2018), p. 41,
1 Bias refers to an “inclination Background or prejudice for or against one person or group, especially in a way considered to be unfair.”
Discrimination is the “unjust or prejudicial treatment of dif- ferent categories of people.”
Source: Concise Oxford Eng- lish Dictionary, ninth edition
Stereotype refers to an “over- simplified image of a certain Stereotyping, bias and preju- greater political and economic group of people.” dice are natural human phe- independence. nomena. People may choose Prejudice is a “feeling about to believe stereotypes to help For thousands of years, anti-Jew- a group of people or an individ- simplify the complexity of the ish images, notions and myths ual within a group that is based world around them. Unfortu- have led to stereotypes, spur- on a stereotype.” nately, many stereotypes about ring hatred and the persecution particular social groups can be of the Jewish people. They contin- Source: Addressing Anti-Semi- found in the culture and commu- ue to emerge around the world, in tism Through Education: Guide- nity at large. Prejudices preva- both overt and concealed ways, lines for Policymakers (War- lent in a community can uncon- despite being officially rejected saw: OSCE/ODIHR, 2018), sciously guide our behaviour by international, regional and p. 41,
2 For example, Jews are criticized both as rootless cosmopolitans and as narrow-minded communitarians, or portrayed as both all-powerful and subhuman. 3 Péter Krekó et al., “Migrant Invasion’ as a Trojan Horseshoe”, in Péter Krekó et al. (eds.), Trust within Europe (Budapest: Political Capital, 2015), pp. 63-72,
2 Researchers from Germany and the United States investigated how contemplating another’s psychological experiences makes people less likely to display automatic expressions of bias. After considering the perspective of an elderly person, test subjects were less likely to apply elderly stereotypes like dependency or infirmity. Prejudice towards black people decreased when partici- pants were instructed to imagine the victims’ feelings while watch- ing incidents of racial discrimination.
Source: A. R. Todd et al., “Perspective Taking Combats Automatic Expressions of Racial Bias”, Journal of Personality and Social Psy- chology, Vol. 100, June 2011, pp. 1027-1042.
false allegations have frequent- claims that Jews collectively or In order to respond effectively ly been followed by anti-Semit- as individuals lacked loyalty to stereotypes and misconcep- ic riots and mass murders. Ech- to their homelands. In modern tions, it is necessary to be able oes of this blood libel can still be times, the trope of the commu- to identify their various forms heard in discourse today. nist Jew re-surfaces in discus- and understand how these false- sions about national identity or hoods developed over time. Communists the history of World War II as Below are some of the most claims that local crimes against persistent myths, tropes and The involvement of some Jews Jews before, during and after memes about Jews, and are in communist and social dem- the Holocaust were the result intended to be illustrative rath- ocratic movements in Europe of anti-Communist fervour. er than exhaustive.4 has often become the basis for claims of Judeo-Bolshevism or Deicide Myth Blood Libel Judeo-Communism. This myth was widespread across Europe Since the early years of the Chris- Since ancient times, Jews have in the first half of the 20th cen- tian church, some Christians been falsely accused of killing tury, and Nazi propaganda have condemned Jews for the non-Jews for ritual purposes actively promoted it within both death of Jesus Christ and have and purported to be in league Germany and the territories it held Jews collectively responsi- with the devil. In medieval occupied during World War II. ble for this action.5 The deicidal Europe, beginning in the 12th The internationalism of early myth has reinforced the associ- century, this was often accom- Communism, combined with ation of all Jews with traits that panied by accusations that Jews the fact that some Jewish resist- are imagined to accompany the used their victims’ blood to bake ance fighters joined Soviet par- killing of a messiah, e.g., super- matzah for the Jewish holiday tisan units or national Commu- natural powers, intransigence of Passover. Historically, these nist parties, often supplemented and conspiratorial treachery.
4 The preceding paragraphs and the examples of myths and stereotypes are taken from Addressing Anti-Semitism through Educa- tion, op. cit. pp. 80-83. 5 The “Declaration on the Relation of the Church with Non-Christian Religions of the Second Ecumenical Council of the Vatican (‘Nos- tra aetate’)” repudiated this myth in 1965.
3 Dual or Lack of National Loyalty the Protocols of the Elders of in which Jews are occasional- Zion.6 In the 20th and 21st centu- ly portrayed as moneychang- Jews are often subject to claims ries, individuals of presumed ers engaged in unholy prac- that they conspire to shape or actual Jewish ancestry, who tice at the Temple in Jerusalem. public policy for Jewish inter- may have personal influence as This continued into the medi- ests, or that their patriotism is a result of the position they hold eval period, when Christians less than that of other citizens. within a particular media outlet, were forbidden from lend- This occasionally manifests as have been conflated with claims ing money at interest, leaving claims that Jews, collectively of general “Jewish control” over the field open to others. Since or as individuals, are not loyal the entire media industry. Some Jews were severely restricted to their home countries. To be groups refer instead to “Zionist from entering most trades and accepted as national compatri- control” of the media. The idea from owning agricultural land, ots, Jews are sometimes asked to asserts that these individuals act some began to lend money. Since disavow their connection with together over time in a conspira- then, Jews have been depicted Israel, despite the fact that Isra- torial manner to make decisions, as wealthy, powerful and men- el often forms a central part of but ignores the fact that many acing. In some countries, Jew- Jewish identity. This myth can other individuals, who may be ish women have been stereo- also appear in claims that Jews similar in some way, are also typed as dressing ostentatiously do not participate proportion- employed in the media indus- to demonstrate wealth. Today, it ally in military service or oth- try, and that its variety, vast- is found in references to “Roth- er public spheres of life in dem- ness and constant development schild money”, or the identifi- ocratic states. make it impossible for it to be cation of a Jewish conspiracy controlled in such a way. with international banking and Media criminality. Money and Criminality Allegations of Jewish control over the media have been pres- Claims of Jewish control of and ent since at least the early 19th fascination with finances are century and were repeated in as old as the New Testament,
6 The Protocols of the Elders of Zion is a forged anti-Semitic text which purports to describe a Jewish plan for global domination. It was first published in Russia in 1903 and exposed as clumsy plagiarism in 1921. It has been translated into multiple languages and disseminated internationally since the early part of the 20th century.
4 Strategies for Identifying and Debunking Anti-Semitic Stereotypes in the Classroom
Teachers should hold discus- of stereotypes and related pat- Once students have reflected sions about general patterns of terns to guide students to under- on how these concepts relate to stereotyping as an entry point standing the negative impact group identity, teachers can use for raising awareness about of stereotyping and the (often a human rights based approach to specific stereotypes, includ- attractive) simplified approach combat intolerance and discrimi- ing anti-Semitism. This may to complex issues that it encour- nation against Jews because they involve using examples of types ages and enables. are Jews, drawing parallels with the experiences of other groups.
Three questions to debunk a narrative
Who is behind the information? within the information. If there is ev- potential evidence available from Ask the learners who they think idence, is it credible? Is there a way these other sources? is behind the information. Is the to verify the possible evidence? source identified? Is it anony- source: Adapted from Stanford mous? Is it a primary source? What do other sources say? History Education Group, Civic Ask learners if they have heard Online Reasoning,
5 Examples of exercises that educators can use to challenge and prevent anti-Semitic stereotypes7
Type of Example exercise
Use Share personal narratives that highlight: personal • Diversity within the Jewish world to demonstrate that Jews, like people of other narratives traditions, have a wide range of religious beliefs and practices, or none at all; • Commonalities between Jews and others, such as cultural, socio-economic, geographical, linguistic and other characteristics; and • Jewish individuals and other people of diverse religious or cultural communities who have had positive impacts on local, national and/or international contexts.
Integrate • Teach the history of the Jews at school as part of local, national or international into history history;8 lessons • Individualize the history and tell personal stories of Jewish individuals (ordinary people and well-known figures who have contributed to science, the arts, philoso- phy, etc.); • Consider how various stereotypes accepted in societies have and do impact the rights enjoyed by men, women and members of certain communities or groups, in- cluding Jews, at different times in history as well as today; and/or • Include lessons about anti-Semitism from before the Holocaust through to the pres- ent (this does not replace essential lessons about the Holocaust).
Focus on • Students can create their own self-portraits (in writing, painting, poems, etc.) to re- students’ flect on their own diverse identities; diverse • Have the students present their self-portraits and ask them to identify the diversity identities in their class (e.g., race, colour, language, nationality, national or ethnic origin, reli- gion, culture, sex, sexual orientation, hobbies, interests, ideals and idiosyncrasies); • Guide students to identify certain aspects of their self-portraits that may reveal or generate a stereotype. To do this, ask students to focus on who they are and what factors influence the formation of their identity (including their own internal choices and external pressures); and/or • Explore the relationship between a student’s self-perception of particular traits and others’ perceptions of them to demonstrate how social narratives are constructed.
7 These examples have been taken from Addressing Anti-Semitism Through Education: Guidelines for Policymakers (Warsaw: OSCE/ ODIHR, 2018), p. 41,
6 What to do if …? about how easy it is to draw erro- raised in the classroom, respond neous conclusions from a few by explaining that you suspect …someone expresses a stere- examples. It can also be helpful this to be a stereotype, and that otype, for example: “All Jews to recognize that personal expe- you will come back to it at a lat- love money – that’s why they’re rience is limited and to note that er time with more information. rich and run the banks”? researchers usually look at thou- sands or hundreds of thousands Is there tension in the room In a non-threatening way, try of examples before drawing con- after the stereotype was spo- to find the roots of the general- clusions. ken aloud? If there is, it can be ization. Are they stereotyping helpful to remind students that because they only have limited Many stereotypes against Jews we can all make generalizations experience with Jewish people? have complex historical roots based on preconceived notions, Do their ideas come from fami- – such as the ones mentioned even if we ought not to. This ly, friends, movies, television or above – and it is worth explor- allows everyone to relax and books? Help them think about ing their origins. If you are not be open to a more constructive the sources of this misinforma- equipped with knowledge to exploration of the problematic tion. This is a good time to talk address the stereotype when it is statement in follow-up work.
Activity it feel true to life? What if these encing when discussing various statements were negative gen- stereotypes. Anger can correlate Write down on the board some eralizations? Would that feel dif- to feelings of attack, while fear can generalizations, leaving the sub- ferent? Introduce or remind the be reflected in wanting to escape ject blank. For example: “All ___ class what a stereotype is. Con- or get away. Stereotypes often like spaghetti” or “All ___ drink nect this activity to the stereotype connect with how power or secu- tea”. Ask the class to contribute against Jews that was expressed rity are experienced. Sometimes ideas and to fill the blank with dif- earlier in the class and lead a dis- approaching these ideas from an ferent groups. What do they no- cussion with the class about the emotional point of view can help tice? What happens when one’s dangers of stereotyping. to clarify the underlying concepts own in-group (e.g., “students”) is Help students gain an awareness that are being voiced in a student’s placed in the blank space: Does of the emotions they are experi- choice of stereotypical imagery.
7 Counter-stereotyping is a technique whereby alternative images of which is to portray Jews as are provided, expanding our notions of the characteristics of par- threatening, despicable, evil or ticular groups of people. Regarding physical characteristics of socially distant. Jews, ask students to prepare a list of photos of ten well-known Jewish people from history or today, representing a wide variety Ask students questions that of social sectors (e.g., science, sport, politics, arts, business and challenge their assumptions philanthropy) and countries around the world. and encourage the development Did you know that people of colour account for about one-fifth of of their critical thinking skills. Jews in the world today? Questions can include: Where For a rap video about Jewish diversity, see Y-Love’s does this idea come from? Is it “This is Unity”:
9 Sara Lipton, ”The Invention of the Jewish Nose”, The New York Review of Books, 14 November 2014,
8 anti-Semitic views. As a result, For an example of how to teach about a piece of literature those views may be introduced that employs stereotypes, see the Anti-Defamation League’s to students while studying his- guidance on Shakespeare’s “The Merchant of Venice”:
Stereotypes in sources: Analysis checklist
• When was the source written historical period with uncom- trayed? What is the origin of and by whom? What was the fortable elements from socie- these stereotypes? Why might social context and the author’s ty’s past? stereotypes have been em- perspective at the time? • Was there any political or so- ployed in this source? Could the • What is the source writing cial agenda behind the source’s author have done it differently? about? Is it a piece of literature writing? Could that have influ- • Why is this source still worth us- about a particular place and enced the way it was written? ing today? What can we learn time? Is it about an important • What stereotypes are por- from it?
10 Anti-Semitism in the works of these influential figures in Western thought is well documented. For example, see: Arthur Hertzberg, The French Enlightenment and the Jews (New York: Columbia University Press, 1968); Anthony Julius, T.S. Eliot, Anti-Semitism and Literary Form (Cambridge: Cambridge University Press, 1995); “Martin Luther”, Florida Holocaust Museum,
9 Activity
Try out “self-linking”: • During a historical lesson or commemoration, when conceiving the notion of “we” (“in our town/coun- try”, etc.), include Jewish and other minority communities as a normal part of the group; • In a gathering, try to include Jews and members of other minority groups in the occasion and in the imag- es used to promote the event; and • When you think of yourself as a parent, teacher, woman or man, religious or non-religious person, see yourself as sharing that attribute with members of other communities.
Because people typically think of themselves positively, and readily link in-group members to the self, in-group members become imbued with positivity. Research has shown that a strategy called “self-link- ing” can reduce the likelihood of activating such automatic biases. Self-linking asks us to redefine “we” so that typically out-group members become part of our in-group. It has been shown that when an inter- racial group of people work co-operatively under a shared identity, they are less inclined to apply stere- otypes towards others’ racial group.
Sources: Anna Woodcock, and Margo J. Monteith, “Forging links with the self to combat implicit bias”, Group Processes and Intergroup Relations, Vol. 16, Issue 4, 8 November 2012, p. 445-461; Gaertner, S.L, and Do- vidio, J.F. (2000). Aversive Racism and Selection Decisions. Psychological Science 2(4), p. 315-319.
identifying writers, politicians, disabilities, people of colour and also identify their own personal popular heroes and local or others. It is an opportunity for biases, which they may not have national stories that depict Jew- students to practice their criti- realized they and their socie- ish people and communities in cal thinking, identify their own ty had and that may have had a positive light, and to introduce values and become more confi- a negative impact on Jewish or their work to the class. dent in rejecting certain ideas other people around them, such while considering others. as peers in their class. Shared Identifying and challenging responsibility among students stereotypes of Jews in sources Teachers can encourage stu- creates an atmosphere of sup- or teaching materials offers an dents to accept their shared port within classrooms and important learning opportuni- responsibility in identifying encourages teamwork, nota- ty about historical context and and deconstructing stereotypes. bly between students who may how to relate to controversial Through the process of identify- have previously held prejudice texts and materials. These texts ing, researching and diffusing towards one another. can also contain stereotypes a harmful stereotype from their about women, persons with learning space, students may
10 Resources and Materials for Further Reading
Key publications: For more information on anti-Semitic myths and facts, see: Addressing Anti-Semitism through Education: Guidelines for policymakers (Warsaw: OSCE/ Anti-Defamation League, “CAS Myths and Facts”, ODIHR, 2018), https://www.adl.org/sites/default/files/documents/ www.conspiracywatch.info. assets/pdf/education-outreach/CAS-Myths-and- • For information and activities to encourage Facts.pdf self-reflection among educators and students, see page 32; Anti-Defamation League, Using Facts to Respond • For examples of exercises to challenge and pre- to Anti-Semitism, 2006 vent anti-Semitic stereotypes, see pages 41 and 42; https://www.adl.org/media/5137/download • For information on educating children about stereotypical images, see page 43; and European Network Against Racism, “Debunking • For information to help recognize anti-Semitic Myths about Jews”, October 2015 stereotypes, see Annex 2 (“Examples of Anti-Se- www.enar-eu.org/IMG/pdf/debunkingmyths_lr.pdf mitic Tropes or Memes”) and Annex 3 (“Exam- ples of Anti-Semitic Symbols”). For more on implicit bias, see:
A Teacher’s Guide on the Prevention of Violent Implicit Bias Project (including tests to meas- Extremism (Paris: UNESCO, 2016), ure individuals’ implicit bias towards different https://unesdoc.unesco.org/ark:/48223/ groups), see: pf0000244676. www.implicit.harvard.edu/implicit www.projectimplicit.net/index.html
11 For teaching ideas about stereotypes, see:
Teaching Tolerance, “Teaching About Stereo- types” www.tolerance.org/magazine/teaching-about- stereotypes-20 and “Learning Plans” www.tolerance.org/classroom-resources/ learning-plans?keyword=stereotypes
Anti-Defamation League, “Lemons – An Activity on Generalization and Stereotypes for Elementa- ry School Children”, www.adl.org/assets/pdf/education-outreach/ Lemons-from-Empowering-Children.pdf
Discovery Education, “Understanding Stereo- types” www.discoveryeducation.com/teachers/free- lesson-plans/understanding-stereotypes.cfm
Education World, “’Bursting’ Stereotypes”, www.educationworld.com/a_lesson/03/lp294- 01.shtml
12