Illiberal Liberalism: A Case Study of Censorship of Palestine in American Education

• In Event: Contested citizenship and curriculum: Navigating diversity, nationalism, and censorship in global education policy

Proposal

Authoritarianism and fascism is on the rise internationally fueling new battles over what can and cannot be taught in schools (Miller-Idriss, 2020). In the United States, new laws and executive orders attempt to limit the teaching of “controversial” or “divisive” concepts regarding race, racial history, gender, and sex education (LoBue & Douglass, 2023; Pollock, 2023). Much of the mainstream public concern over book banning and censorship in K-12 education have focused on the anti-LGBTQ and anti-CRT advocacy led by an alliance of far-right groups that couch White Christian nationalism within a parents’ rights discourse. However, the impact of curricular battles and censorship efforts on whether and how to discuss the devastating and pressing issue of Palestine-Israel in schools has been more muted.
Educators, parents, and students have responded in a multitude of ways. Most visibly by counter-organizing in some districts to keep adopted ethnic studies curricula, defend teachers’ academic freedom to teach, or students’ right to protest and organize teach-ins. However, anecdotally, allegations or fears of allegations of antisemitism have led to the avoidance of the topic, self-censorship, censorship and the chilling of free speech (Knopf-Newman, 2011; Murphy, 2019). Because this curricular battle within K-12 schools is relatively new, there has been limited research on their impact on teaching and learning.

Building on social movements and law theories, this qualitative case study (Yin, 2018) examines how political and advocacy groups have mobilized against the teaching of Palestine-Israel history or controversy in schools and how this has impacted teaching and learning in one school district. Data sources include Office for Civil Rights complaints and responses, video recordings of relevant school board meetings and legislative hearings over the course of a year (October 2023 - September 2024), 16 in-depth semi-structured interviews of teachers, administrators, school board members, parents, and students. Through this research, we aim to shed light on the broader implications of these curricular battles. In a climate of rising political polarization, this study will provide critical insights into how political and ideological forces are shaping what is taught in classrooms and contribute to the ongoing conversation about the role of education in fostering a more inclusive, democratic, and globally aware citizenry.

Literature Review

Education in the United States has always been an arena where political and cultural antagonisms find expression and where policymakers attempt to assuage deeper economic and racial divisions (Guinier, 2004; Hochschild & Scovronick, 2004; Kantor & Lowe, 1995). While existing research demonstrates the benefits of teaching diverse perspectives and global interconnectedness and the detrimental impacts of curricular erasure of student realities and experiences (Aronson & Laughter, 2016; Lopez & Sleeter, 2023), censorship advocates warn that teaching controversial topics leads to shame and self-hate (Heritage Action, n.d.). Much of the existing research on harms of censorship focuses on curricular battles over America’s racial history and current reality, and gender and sexuality education and inclusion. In higher education, censorship related to Palestine/ Israel, or what has become known as the Palestine exception to free speech, has long existed (Farah, 2018; Palestine Legal, 2015; Qutami, 2024). Less is known about the censorship efforts of Palestine/ Israel in K-12 education but (Shatara, 2023).

Existing research on how the Palestine-Israel conflict has been taught in K-12 schools and any conflict therein, falls into several categories. There is an existing body of mostly historical research on the teaching of Zionism, or the movement to establish and maintain a Jewish state in what is now Israel and Palestine, in private American Jewish day schools and to a smaller extent, public schools or education more generally (Brumberg, 1990; Krasner, 2009; Moore, 1976). Another body of research, mostly conceptual in nature, explores the relationship between Anti-Zionism and antisemitism in social studies and ethnic studies education (Jaffee, 2024; Knopf-Newman, 2011). Finally, Shatara (2023) offers a case study of a Palestinian social studies teacher that provides insight into the political consciousness and political choices she faces teaching social studies in a predominantly affluent New York City public school.

At the time of the writing of this article, we were only aware of one empirical study that examined the explicit censorship of the Palestine-Israel conflict in K-12 schools (Murphy, 2019). The thesis analyzes a conflict that erupted in Newton, Massachusetts, over a unit on Israel and Palestine in a senior global politics elective. Our study builds on Murphy's work by expanding the investigation to a new geographic location and educational setting, offering a broader understanding of the dynamics at play in similar controversies nationwide.

Emerging Findings

The research suggests that there are similarities between Palestine censorship efforts in K-12 education and other efforts targeting the teaching of slavery, sex education, and social emotional learning. Organizations and individuals attempting to censor the teaching of Palestine were connected to a larger network of organizations beyond the local school district and mobilized civil rights law and enforcement mechanisms to allege anti-semitism. Educators, who were often themselves grieving the escalating death toll and suffering in Palestine, found themselves targeted legally and extralegally, for what they believed to be actions aligned with their professional responsibilities. Educators described the experience of being under investigation, harassed by drones, and put on administrative leave for sharing art or responding to student requests for lunch time spaces, class discussions, or student clubs to make sense of the global events unfolding. More than the immediate fear of losing their jobs, educators described feeling further isolated by the legal procedures that advised that they not speak to anyone about ongoing investigations. These impacts compounded the psychological and professional burden on educators from impacted communities. While the accusations were ultimately found to be unsubstantiated, the weaponization of the legal apparatus silenced and isolated educators, fueled distrust within tight-knit school communities, and limited the support that schools could provide to Palestinian, Middle East/ North African, and Muslim students. This case raises deep concerns about the weaponization of the legal apparatus and its implications for educators, education and democracy.

Authors

• Danfeng Soto-Vigil Koon, University of San Francisco

• Mai Zaru, Southern Methodist University