Amid solemn reflection on the 30th anniversary of the AIMA bombing— July 18, 1994, the deadliest terrorist attack in Argentine history—diplomats, leaders from the United States Congress, and Jewish communities gathered to honor the victims and reinforce their commitment to combatting anti-Semitism. 

From Buenos Aires, U.S. Special Envoy to Monitor and Combat Anti-Semitism Deborah Lipstadt marked the occasion by announcing “Global Guidelines for Countering Antisemitism.” Thirty countries on three continents, the European Commission, the Council of Europe, the Organization of American States, and the Organization for Security and Cooperation in Europe provided their signatures to the document. 

Central to these guidelines is their emphatic endorsement of the International Holocaust Remembrance Alliance (IHRA) Working Definition of Antisemitism:

UNDERSTAND and DEFINE – In order to combat antisemitism, governments need tools to understand its various manifestations. The legally non-binding “International Holocaust Remembrance Alliance (IHRA) Working Definition of Antisemitism” is an important internationally recognized instrument used by over 40 U.N. member states since its adoption in 2016. In addition, hundreds of sub-national public authorities, universities, sports bodies, NGOs, and corporations rely on it.

The U.S. and the 29 other signatories have clearly expressed strong support for the IHRA Definition by signing the guidelines, which is an essential tool for defining and addressing contemporary anti-Semitism.  

However, efforts to legislatively codify the IHRA Definition in the U.S. have encountered challenges. The “Anti-Semitism Awareness Act,” which would legally adopt the IHRA Definition, faces opposition in the Senate. While a majority of senators appear to support the legislation, Majority Leader Chuck Schumer has been unwilling to bring to a roll call vote. 

While some critics claim that the Anti-Semitism Awareness Act would limit free speech, Kenneth L. Marcus, Chairman of the Louis D. Brandeis Center for Human Rights Under Law, dismissed these claims.

Marcus argued that “Jewish college students are being repeatedly and seriously silenced through intimidation tactics and efforts to exclude anyone for whom Zionism is a part of their identity. If anything, the Antisemitism Awareness Act is a powerful pro-free speech tool.”

Mainstream Jewish organizations, including the Jewish Federations of North America, hope that the Senate will consider passing the bill. 

So far, 35 U.S. states have embraced the IHRA Definition

“The Louis D. Brandeis Center FAQs About Defining Anti-Semitism” fact sheet offers insight on the importance of defining anti-Semitism, discusses the IHRA Definition, and provides guidance on what further steps are needed to utilize the IHRA Definition.  

The IHRA Definition provides a clear and widely accepted Definition of anti-Semitism, which can help institutions and organizations more effectively identify and combat anti-Semitic behavior. This is especially important for recognizing the many forms anti-Semitism can take. Adopting the IHRA Definition sends a message that institutions and organizations take the issue of anti-Semitism seriously and stand in solidarity with the Jewish community. 

“I am…confident that these guidelines will broaden and deepen international diplomacy and policy discourse about how best to counter anti-Semitism,” asserted Lipstadt. 

Authored by: Nicole Hirschkorn

Article published by Jewish Insider on 11/14/23; Story by Gabby Deutch

Top officials from the Department of Education met virtually with Jewish community leaders on Monday to discuss the agency’s actions to combat rising antisemitism on American college campuses. But several of the attendees left the meeting concerned that the department is not responding with the urgency they feel the antisemitism crisis deserves.

“​​We’ve repeatedly communicated that this crisis is unlike anything we’ve seen before, so it requires a response that is unlike what we’ve seen before, in terms of resources, guidance and — if necessary — direct pressure on schools to ensure their students are safe,” said Amy Spitalnick, CEO of the Jewish Council for Public Affairs. “It is entirely possible to both protect speech and address increasingly overt antisemitism.”

Monday’s meeting came two weeks after Education Secretary Miguel Cardona, Second Gentleman Doug Emhoff and Deborah Lipstadt, the U.S. special envoy to monitor and combat antisemitism, met with a small group of Jewish leaders and pledged to make a plan within two weeks to address the wave of antisemitism on campuses.

“They did not give us a plan to deal with an unprecedented surge in antisemitic activity,” said Ken Marcus, chairman of the Louis D. Brandeis Center for Human Rights Under Law. Instead, Marcus said, the Education Department leaders on the call — Deputy Secretary Cynthia Marten and Assistant Secretary for Civil Rights Catherine Lhamon — touted steps already taken by the Biden administration and expressed concern about the problem without offering many new approaches. 

“It’s notable when two such high officials of the Education Department are present,” Marcus continued. “But beyond that, I would say that the meeting was most notable for the absence of a significant plan for addressing this extraordinary problem.” 

Cardona kicked off Monday’s meeting with a brief message of support for Jewish students who have faced threats or harassment on campus.

“There were a lot of broad comments about how fighting antisemitism on campuses is a priority for the department, and they’re really committed,” said a lobbyist at a Jewish advocacy organization who attended the meeting.

Late last month, the White House spoke out against an “extremely disturbing pattern of antisemitic messages being conveyed on college campuses,” according to Andrew Bates, the White House deputy press secretary. “Delegitimizing the State of Israel while praising the Hamas terrorist murderers who burned innocent people alive, or targeting Jewish students, is the definition of unacceptable, and the definition of antisemitism.”

The comments were followed by a series of actions meant to combat antisemitism at American universities, which have seen Jewish students assaulted and threatened in recent weeks. The Education Department updated the complaint form for students reporting civil rights violations to now make it easier to identify anti-Jewish hate, and Lhamon wrote a “Dear Colleague” letter to American universities urging them to respond to rising antisemitism and Islamophobia.

But some Jewish advocates worry these actions are not enough.

“I think the set of tools and the mode of thinking that they have is not matched to the moment of crisis, and they need to shift,” said the lobbyist who asked for anonymity to speak candidly about a closed-door meeting. For instance, senior Education Department officials had pledged to make visits to universities to discuss antisemitism, according to guidance in the U.S. National Strategy to Counter Antisemitism that was released in May. Last week, Cardona and Emhoff visited Cornell, where an undergraduate was arrested last month for making violent threats against Jewish students. Earlier this month, Cardona and Neera Tanden, the White House’s domestic policy advisor, met with Jewish students at Towson University.

“We said, ‘Hey, you should be making some high-profile site visits for universities that are doing a terrible job,’” the lobbyist said, pointing to the Massachusetts Institute of Technology, where Jewish students reported being shut out of classes last week by pro-Palestine protesters. “Those university administrations need to be made to feel uncomfortable themselves.”

An Education Department spokesperson declined to comment when asked about the Monday meeting.

The Education Department officials pointed to a number of complaints recently filed with the department’s Office of Civil Rights alleging antisemitic discrimination at American universities under Title VI of the Civil Rights Act of 1964. But according to attendees on the call, the officials did not say whether the department will be able to expedite these complaints, which sometimes take years to resolve.

Lhamon “shared her strong commitment to using Title VI to hold university administrations accountable for responding swiftly and effectively to harassment of Jewish students creating a hostile environment,” said Adam Lehman, CEO of Hillel International. But “there was general agreement that the department and others will need to invest toward additional interventions that can even more quickly guide universities toward changes in policy and practice.”

Other organizations represented on the call included the Conference of Presidents of Major American Jewish Organizations, Jewish Federations of North America, the Anti-Defamation League, the American Jewish Committee, Bend the Arc and T’ruah.

unnamed (3) copyThe Canadian Institute for the Study of anti-Semitism has announced the issue contents of its new journal, AntisemitismStudies, published by Indiana University Press. Antisemitism Studies, as discussed in a prior entry, provides the leading forum for scholarship on the millennial phenomenon of anti-Semitism, both its past and present manifestations. Catherine Chatterly, founding director of CISA and editor-in-chief of this upcoming periodical, is a member of LDB’s Academic Advisory Board.  Each issue of the periodical is composed of a brief introduction by the editor, a selection of scholarly articles, and several reviews of significant new books published on the subject. The periodical features an article by Alvin Rosenfeld, a member of LDB’s Academic Advisory Board, titled “The Longest Hatred Renewed: A Tribute to Robert Wistrich.” (more…)

Oxford Union Society

Recently, an assignment, designed by teachers and approved by an administrator, at Southern California’s Rialto School District sought to improve critical thinking skills of 2000 eighth graders by having them debate whether the Holocaust really happened or instead was “a plot” to falsify history. Now, Charles C. W. Cooke has made a case in the “National Review” that pressure to change the assignment was a symptom of narrow-minded political correctness, and that an opportunity has been missed to allow young teens to develop the argumentative skills of Oxford University debaters.

Summing up Holocaust victims’ worst fears, Terence des Pres quoted an inmate of Dachau: “The SS guards took pleasure in telling us that we had no chance in coming out alive, a point they emphasized with particular relish by insisting that after the war the rest of the world would not believe what happened; there would be rumors, speculations, but no clear evidence, and people would conclude that evil on such a scale was just not possible.”

Those Nazis were proven wrong. Their destruction of Europe’s Jews was and is the most documented crime in human history. Historians every day add to what we know about the Holocaust by working to uncover previously unknown facts. They debate the mechanics of the Holocaust—but not whether it happened any more than historians debate whether Nazi Germany Blitzkrieged Poland on September 1, 1939.

If a “debate” whether the Holocaust happened was needed, it came a decade ago when self-styled historian Clifford Irving sued for libel in a London Court scholar Deborah Lipstadt for calling him a Holocaust Denier. During a protracted, expensive trial Lipstadt chose to rely on the testimony of historical experts—not Holocaust Survivors. Her lead witness, historian Richard Evans, systematically exposed Irving’s claims that there were no gas ovens at Auschwitz as premeditated lies and purposeful falsifications of the documented historical evidence. The Judge censured Irving in the harshest terms, and “the debate” over the Holocaust had been won.

By all means, eighth graders should be taught about the Holocaust in the context of World War II. In our Internet-dominated world, it is indeed necessary to promote critical thinking. Soon enough (if not already) eighth graders will be exposed to the ugly fact that even governments like Iran’s deny the Holocaust ever happened, while other bigots use websites to argue that black people exploited on Southern plantations were “contented slaves.” We must teach young people how to study history and learn the truth without making the classroom in a platform for legitimating pseudo-history and teaching hate. Jews aren’t promoting their “special version” of the Holocaust. It is teachers throughout Western Europe who are being pressured not to teach about the Holocaust, supposedly not to offend Muslim students. (more…)