Challenging Antisemitism: Lessons from Literacy Classrooms provides theoretical framing and historical context for understanding contemporary antisemitism and offers teachers curricular ideas and practical strategies to address antisemitism and amplify Jewish voices in secondary and post-secondary literacy classrooms.

Seventeen essays by scholars examining the links between anti-Semitism and attitudes toward Israel in the current political climate. How and why have anti-Zionism and antisemitism become so radical and widespread? This timely and important volume argues convincingly that today’s inflamed rhetoric exceeds the boundaries of legitimate criticism of the policies and actions of the state of Israel and conflates anti-Zionism with antisemitism. The contributors give the dynamics of this process full theoretical, political, legal, and educational treatment and demonstrate how these forces operate in formal and informal political spheres as well as domestic and transnational spaces. They offer significant historical and global perspectives of the problem, including how Holocaust memory and meaning have been reconfigured and how a singular and distinct project of delegitimization of the Jewish state and its people has solidified. This intensive but extraordinarily rich contribution to the study of antisemitism stands out for its comprehensive overview of an issue that is both historical and strikingly timely.

This is the first book to examine the relationship between European antisemitism and Islamophobia from the Crusades until the twenty-first century in the principal flashpoints of the two racisms. With case studies ranging from the Balkans to the UK, the contributors take the debate away from politicised polemics about whether or not Muslims are the new Jews. Much previous scholarship and public discussion has focused on comparing European ideas about Jews and Judaism in the past with contemporary attitudes towards Muslims and Islam. This volume rejects this approach. Instead, it interrogates how the dynamic relationship between antisemitism and Islamophobia has evolved over time and space. The result is the uncovering of a previously unknown story in which European ideas about Jews and Muslims were indeed connected, but were also ripped apart. Religion, empire, nation-building, and war, all played their part in the complex evolution of this relationship. As well as a study of prejudice, this book also opens up a new area of inquiry: how Muslims, Jews, and others have responded to these historically connected racisms. The volume brings together leading scholars in the emerging field of antisemitism-Islamophobia studies who work in a diverse range of disciplines: anthropology, history, sociology, critical theory, and literature. Together, they help us to understand a Europe in which Jews and Arabs were once called Semites, and today are widely thought to be on two different sides of the War on Terror.

Many scholars have endured the struggle against rising anti-Israel sentiments on college and university campuses worldwide. This volume of personal essays documents and analyzes the deleterious impact of the Boycott, Divestment, and Sanctions (BDS) movement on the most cherished Western institutions. These essays illustrate how anti-Israelism corrodes the academy and its treasured ideals of free speech, civility, respectful discourse, and open research. Nearly every chapter attests to the blurred distinction between anti-Israelism and antisemitism, as well as to hostile learning climates where many Jewish students, staff, and faculty feel increasingly unwelcome and unsafe. Anti-Zionism on Campus provides a testament to the specific ways anti-Israelism manifests on campuses and considers how this chilling and disturbing trend can be combatted.

Teachers see the impact of pupils’ mental wellbeing on the experience of school every day. But often there is not enough practical advice on what can be done to support pupils who might need help and especially for pupils from diverse backgrounds, who might face unique challenges. This important book is a practice-facing, evidence-based guide for teachers, support staff, education students, and schools, giving advice on the ways in which we can support the mental wellbeing of pupils from diverse backgrounds. Bringing together advice and strategies for supporting pupil mental health and wellbeing, this book makes accessible key knowledge about mental health and examines how this might vary in different pupil populations by exploring the unique challenges for disadvantaged and minority pupils. Offering valuable insights into the diverse nature of pupils’ mental health experiences, each chapter provides practical suggestions and approaches that teachers can use in the classroom, and schools can adopt into their pastoral care systems. Including real-life case studies and key takeaways, Mental Wellbeing in Schools will be valuable reading for teachers in primary and secondary schools as well as school leaders.

No socialist organization has ever had a more profound effect on black life than the Communist Party did in Harlem during the Depression. Mark Naison describes how the party won the early endorsement of such people as Adam Clayton Powell Jr. and how its support of racial equality and integration impressed black intellectuals, including Richard Wright, Langston Hughes, and Paul Robeson.This meticulously researched work, largely based on primary materials and interviews with leading black Communists from the 1930s, is the first to fully explore this provocative encounter between whites and blacks. It provides a detailed look at an exciting period of reform, as well as an intimate portrait of Harlem in the 1920s and 30s, at the high point of its influence and pride.Mark Naison is professor of African American studies and history at Fordham University. He is the author of White Boy: A Memoir and co-author of The Tenant Movement in New York City, 1940_1984.

The growing movement of post-evangelicalism highlights an opportunity to elevate and center the moral teachings of Jesus. So many of those who identify as Christian intuitively know that their old version of faith is no longer working, and they feel a theological vacuum. David P. Gushee has been a leader in recent years for those ready to move on to a more examined and robust faith. Now, in The Moral Teachings of Jesus, Gushee examines forty teachings of Jesus, drawn from all four New Testament Gospels, to clarify exactly what Jesus said about the moral life.

The growing threat of antisemitism, racism and Islamophobia within the European political landscape poses urgent and difficult questions. These questions concern both commonalities and connections between these forms of prejudice and persecution, and differences regarding their discursive functions and the image of the ‘other’ they project. In this volume we interrogate the specific forms antiracism and anti-antisemitism take in the public sphere, their representation in scholarly discourses, and the fact that they increasingly seem to be at home in separate, and sometimes antagonistic, political and academic camps. We also address the conceptual resources and research tools required to study the unity that lies behind these varied phenomena. This collection has a new introduction and brings together papers that arose out of discussions in the European Sociological Association Network on Racism and Antisemitism, published in European Societies. The chapters relate to current issues in the area of racism and anti-Semitism such as the notable impact of the Israel-Palestine conflict on antisemitism in Europe, the contested ‘antizionist’ humour of Dieudonné in France, relations between antisemitic and Islamophobic attitudes in Italy and Spain, the problem of antisemitic reactions to Islamophobia in Arab media, the historical relation of antisemitism to other kinds of racism in German literary discourse and how their study can be instructive for the investigation of antisemitism and Islamophobia today, the difficulties Marxists internationally have faced in addressing concerns about antisemitism, and current disconnections between racism and antisemitism in the human sciences. These papers raise fundamental issues of understanding the modern world. This book was originally published as a special issue of European Studies.

This book presents a multi-layered analysis of the situation in Central Europe after the collapse of the Austro-Hungarian Empire. The new geopolitics emerging from the Versailles order, and at the same time ongoing fights for borders, considerable war damage, social and economic problems and replacement of administrative staff as well as leaders, all contributed to the fact that unlike Western Europe, Central Europe faced challenges and dilemmas on an unprecedented scale. The editors of this book have invited authors from over a dozen academic institutions to answer the question of to what extent the solutions applied in the Habsburg Monarchy were still practiced in the newly created nation states, and to what extent these new political organisms went their own ways. It offers a closer look at Central Europe with its multiple problems typical of that region after 1918 (organizing the post-imperial space, a new political discourse and attempts to create new national memories, the role of national minorities, solving social problems, and verbal and physical violence expressed in public space). Particular chapters concern post-1918 Central Europe on the local, state and international levels, providing a comprehensive view of this sub-region between 1918 and 1923.