Expert insights, teaching strategies, and educational resources from our team
Education Professor Muhammad Khalifa conducts professional development in school districts across the United States, spreading what he calls “Culturally Responsive School Leadership.” He has decried “Christian privilege” in schools and accused Jewish teachers and academics of Jewish supremacy.
This month’s Northwest Teaching for Social Justice (NWTSJ) annual conference near Seattle will platform several presenters affiliated with Rethinking Schools, the national educational publisher and advocacy organization which applies a critical, “anti-racist” social justice framework to K-12 education and frames the Israeli-Palestinian conflict through the lenses of settler colonialism, apartheid, and anti-imperialism.
The United Nations publishes reports and studies as part of its duties. Many textbooks, educational resources, and teachers rely on UN resources to provide facts about current events to students. However, the UN is highly susceptible to influence by member states with problematic agendas. UN data should be scrutinized like any other source.
Reports and investigative analyses have documented systemic concerns regarding factual inaccuracies, framing, and bias against Israel and Jewish history on Wikipedia, a widely used research tool. Such concerns are particularly significant in K-12 schools, where students lack the background knowledge necessary to spot missing context and bias.
CAMERA — Education consultant Dr. Sawsan Jaber asserts that true social justice education must center the Palestinian cause. She casts Palestinians as the sole indigenous victims in the conflict and Israel as a colonial aggressor, misrepresenting documented events, minimizing violence against Jews and Israelis, and obscuring Jews’ ancient connection to the land of Israel. Read more about her in our report.
The Zinn Education Project (ZEP) bills itself as a grassroots, educational initiative promoting a more “inclusive” approach to history. However, scrutiny of its curriculum exposes a pattern of radical indoctrination targeting K-12 students. The Project distorts history and employs deceptive jargon to advance an anti-American, anti-white, and anti-Israel agenda.
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