The Discursive Exclusion of Jewishness and Antisemitism: A Critical Discourse Analysis of Teacher Education Syllabi

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Abstract

Social justice efforts in higher education often exclude Jewish identity and antisemitism. Using a theoretical framework drawing on HebCrit (Rubin, 2020), this study examines the discursive inclusion or exclusion of Jews in syllabi at a large, midwestern research institution. Using a Faircloughian three-tier critical discourse analysis approach, the authors examined 29 syllabi to understand how language referencing Jews and antisemitism functioned at the textual, discursive, and societal levels. Preliminary results revealed a lack of Jewish inclusion in the syllabi, an absence of the term antisemitism even amidst other forms of oppression, and an exclusion of Jewish authors. The scholarly significance of this work suggests that understanding and addressing antisemitism and Jewish experiences must become more integrated into teacher education.

Authors

• Emma Eckstein Nicosia, University of Minnesota

• Keitha-Gail Martin-Kerr, University of Minnesota