Forget Hitler — Israel’s Prime Minister claims the Holocaust was a Palestinian invention!

By Damon Krane
Blog Post
October 23, 2015

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Ever since the end of World War II, top US politicians and pundits have been quick to declare each new enemy head of state “the next Hitler.” Saddam Hussein, Slobodan Milosevic, Manuel Noriega, Hugo Chavez, and Mahmoud Ahmadinejad have all received this treatment. And while Glenn Beck is hardly the only American conservative to suffer from what Lewis Black hilariously called “Nazi Tourettes,” some of the laughable Hitler comparisons of recent decades have come from Democrats, including Bill Clinton and his Secretary of State Madeliene Albright. As Justin Logan remarked in a surprisingly good 2007 essay for the Cato Institute, “If you live in the United States and want to start a war, the first step is to compare the foreign leader to Adolf Hitler… Hitler seems to be the only historical analogy that Americans understand.”

But leave it to Benjamin Netanyahu, head of the U.S. client state Israel, to up the ante on historical revisionism (and lower the bar for political discourse) even further: Forget “the next Hitler.” In fact, forget Hitler altogether. According to Netanyahu, the Holocaust itself was a Palestinian design!

Essentially reiterating claims he made in a 2012 speech before the Knesset (borrowed from fringe authors whose books were debunked decades ago), Netanyahu this past Tuesday told the World Zionist Congress the following: “Hitler didn’t want to exterminate the Jews at the time, he wanted to expel the Jews. And [Mufti of Jerusalem] Haj Amin al-Husseini went to Hitler and said, ‘If you expel them, they’ll all come here.’ ‘So what should I do with them?’ he asked. He said, ‘Burn them.’”

Thankfully, a lot of writers are saving me the trouble of stating the obvious. Here’s Zaid Jilani for Alternet:

“This statement is almost too absurd to debunk, but for the record, Haj Amin al-Husseini met Hitler in November 1941. Although the origins of the Final Solution itself have been hotly debated among historians, we do know that by March of that year Hitler was openly talking about a need to make sure the ‘Jewish-Bolshevik elite’ would be killed, as well as ‘all Jews and card-carrying Communists’ in the lands that Germany was taking from the Soviet Union; this order was carried out by Heinrich Himmler, who delivered these instructions to the Einsatzgruppen on March 13th, 1941. The phrase ‘complete solution of the Jewish question’ was first uttered by Nazi leader Hermann Goering who gave the task to SS General Reinhardt Heydrich on July 31st, 1941. The killing centers in Poland were organized under so-called Operation Reinhard, and work on these units began in October 1941, a month before the Mufti visited Jerusalem.”

And from the Washington Post’s William Booth:

“[Netanyahu’s] remarks were intended to underline his contention that the root cause of Palestinian violence is not Israel’s 48-year-old military occupation of the West Bank, the building of Jewish settlements on lands that the Palestinians hope to make part of their future state, or the partial trade and travel blockade of the Gaza Strip, but old and intractable hatred of Jews.”

(Note: Booth’s list might have included, among many other things, Zionists’ expulsion of 700,000 Palestinians from their land when it was seized to create the state of Israel in 1948, and Israel’s refusal of these refugees’ right of return ever since. It might have included that like the 48-year-old occupation of the West Bank, the 48-year-old occupation of Gaza also continues (albeit without Israeli settlers), given that Israel controls Gaza’s borders, maintains a blockade and regularly invades Gaza. But mainstream American acknowledgement of Israeli crimes usually doesn’t go back any further than the start of Israel’s ongoing occupation of the West Bank and Gaza in 1967, and it ignores a lot from that point on.)

Or, as Peter Jukes writes for The Independent:

“Of course, Netanyhu’s revisionism has nothing to do with actual history, and everything to do with the political demands of the present… This misuse of history is a desperate gamble to turn the various separate conflicts over land rights, property ownership, access to water and the al Aqsa Mosque, into a binary conflict of good against ultimate Swastika-bearing evil. By making Muslims the original proponents of genocide against the Jews, both revenge and pre-emptive retaliation are justifiable. By claiming that Palestinians were responsible for the Final Solution, Netanyahu can gather all his enemies under single banner of evil, and kill or expel them with moral authority.”

Jukes’s article makes some other good points too, beyond just the novel irony of the jumping off point of it’s title — “Just how bad are Netanyahu’s claims about the Holocaust? If he repeated them in Germany he could be arrested.” The article is worth a read.

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Free Student Press & Classroom Teachers

By Damon Krane
August 15, 2015

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Free Student Press never has been very controversial among school administrators. That’s because their opposition to FSP’s work has been nearly unanimous. Teachers, however, are another story. While many teachers have worked to keep students from knowing and exercising their press rights, many others have supported students in the struggle to make their voices heard — and that support for students has included support for Free Student Press.

Back in the day, one teacher took his class on a field trip to FSP’s first ever outreach event. Years later, another snuck me into her classroom without administrators’ knowledge and drew the blinds so I could teach her students about independent publications after their principal had begun censoring the official school newspaper. Now, several public school teachers are among those backing the Kickstarter campaign to revive and expand FSP. (If you care about these issues, I hope you’ll join them & encourage others to do the same!)

The written exchange below — between Grant Brayley, a public school music teacher, and Devin Aeh, FSP alum and publisher of the independent students publication Lockdown, and which occurred after the Southeast Ohio chapter of the ACLU honored Devin and co-publishers Mike Lannan and Jacob Thomas — is a great illustration of this controversy, even if it is mostly an account of teachers being supportive.

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Another local teacher, Doug Brooks, chimed in to say, “I wholeheartedly agree with Grant Brayley’s assessment of the ‘crap’ that educators have to put up with.” However, Brooks added the following…

“One thing that I might disagree with Mr. Brayley on is the encouragement of our students to express themselves. I have learned, almost tragically, that far more damaging to our societal structure (read future) than low pay, lack of funding, and public confidence, is not teaching our young people to think for themselves and to express themselves. It is not giving them the skills that they need to survive.”

You can read Brooks’ full letter here.

To hear more from Devin and her classmates about Free Student Press and the experience of producing Lockdown, watch the documentary Student Publishing, Empowering Education & Democracy below.


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One final note on teacher support for uncensored student expression: it’s not so easy. Not only can a supportive teacher puts his or her job at risk when that teacher goes up against hostile administrators, but sadly, teacher support can even open the door to censorship. In most states, it is legal for school officials to censor student speech within school-sponsored productions. And some courts have determined that a teacher’s assistance to an independent student publications is equivalent to the very school sponsorship that permits administrators to censor.

Furthermore, teenage students are inclined to see any adult speaking to them at school as a representative of a largely oppressive school system and adult society. That’s not only true for well-meaning teachers, but also for members of Free Student Press. In addition to outreach events held outside school, Free Student Press has been invited into classrooms on a few occasions, including the one I mentioned above. But only the events we’ve held with students outside of school have resulted in ongoing contact with students and students’ creation of independent publications. I think that’s another indication of just how hard our school system has made it for teachers to do work like this.

As I’m sure most teachers would agree, being a good teacher is an uphill battle. But classroom teachers who care about student empowerment and those of us who do FSP’s work outside of the classroom are natural allies.

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Bringing Unschooling to School

A conversation with Free Student Press founder Damon Krane

By Alex Walker
August 12, 2015
ZNet
August 15, 2015
Alternatives to School
August 15, 2015
Conscious Consumer Network
August 16, 2015
Psychology Today
August 16, 2015

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Alex Walker

My son is only three years old, but even before he was born I was determined to raise him in a less conventional way. I knew homeschooling – or more specifically, unschooling – would probably be part of that design.

Like so many people, my unconventional view of education is bound up with my attraction to a less mainstream lifestyle. Part of me longs to turn on my heel, leave all the worldly nonsense I detest about society in the dust, and carry out life naturally and as I see fit – off-grid, both figuratively and literally.

A big part of the society I’d like to leave behind is its school system. I want to keep my son out of the depressing feedback loop of the 19th century factory-style education system that 1990 New York City Teacher of the Year and unschooling advocate John Taylor Gatto aptly called “instruments of the scientific management of a mass population”. In the process of becoming an adult, I want my son to have an experience that is itself significant, and not a contrived training for what is expected of him as an adult. I want him to have the guidance and resources available to become an independently minded person who can make empowered decisions for himself rather than having an authority of one kind or another tell him what he should be concerned about in both his early education and life in general.

Yet I face an ethical impasse. To renounce the society you are born into comes with a price, and I find myself in a very privileged situation to even be considering homeschooling my son, or to fancy myself as some sort of future off-grid pioneer. As a white, middle class, college-educated American, I have both financial and social freedom to make relatively bold decisions in my life. And yet I am coming to acknowledge that the privilege I hold exists because of the very system I want to reject.

Furthermore, caring about my son means caring about the larger world he’ll live in and the society he’ll have to negotiate. Being an off-grid unschooler won’t make that world go away. Whatever protective buffers I create for my family, we will always be umbilically linked to our larger world. Thus while I plan to homeschool/unschool my son, I also want to positively affect the lives of all those students whose educational experiences are curtailed by public schools – institutions, which, despite my objections to them, I believe are necessary in our current social framework.

While struggling with these issues, I was contacted by an old acquaintance with an exciting plan to create for public high school students the very kinds of educational experiences I want for my son. His ideas for intervening in public schools called into question my formerly black and white reasoning about education in America having to be a decision between abdication and assimilation.

Damon Krane has been an activist, journalist, and grassroots social justice organizer for the better part of twenty years. His initiative, Free Student Press, amounts to an utter infiltration of independent thought within high schools, giving students the power to challenge norms, confront authoritarianism, and engage in constructive dialogue, while discovering and exercising their First Amendment rights to distribute independently produced publications that are often illegally inhibited by schools officials. By developing self-confidence and learning to work together, he believes that students can become empowered to build a better world.

Ironically, I know Damon Krane because we attended the same public high school. Krane got his start in journalism and community organization with an independent, public access student zine he created during our senior year of high school. That soon led him and another one of my former classmates to create Free Student Press, which Krane piloted in Ohio from 1999 through 2006.

Recently, Krane launched a Kickstarter campaign to revive and dramatically expand Free Student Press – first bringing it to high school students in four southern states, and then taking the project nationwide. Already, his vision has been lauded by such prominent educators, authors and activists as Ira Shor, a leading exponent of critical pedagogy and colleague of the late radical Brazilian educator Paulo Freire; the renowned linguist, political analyst and prolific anarchist social commentator Noam Chomsky; the prominent education reformer and former Weather Underground activist Bill Ayers; and Dawson Barrett, author of the newly released book Teenage Rebels: Successful High School Activists from the Little Rock 9 to the Class of Tomorrow.

I recently spoke with Krane about Free Student Press and what relevance it might have to folks interested in homeschooling and unschooling.

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Damon Krane. Photo by Ece Ucoluk Krane

So what is Free Student Press and why is it relevant to people interested in homseschooling and unschooling?

Homeschooling and unschooling have a lot of appeal to parents who believe children and adolescents deserve more freedom to pursue their own curiosities and creative impulses than conventional schools allow. Free Student Press is based on the same conviction. But instead of seeking to create totally separate alternatives to our public schools, or trying to reform national school policy from the top-down, Free Student Press takes unschooling to school.

What exactly do you mean by that?

FSP starts from the assumption that teenagers don’t need anyone else telling them what to do. What they need are more meaningful opportunities to express themselves, to make sense of their world, and to have an impact on that world. So FSP offers teenagers some very practical tools. The first tool is the knowledge schools typically hide from students about their First Amendment rights to distribute independent student publications at school.

More commonly known as underground newspapers or zines, these publications are produced by students, outside of school, and without using school resources. But then students can bring these publications to school and pass them out to their classmates on school grounds, during school hours. School officials can’t control the content, they can’t punish students for writing things school officials don’t like, and in the overwhelming majority of cases school officials cannot legally prevent students from distributing independent student publications at school.

Within one of these publications, students can create for themselves a unique forum for public dialogue among their peers that is anchored to their experiences as students within their schools, and as young people within their communities. From my experience with these publications, I’ve learned that whatever disagreements students may have with one another, they tend to all want a place to discuss what they care about. So students learn how to manage this forum, because they’re committed to keeping it. They learn how to communicate themselves better, because that’s necessary to change minds and have an impact. They learn about their peers and others’ perspectives, and the situation forces them to contend with others’ arguments. Finally, if school officials attempt to illegally censor a publication – as they often do – students get to learn how to defeat corrupt people in positions of power and authority through grassroots organizing.

Along the way, FSP is there as a resource for the students. We’re not there to tell students what to do, but to respond to their questions and sometimes ask some of our own and offer advice. But it’s up to students whether they want to take that advice. Empowering the students to act for themselves is always the goal.

The entire experience teaches some big lessons that stick with students long after graduation. And the best part of FSP’s approach is that we don’t have to wait until we’ve changed our schools, or until we’ve built better large scale alternatives. Instead, we can turn precisely what’s wrong with our schools into what educators like to call a “teachable moment” – or, more precisely, a whole series of such “moments” that turn disempowering schools into an opportunity for seriously empowering education – the kind of empowering education that not only improves young peoples’ lives, but which also dramatically increases Americans’ capacity to create a freer, more just society.

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Let’s back up a bit and talk about students’ legal rights to do this. Are student press rights just a matter of the First Amendment, or of court decisions and/or other legislation?

The First Amendment was a concession early American elites granted in order to get the Constitution ratified. It really didn’t mean anything in practice until mass movements of ordinary people made it mean something – and that’s true for student press rights, too.

Back in the mid 1960s, a group of families in Des Moines, Iowa decided to express their opposition to the Vietnam War by wearing black armbands. Some of their kids wore these armbands to school, for which the children were threatened with violence by school officials and then promptly kicked out of school. The families and allied individuals and organizations fought back, and eventually this resulted in the 1969 U.S. Supreme Court ruling in Tinker v. Des Moines Independent Community School District. The Tinker decision did several things, but most important for FSP it established the right of public high school students to distribute independent student publications at school.

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Mary Beth and John Tinker.

Are there any legal limits placed on what students can do with these publications?

Independent student publishers and journalists are still bound by the same laws as professional journalists, publishers and everybody else when it comes to stuff like libel, invasion of privacy, obscenity, copyright infringement, and so on. But there is only one additional legal restriction that applies to independent student publishers at public schools.

School officials may only attempt to prevent distribution of an independent student publication if they can show there is a very high probability that the either the contents of the publication or the manner of its distribution would cause a severe disruption of official school proceedings or invade the rights of others. What 46 years of case law following Tinker has made clear is that it is extremely difficult for school officials to meet this standard.

If students have had this right since 1969, why am I just hearing about it now?

It’s not just you. Practically everyone is unaware of this.

For nearly a half century since Tinker, illegal censorship has continued to run rampant in our schools, as documented by groups including the Commission of Inquiry into High School Journalism, the American Civil Liberties Union, and the Student Press Law Center. But the many reported cases of illegal censorship are just the tip of the iceberg. They don’t tell us about all the kids who were lied to about their rights at school, or simply not informed, or students who never reported illegal censorship because they didn’t know it was illegal.

I first got involved in this work during our senior year of high school when three sophomores created a little zine they called Hide and Go Speak. As soon as the students passed out their first issue, they were called down to the principal’s office and told they could not hand out a student publication at school unless they first allowed the principal to edit its contents. Since they had not done so, they were all punished with several after school detentions, and that was the end of Hide and Go Speak.

Now, rights or no rights, I liked what those kids were trying to do. So I went ahead and organized another student publication called Free Head, and it had a tremendously positive and transformative impact on my life. But it wasn’t until a couple years after high school that I learned our principal had simply lied to the creators of Hide and Go Speak and had illegally violated their rights by punishing these kids and banning their zine.

Free Head Issue 1

Why did your own high school experience of producing an independent student publication have such a big impact on you?

It taught me that people can work together very productively without any need for a central authority to dictate their course. It also taught me that a forum for public dialogue can cause a community to emerge where none had existed before. Suddenly, students outside of my own social circle, who for years had just been scenery in the hallways to me, were real people with their own thoughts and ideas. And as you might imagine, the intrinsic motivation to communicate myself made me a better writer than years of writing papers on random topics assigned by my teachers.

But Free Head wasn’t just about commentary or indie news reporting, it was about students expressing themselves any way they could on paper. We published poetry and other creative writing, along with visual art – all of which gave budding young artists an opportunity to share their work with a larger audience, often for the first time.

Two aspects of Free Head’s internal structure greatly amplified all of these effects, and also helped protect us from censorship. First, Free Head was public access. We pretty much published whatever students submitted. Second, we governed Free Head through a process of direct democracy. Decisions that affected the magazine as a whole were made democratically at meetings open to any interested student. And with so many students from different cliques having such a voice in the publication, our broad base of support made it harder for administrators to try to shut us down.

Free Student Press supports independent student publishers regardless of whether they choose to adopt a public access format and democratic management, but we do discuss the benefits of these things with students.

And how did Free Head lead to Free Student Press?

After learning about student press rights a couple years after I graduated high school, I partnered with Lisa O’Keefe, a former classmate of ours who also worked on Free Head. And as 19-year-olds, Lisa and I created Free Student Press and launched it in Athens County, Ohio at the invitation of a group of progressive educators at the Institute for Democracy in Education.

What happened when you first put the idea of Free Student Press into practice?

Within three weeks of our first outreach event, the very first group of high school students Lisa and I worked with produced a publication called Lockdown. On page one of their first issue, Lockdown’s creators accurately explained their First Amendment press rights and the Tinker decision. The students even included a supportive quote issued to them from Mike Hiestand, an attorney with the Student Press Law Center, a national student press advocacy group.

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And how did the school respond to Lockdown?

The principal threatened to suspend all of the students involved if “anything like this ever turns up again.” Then he informed the family of Lockdown’s lead publisher, Devin Aeh Canary, that a suspension would likely prevent her from becoming class valedictorian. Later, school authorities falsely accused the students of promoting drugs and violence through their publication, and local police were called upon to illegally break up a meeting about the paper the students were trying to hold at a public park. The superintendent, meanwhile, issued a press release declaring members of FSP irresponsible outside agitators who had made children feel unsafe at school, and he pressured officials at Ohio University (where I was an undergraduate education major) to encourage me to stop FSP’s work.

The conflict was pretty intense, and it lasted for nearly four months. But with FSP’s support the students mobilized so much community support that they completely defeated both their school administration and local police. The students kept publishing Lockdown, and the school’s principal resigned. FSP went on to work with more high school students and independent publications in the years that followed. However, officials at all of the five districts we worked with remained opposed to teaching students their press rights, publicly refusing to include accurate information in their student handbooks after FSP audited the handbooks a few years after the Lockdown controversy.

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Why do you think censorship and deception about First Amendment rights are so common in public schools?

It’s a problem of institutional design. Public schools are supposed to be how we teach Americans constitutional rights essential to American democracy, but our schools rarely carry out that mission for the same reason the U.S. isn’t all that democratic. Just as calling a shopping cart an airplane won’t make it fly, the design of our public schools is at odds with the schools’ official mission.

Opposition to student press rights is an inevitable consequence of schools being designed to carry out what Paulo Freire called the banking concept of education. Within the banking concept, students are considered empty containers for a teacher to fill up with deposits of whatever information authorities have deemed valuable.

The first problem with the banking concept is that from the time we’re born, we human beings have our own curiosities and creative impulses. We want to figure out and consciously shape both ourselves and our world. Anyone who has observed young children knows this is what animates them – at least before children are subjected to school. Unfortunately, in the banking concept, these aspects of human nature are the enemy. They’ve got to be beaten down and suppressed so that students can be filled up with whatever is on any given day’s lesson plan.

Within the banking concept, Freire wrote, “the scope of action allowed to the student extends only as far as receiving, filing and storing the deposits… but in the last analysis, it is the people themselves who are filed away…” Similarly, the American philosopher John Dewey asked, “What avail is it to win prescribed amounts of information about geography and history, to win the ability to read and write, if in the process the individual loses his own soul…?”

Now, consider the second problem of the banking concept – it doesn’t work. With reference to a vessel-of-water metaphor for education (essentially the same as Freire’s banking concept), Noam Chomsky likes to point out that we human beings are pretty leaky vessels when it comes to things we don’t care about. Everybody has had the experience of memorizing information for a test, acing the test, and then immediately forgetting what it was we memorized.

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So if the banking concept denies the humanity of students and doesn’t succeed in getting students to retain much information, why is it the guiding principle of our schools?

The banking concept isn’t any good when it comes to storing deposits, but it does a great job of filing the people away. At school, particular subject matter comes and goes, but for a dozen years some lessons remain constant: What is important is what the people in charge say is important. You are rewarded to the extent that you please the people in charge. Thus you learn to accept alienated labor as your fate in life. This is extremely beneficial to economic and political elites whose wealth and power is derived from a workforce and citizenry that is apathetic, compliant, atomized and demoralized. And in the U.S., it’s those elites who create public policy and shape our society’s defining institutions.

In Tinker, the Supreme Court declared that authoritarian schools are not compatible with American civil liberties and democratic ideals. As the Court put it, “In our system, state-operated schools may not be enclaves of totalitarianism.” But the reason most school officials have failed to heed the Court’s ruling is that our schools are indeed enclaves of totalitarianism. The banking concept is nothing if not totalitarian. It’s all about controlling thought and behavior from above under the totally false pretext of getting students to retain useful information. And you maintain that system by silencing students’ voices and keeping them powerless. Denying students their legal press rights is just one predictable result – but one that’s obvious and illegal.

What about teachers? Why would they go along with what you’ve claimed about our schools?

A lot of teachers do their best to not go along with it. I could tell you plenty of stories about that, and so could the students I’ve worked with. Teachers have always been among FSP’s biggest supporters and many are backing the current FSP campaign.

But regardless of a public school teacher’s own educational philosophy, it is nearly impossible for a teacher to do anything but the banking concept when the student to teacher ratio is 30 or 40 to 1 and schooling is all about getting kids to memorize what they need to pass high stakes proficiency tests. No Child Left Behind and Race to the Top are some of the most extreme versions of the banking concept ever forced on teachers. Combined with other approaches to de-funding and destroying public education – which, predominantly in communities of color, also include replacing school boards elected by local communities with boards appointed by the city mayor – these reforms are part of the largely bi-partisan, neoliberal agenda to reduce the function of everything in life to a source of corporate profit.

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Don’t the American Civil Liberties Union and the Student Press Law Center already do the work of Free Student Press?

No. I love the ACLU and SPLC. FSP always puts students in touch with these groups, and we use some of their educational materials, too. Our work compliments theirs, and their work compliments ours. But neither the ACLU nor the SPLC focuses on independent student publishing as a means of doing ongoing empowering education with students – something I think is absolutely necessary if constitutional press rights are really going to mean something for more than a miniscule fraction of American students. Also, while the ACLU and SPLC primarily fight censorship in the courts and state legislatures, FSP empowers students to fight censorship more directly for themselves through grassroots community organizing. Not only does this impart valuable and lasting skills to students, it often defeats censorship faster – as was the case with Lockdown. That’s important because the courts move slowly, and high school doesn’t last forever.

The internet and social media seem to be such important and revolutionary tools in journalism and the exchange of ideas. What advantage over digital means do you see independent student print media having?

The internet and social media have a hugely positive effect on FSP’s work, but when it comes to independent student publications print is still a necessary starting point.

Facebook is good for staying in touch with pre-existing friends, Twitter is good for sharing pithy remarks with people you may or may not know, and the internet gives you free access to lots of different communication from all over the world – including communication that isn’t controlled by big corporate media conglomerates. But if all these digital media allow teenagers to think more globally, then an independent print medium is still what allows teenagers to act locally.

That’s because independent student print media are anchored to a very specific, and very significant, social context – one that’s not as small as students’ own circle of friends, and one that’s not as big, atomized and impersonal as the world at large. And it’s a context that is physical in nature, not virtual. Most social life, and most social change, still happens in the physical world. And it takes a tangible, physical medium to get into the tangible, physically located social context of teenagers’ shared lives as students at school.

Just the simple act of one student handing a tangible print publication to another student in the real world begins to provide a basis for real-world organizing. Not the kind of “organizing” that simply gets a bunch of people to show up at the same time and place for a big demonstration – as the internet and social media are great for facilitating, but the kind that brings people together in the physical world and enables them to share experiences and ideas, to reflect with one another, and to discuss, debate, decide upon and implement strategic collective actions.

But you said the digital age has its advantages too, right?

Absolutely. With tangible print publications anchored to the physically located social context of a school, the digital age then presents wonderful opportunities to strengthen and expand FSP’s work. First, there’s some evidence that the more young people use social media, the more supportive they are of the First Amendment. Second, the internet and social media can really amplify this work.

Not only can print publications have online versions that can be updated more frequently, be more intertextual via hyperlinks, and allow for even more dialogue via reader comment sections, but the internet can allow creators of student publications at different schools to more easily interact with one another. Just as one publication allows students to interact and support one another across the boundaries of social cliques that separate students within a single school, the internet can enable a network of such publications at different schools that transcends the more substantial barriers of racism and economic inequality that have so greatly segregated American communities.

Do you foresee any difficulty in persuading high school students, who are so entrenched in screen culture, about the virtues of paper publications?

If it’s an obstacle, there have always been bigger ones. Never mind paper being old school – the entire experience FSP offers is so foreign to most American students that most don’t get the abstract concepts at first. Typically, a handful of kids get it immediately, and once they create a publication – particularly a public access one – then the rest of their peers get it and the whole experience blossoms. But it’s finding that initial group of more receptive students that has always been a challenge.

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Members of Free Student Press and students from Athens and Nelsonville-York high schools, November 1999.

You worked through FSP from 1999 through 2006 with students in Southeast Ohio. Now you’re trying to launch FSP in four Southern states over the next two years, and then take FSP nationwide. Tell me more about that plan.

If the Kickstarter campaign reaches its goal of $25,000 by August 24, then I’ll begin traveling to several college towns in Georgia, Tennessee, North Carolina and South Carolina. In each town, I’ll recruit a team of college student activist-volunteers to assist me with outreach and working with the high school students in their area, just as Lisa and I did when we were undergraduate students. And just as Jalen Hutchinson at the Institute for Democracy in Education mentored Lisa and I in democratic and critical pedagogy, I’ll do the same for FSP’s college student teams, and also teach them about grassroots organizing and participatory democratic organizational models.

From there, I’ll travel from town to town, holding two separate weekly meetings in each town – one with the local FSP team, and one with the local FSP team and the local high school students. In the beginning, I’ll be leading FSP’s work with each group of high school students. But as the skills of the local team members become more advanced, they’ll gradually take over from me, freeing me up to launch FSP in additional towns.

In the meantime, I’ll try to facilitate online networking between the different student publications, and I’ll help the students access the additional resources that the ACLU and SPLC can provide.

Finally, I’ll be chronicling FSP’s work in a book. After this new two-year phase is completed, I’ll get the book published, and use it to try to convince major funders and national organizations to expand FSP all across the country.

What about students at private schools? Does private funding nullify the First Amendment rights of the students.

Yes, it does. Just as we can picket on the sidewalk along Main Street but not at the mall, the First Amendment is all about limiting the power of the government over its citizens, not limiting the power of private corporations over us.

The only quasi-exception I know of is California’s Leonard Law, a state law that provides students at California’s private high schools, colleges and universities with press rights equivalent to the First Amendment rights of public school students.

Of course, progressive private school administrators anywhere can choose to give independent student journalists the same leeway the First Amendment gives students at public schools, but this is totally at the discretion of administrators. Rights, on the other hand, are supposed to mean something whether the people in charge like it or not. That’s part of the reason school privatization threatens student expression and empowerment.

But while private school students don’t have the right to distribute independent publications at their schools, they can contribute to publications produced by public school students and distributed in public schools, and they can attend FSP meetings to learn about all of this and interact with independent student journalists from public schools.

Finally, private school students could try to distribute independent publications simply through the power of their own grassroots organizing and community support, without any legal rights to support them, but this would be extremely difficult – in part because it’s easier for private schools to expel students.

I can see this being something that homeschooled teenagers would enjoy and benefit from being a part of. And I would certainly encourage my son to someday become involved in such projects if he were interested. Do you foresee FSP collaborating with and reaching out to kids who are not educated at school, but who want to learn about their rights and how to organize and engage in a more meaningful dialogue within their communities?

If homeschoolers are looking for a way to engage and learn with their public school peers and to participate in something that gives homeschoolers a stronger voice in their communities, then this is one great way to do it. Homeschooled teenagers can participate in the same way I described private school students participating. But if homeschoolers already have had freer and more empowering experiences outside of conventional schools, then I’d expect public school students would be especially interested to know these homeschoolers, and such relationships would be mutually beneficial.

Ultimately, this is stuff that matters to all of us. Whether we’re teenagers or senior citizens, whether or not we have kids – whether, if we do have kids, we send them to public school, private school, or homeschool them – it’s still our society. What happens at public schools has a huge impact on our society, and therefore affects all of our lives.

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How can people support this work?

The Kickstarter campaign needs to reach its goal by August 24, so I encourage everyone who supports this work to donate immediately and to tell all their colleagues, friends and family to do the same. This only works if a lot of us pitch in. But if this campaign succeeds, its impact will be tremendous.

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Alex Walker is a stay-at-home mother to a three-year-old son. Formerly a figurative artist and portrait painter, Alex is fascinated by sustainable architecture, homeschooling, gardening, and anything involving creative design. She is following her intention of learning more about human rights and progressive values and movements, as well as becoming a practitioner of ecological living. She lives with her son and husband in Littleton, Colorado and is thoroughly enjoying what the state has to offer.

Damon Krane is co-founder and director of Free Student Press. He has worked as a news reporter, opinion columnist, magazine editor, communications director, non-profit director, grassroots organizer and activist, journalism educator, and business manager. Much of his writing is archived at http://damonkrane.com. He is also a visual artist, specializing in black and white pencil portraits of people and pets at http://fineartpetsketches.com He lives with his wife in Atlanta, Georgia.

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Ohio University Professor Jalen Hutchinson joins me in discussing some of the underlying ideas of Free Student Press

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Want to learn more? Watch the full documentary on Free Student Press here!

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“Meme-orable” Quotes About Free Student Press — Please Download & Share!

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Check out Dawson’s book, current speaking tour and related resources here!
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Coverage of FSP Expansion Campaign from the Town Where it All Began

Click here for web version — and here to donate to Free Student Press on Kickstarter!

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Confederate flag / Egyptian pyramids meme beautifully illustrates the traditional marriage of racism and stupidity

By Damon Krane
July 2, 2015
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PyramidsMeme

A popular new meme is making the rounds among conservative Facebook users. With a photo of Egypt’s pyramids as the backdrop, the meme asks “When will we take down these monuments of slavery?”

Young Conservatives, a website claiming to have had 13 million views last week and boasting more than a quarter a million likes on Facebook, declared in a June 30 headline that this purportedly brilliant creation is “Probably the Best Meme EVER About the Confederate Flag ‘Debate’ in America.”

And maybe they’re right. Because I can’t think of any other meme that better illustrates the modern conservative movement’s marriage of racism and stupidity.

Well, except maybe the meme equating the offensiveness of the Confederate flag flown over government institutions to the offensiveness of young black men wearing baggy pants below their waist lines… or probably a million other memes that, thankfully, never get to grace my computer screen.

But when the pyramids meme appeared before me compliments of a white man who remarked “Like it or not, it’s history,” I decided to try to turn this meme into a teachable moment.

In case the meme’s intent isn’t clear to you, let’s start with how Young Conservatives contributor Michael Cantrell describes it.

“Ever since the horrible shooting in Charleston, South Carolina, liberals have been fighting day and night to have the Confederate flag removed from every part of society, whether doing so violates someone’s rights or not.

“They’ve also begun to start demanding statutes of famous Civil War figures and other people throughout history be taken down because they’re ‘monuments to slavery.’

“Well this little meme right here poses the question about why race baiting progressives haven’t demanded these ‘monuments’ [Egypt’s pyramids] be taken down, since, you know, slaves helped build them…

“…there is a theory that claims Jews helped build the pyramids, and even though we might not know 100 percent for sure that happened, you don’t want to accidentally soil your liberal anti-Semtic, pro-Palestinian record by supporting them, right?”

So, yeah… That cleared up everything, right?

If you’re having trouble herding Cantrell’s catty mess of right-wing wackiness into a coherent thesis, don’t worry – Cantrell is, too. So he transitions swiftly into this conclusion.

“In other words, the point I’m trying to make is the whole thing is ridiculous, there are bigger issues facing the country, so how about we take care of some REAL business and fix this mess our nation’s in?”

That’s right. If all else fails, just act like American white supremacist racism doesn’t matter. I guess Cantrell summed up the meme’s intent after all.

However, in response, it’s worth pointing out that no one is arguing the Confederate flag should be removed from “every part of society.” No one is arguing that it be removed from historical displays at publicly funded museums. Instead, people are arguing that the flag should not be flying over government institutions.

And the reason we want the flag removed from such locations is not because the first copies of these flags were made from cotton picked by slaves. It’s not that their seams were sewn by slaves. It’s because the so-called Confederate flag always has been a symbol of an organized and murderous movement for white supremacy supported by official state power.

The flag that Dylann Roof brandished proudly on social media, and which Bree Newsome tore from a flagpole on the South Carolina capitol grounds, was one of many different flags designed and used by white supremacist forces in a war they fought to protect slavery. As James Loewen’s July 1 piece for the Washington Post reminds us, seceding states explicitly declared that they were fighting against states’ rights (specifically, Northern states passing state laws that interfered with the Fugitive Slave Act, a federal law) and for the preservation of slavery.

Over the course of its four-year existence, the white supremacist movement that went to war to protect slavery, calling itself the Confederate States of America, represented itself with a succession of three different national flags, the first of which alone passed through four different variations. None of them were what we call “the Confederate flag” today, but they were bad enough.

The second flag of the CSA – “The Stainless Banner” – was created by William Thompson, a newspaper editor who had criticized the first CSA flag – “The Stars and Bars” – for looking too much like the U.S. flag, something which Thompson made clear represented “the abolition despotism against which we are fighting.”

Thompson was quite clear about what a Confederate flag symbolized. “As a people, we are fighting to maintain the heavenly ordained supremacy of the white man over the inferior or colored race,” he wrote. And for this flag designer white supremacy was not just a national cause but a global one, too. Thus Thompson predicted his flag “would soon take rank among the proudest ensigns of the nations, and be hailed by the civilized world as THE WHITE MAN’S FLAG.” (original emphasis)

Yet neither Thompson’s flag nor the other two national flags of the Confederacy are what we call the Confederate flag today. The latter is in many ways a 20th century invention.

Adapted from the CSA Naval Jack and the battle flags of the Confederate armies of Northern Virginia and Tennessee, this new Confederate flag was popularized not by the white supremacist would-be nation that came into being to defend slavery in the mid 1860s, but by the Ku Klux Klan and segregationist Dixiecrat politicians who resurrected and repurposed a symbol of a white supremacist slave society for the fight to preserve white supremacist segregation from the late 1940s through the late 1960s. As they did, their new Confederate flag came to fly over southern capitols and city halls, and to be incorporated into the re-designed flags of several southern states. This time it was not about fighting the Civil War; it was about fighting Civil Rights.

Decades later, as a teenager in 1997 I watched Klansmen brandishing Confederate flags as they stood shoulder to shoulder with swastika-clad neo-Nazis in opposition to an NAACP march in Claysville, Pennsylvania. The march was organized after a cross had been burnt on the lawn of the town’s only interracial couple, presumably a familiar calling card from the Klan.

It was this incident that first got me thinking more critically about those “good ol’ boys, never meanin’ no harm” that I’d grown up watching on TV. It got me thinking about the namesake of their 20th century Confederate flag on wheels, the General Lee. And it got me thinking about the Confederate flags sold in Claysville during the following spring’s National Pike Festival, emblazoned with the proclamation “The South Will Rise Again.”

My curiosity soon led me to the website of “America’s Invisible Empire, Knights of the Ku Klux Klan.” The first image I saw there was the Confederate flag. Beneath it, the Klan implored readers to “Fly the battle flag with pride, for we are at war again.”

This July 18, it is the KKK that will gather at the South Carolina state capitol to protest the removal of a 20th century Confederate flag that finally has become difficult even for conservative politicians to defend. A symbol of slavery resurrected in defense of segregation, the Klan has always been the flag’s rightful owner, even before the Klan was around to claim it.

So what of the conservative meme’s comparison of the Confederate flag to Egypt’s pyramids?

Were Egypt’s pyramids created to symbolize a pro-slavery movement at the precise moment that movement was fighting a war to protect slavery?

During the last century, have Egypt’s pyramids been adopted as the symbol of a modern Egyptian movement for racial apartheid?

Has the Egyptian government tried to place the pyramids and the buildings that house its key decision-making bodies in close proximity to one another?

Sorry, young conservatives. There is no comparison here.

But there are some other comparisons you may find less comforting.

The Washington Post reported July 1st on a 2004 survey of more than 500 Georgians that found support for the Confederate flag highest among two groups: white racists and those ignorant of Confederate history. But I suspect the two groups are often one and the same. Just as ignorance of history can nurture racism, racism can motivate people to be willfully ignorant of history.

In the case of the Confederate flag, a banner born from a war to protect slavery was reinvented by militant white supremacist segregationists, only to then be defended by many whites as a matter of “Heritage Not Hate”, something with no more contemporary political significance than the pyramids of Egypt. (But didn’t this year’s Republican presidential hopefuls initially suggest the Charleston AME murders weren’t about racism, thereby proving that climate change isn’t the only thing they’re willing to deny despite substantial evidence?) In America, the promotion and denial of white supremacy are both cut from the same cloth. It is only fitting that they would be represented by the same flag.

And it is also only fitting that as manifestations of American white supremacy continue to be challenged by the new civil rights movement, Black Lives Matter, you can expect to see more conservative stupidity coming to a meme near you.

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Announcing the Rebirth & Expansion of Free Student Press!

FSP Chomsky Shor

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Things have been pretty quiet here since last fall. That’s because I’ve been busy laying the groundwork for an exciting new campaign to bring a proven model of student empowerment through civil liberties education and independent student publishing to public high schools across the U.S. Here’s the skinny. (Do people still say that?)

Way back in 1998, my friend Lisa O’Keefe and I founded a group called Free Student Press, which we launched the following year in Athens County, Ohio with the assistance of the Institute for Democracy in Education. Within a month, the first group of high school students with whom we worked had released the first issue of an independent student publication they called Lockdown. School officials reacted harshly — and extremely illegally. They confiscated copies, lied to students about their constitutional rights and vowed to suspend everyone involved. The principal threatened to effectively revoke the valedictorian’s class standing in an effort to make it more difficult for her to go to college, and he suspended another student for distributing a leaflet that criticized his actions. The school’s attorney, meanwhile, falsely accused the newspaper’s teenage creators of promoting violence and drug use. And it was most likely school officials who directed local police to illegally break up a lawful student meeting at a public park.

Crazy stuff, huh?

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Unfortunately, as documented during the past five decades by acclaimed journalist Jack Nelson and the Committee of Inquiry into High School Journalism, the Student Press Law Center and the American Civil Liberties Union, both misinformation about student press rights and illegal censorship long have run rampant in our schools. If you’re like most Americans, you made it through more than a dozen years of public schooling and into adulthood without ever learning of students’ rights to distribute uncensored, independently produced student publications at public schools.

The landmark U.S. Supreme Court decision in Tinker v. Des Moines Independent Community School District, 1969 declared that authoritarian public schools are not compatible with American democracy. “In our system, state-operated schools may not be enclaves of totalitarianism,” the court wrote. But 46 years later, our schools mostly remain “enclaves of totalitarianism” which do a much better job of promoting alienated labor and submission to arbitrary authority than of promoting democracy through empowering education.

The student publishers of Lockdown, who I mentioned earlier, ultimately prevailed. They kept their paper, and their principal lost his job. And in recent interviews, some of Lockdown’s creators discussed the lasting, transformative impact the experience had on their lives.

Over the past eight months, documentarian Roger Hill (Flying Paper and Mental Rev Productions) and I conducted interviews with these former students and others, and we produced two videos — a feature length documentary of the Lockdown saga and explanation of the work of Free Student Press, and a condensed 8-minute video addressing some of the key points.

These videos are now the centerpieces — yes, two centerpieces, because this metaphorical table is too amazing to have just one! — of a 60-day campaign on Kickstarter to bring the work of FSP to public high schools across the country.

Already, superstar public intellectual Noam Chomsky has given this effort a thumbs up, calling Free Student Press “an imaginative initiative that has already attained success in engaging students in constructive dialogue and encouraging independent inquiry, thought, and action.”

I hope you’ll give the Kickstarter campaign look-see now! (And please let me know what you think by sharing your feedback there, or by emailing me at my address under the “contact” tab here.)

Kickstarter Campaign Page

(SHORT) Free Student Press: Student Publishing, Empowering Education & Democracy

(FULL FEATURE) Free Student Press: Student Publishing, Empowering Education & Democracy

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‘Blood Bucket’ makes big mess for supporters of Israel’s ethnic cleansing

By Damon Krane
September 7, 2014
The Ohio University Post (published September 8, 2014)
The Athens News (published September 11, 2014)
Mondoweiss (quoted in articles September 9 and September 16, 2014)
*Updated with afterword, 9/16/14*

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Ohio University Student Senate president Megan Marzec clearly stated her position on the Israeli-Palestinian conflict. It speaks volumes about her opponents that they’d rather silence her than attempt to argue against that position. From the online death threats to that masterpiece of passive aggressive condescension Rabbi Danielle Leshaw authored for last Friday’s Post, those demanding Marzec’s resignation from Student Senate (and/or her head on a platter) don’t seem to want to talk about the issue at hand any more than they want Marzec to talk about it. That’s because Marzec’s detractors aren’t “supporters of Israel.” They are supporters of ethnic cleansing. And ethnic cleansing is a hard thing to advocate openly, especially if you want to keep fooling Americans into paying for it.

Israel was established as an ethnic and religiously Jewish state in 1948 in an area primarily inhabited by Palestinian Muslims and Christians. To make way for a Jewish majority, 700,000 Palestinians were pushed out of Israel – many to the West Bank and Gaza, territories Israel then conquered in 1967. Ever since, Palestinians there (now numbering 4 million) have lived under Israeli military occupation. While continuing to expel Palestinians from the West Bank and incorporating more of their land into Israel, Israel has turned the less desirable land of Gaza into an overcrowded, open-air prison where Israel controls the borders, imposes an impoverishing trade embargo, and routinely attacks trapped Gazans with the world’s 4th most powerful military – attacks Israeli military strategists callously refer to as “mowing the lawn.”

During Israel’s latest attack on Gaza this summer, Palestinian militants killed 66 Israelis, including 61 soldiers, three adult civilians and one child. Israeli soldiers, meanwhile, killed over 2,000 Palestinians, an estimated two thirds of whom were civilians and 30 percent children. ( Note: The most reliable figures to emerge since this article was published place the Israeli death toll at 72 and Palestinian dead at 2,100.) After Israel had finished bombing Palestinian hospitals, schools, shelters – even children playing soccer – the U.S. Congress followed up on the Senate’s unanimous declaration of support for Israel in July with its early August decision to increase funding for improvements to Israel’s missile defense system. No one in Congress suggested giving any missile defense system to Palestinians.

For decades Israel has been the largest recipient of U.S. foreign aid. For the past 20 years, the U.S. has given Israel between $2.5 and $4 billion annually – including $8.5 million in military aid each day of fiscal year 2014. The US gives more money to Israel than to all of the countries of sub-Saharan Africa combined, even though Israel is a country just one fifth the size of Ohio whose citizens enjoy one of the world’s highest per capita incomes and longest life expectancies.

There are several explanations for the so-called “special relationship” between the U.S. and Israel. Political scientists John Mearsheimer and Stephen Walt focus on the power of the Israeli lobby. I think U.S. elites want a well-armed, non-Arab, oil-free dependency in the world’s most important energy producing region. But there’s also a natural cultural affinity.

Israel and the U.S. are both settler colonial states founded on ethnic cleansing. The Palestinians of today are the Native Americans of 200 years ago. Just as Columbus “discovered” America and our slave-owning, Indian-killing, “religious freedom-loving” forbearers “civilized” this country, Israel was “a land without people” (because Palestinians don’t count) just waiting for “a people without land” to “take the desert and make it bloom.” Or, as an Israeli-funded subway poster campaign in major U.S. cities put it recently: “In any war between the civilized man and the savage, support the civilized man. Support Israel.”

Yet as much as our shared national mythology might appeal to the Fox News demographic, young Americans just aren’t buying it anymore. A recent Gallup poll found that while 55 percent of Americans age 65 and older supported Israel’s latest massacre in Gaza, the same was true of just 25 percent of Americans ages 18 to 29, 51 percent of whom opposed the offensive. So when OU’s supporters of ethnic cleansing say Megan Marzec doesn’t speak for most of her fellow students, remember this: Megan Marzec speaks for most of her generation.

And when Leshaw and company have the audacity to attempt to speak for all Jews on campus, remember not only all the members of Jews Against the Occupation and Israel’s own Peace Now, as well as prominent Jewish commentators like Noam Chomsky, Norman Finkelstein, Amy Goodman, Naomi Klein, Medea Benjamin, Phyllis Bennis, Max Blumenthal and the late Howard Zinn. Think also of OU film professor Louis-George Schwartz. With regard to Marzec’s detractors, Schwartz has stated, “I’m named after two great Uncles killed in Auschwitz… I say unequivocally that those who threaten anti-racists in the name of ‘THE Jews’ do not speak for me, and they dishonor my ancestors. I say unequivocally that those who support the murderous state dominating the territory of Palestine do not speak for me.”

Think about all of this and recognize that people like Leshaw (so hip because she texts swear words just like a student!) are trying to hijack the horrific history of Jewish persecution in order to use it for their own racist political agenda. Keep that in mind, and you’ll never fall for their attempts to portray long-overdue criticism of Israel as unconscionable hatred of the Jewish people.

And finally, if you’ve ever wished you could undo the horrors of America’s own settler colonial past, remember that you have the power to stop history from repeating itself in Palestine. It is your government that is spending your fellow citizens’ tax dollars on Israel’s murderous ethnic cleansing campaign. It is your university and those like it that are invested in Israeli companies. You have the power to change all of that – just like the student activists before you who helped end U.S.-backed apartheid in South Africa. Realize that, and you’ll come to see that the real goal of the effort against Marzec isn’t to silence Marzec, it’s to silence you.

Stand up for Marzec, and you stand up for yourself. Stand up for yourself, and your generation can bring hope – and possibly even justice – to the people of Palestine. Now is your chance.

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[Update: 9/16/14 — In addition to those threatening Marzec’s life, her detractors reportedly also have included people threatening to rape her, others sending astoundingly racist and misogynistic emails, and the student group Bobcats for Israel, four of whose members were arrested September 10th and charged with disrupting a lawful meeting after they tried to shut down a Student Senate meeting in order to force Marzec’s resignation. (For additional accounts of Bobcats for Israel members’ behavior at this meeting, see this letter and this blog post from OU film professor Louis-George Schwartz, whose powerful response to Zionist hardliners attempting to speak for all Jews on OU’s campus I quoted above.)

Rabbi Danielle Leshaw, mentioned above, is heavily affiliated with Bobcats for Israel. Leshaw works for the Ohio University chapter of the group Hillel: The Foundation for Jewish Campus Life. Hillel is an international organization active on college campuses which attempts to re-define “Jewish” as Zionist. Leshaw administrates the Facebook page of Bobcats for Israel and accompanied the group to its action at the September 10 Student Senate meeting. After tweeting live updates in support of the action, Leshaw accompanied members of the group placed under arrest to the police station. However, there are no reports of Leshaw participating directly in Bobcats’ September 10 action, nor was she arrested along with the students she mentors.

As the progressive Jewish American Middle East news blog Mondoweiss pointed out, Bobcats for Israel’s logo features a map of Israel which includes the West Bank, Gaza, East Jerusalem and the Golan Heights, all territories illegally occupied by Israel. Consequently, if these Bobcats are for an Israel that is both Jewish and incorporates these territories, then they are necessarily for massive ethnic cleansing. The demographic consequence of incorporating into Israel all of the non-Jews who inhabit these territories would be a Jewish State with a Jewish minority. Thus if Bobcats are for a Jewish Israel that incorporates these territories, the group should be more forthcoming and change its name to Bobcats for Ethnic Cleansing, or perhaps Bobcats for Genocide. (For her part, Rabbi Leshaw responded to Mondoweiss’s reporting with typical decorum by calling Phillip Weiss a “douchebag” and “asshole” on her Twitter feed.)

With regard to this group’s action at the September 10 student senate meeting, Hillel CEO Eric Fingerhut (who was chancellor of OU’s Board of Regents from 2007 to 2011) wrote OU president Roderick McDavis to express his support for Leshaw and his disbelief that members of Bobcats for Israel were “actually booked and charged with criminal conduct.” According to Fingerhut, “These students are owed an apology from the university.”

As if the history of settler colonialism needed any more evidence of the shameless arrogance of the racist colonizers! I remember when I was arrested at OU (and on public property immediately adjacent to the campus of Kent State University) for committing civil disobedience in opposition to a massive crime against humanity (the U.S. invasion of Iraq) instead of in support of one (Isral’s U.S.-backed ethnic cleansing of Palestinians). In the case of my arrests, I don’t recall any present or former chancellor of the Ohio Board of Regents demanding that the president of either of these schools apologize to me for their failures to intervene to prevent my arrests, even after I was among the plaintiffs in a successful wrongful arrest lawsuit against the City of Kent. I do remember a letter from the Ohio University Judiciaries expressing the university’s desire that I “act more responsibly” in the future. So cry me a river, Eric Fingerhut.

Yet despite –or perhaps because of— the repugnant audacity of Marzec’s detractors, there are substantial signs of support for Marzec at Ohio University, including a letter now signed by over 50 OU professors; statements by Graduate Student Senate President; a petition to defend Marzec and all OU students’ rights to advocate for Palestinian human rights being promoted by the OU Women’s Center, the student group Fuck Rape Culture, and the OU Student Union (as well as explicitly Palestine solidarity groups on campus); an editorial by the student-run Ohio University Post newspaper; and many letters to Athens media, including this one from OU film professor Tom Hayes, in which Hayes mocked Rabbi Leshaw’s call for Marzec to resign.

“I call for unelected Rabbi Leshaw to resign and find a position at an institution with a less robust tradition of advocacy for the dignity and freedom of humankind. Perhaps she can find an institution where students are required to check with the campus Rabbi, or Imam, or Minister before taking a principled position. A segregated Jews-only university in an illegal Israeli settlement might be a good fit. The disgusting barrage of defamation and abuse directed at President Marzec makes one wonder if some people on this campus think that this is also Israeli occupied territory.”

Along similar lines, OU history professor Kevin Mattson told the Ohio University Post that while he isn’t in full agreement with Marzec, it was Rabbi Leshaw’s “very condescending and unthoughtful letter” to The Post calling for Marzec’s resignation that led him to join the group of faculty expressing its support for Marzec.

“When you ask a person to resign from an office they were elected to, you are basically asking for a reversal of the election,” Mattson said, calling Leshaw’s rationale behind her letter “faulty logic.”

Thus while the backlash to Marzec’s “blood bucket” action has been as repulsive as you might expect of people who do, after all, support a murderous and racist U.S.-Israeli campaign of ethnic cleansing against the Palestinians, the backlash to that backlash continues to inspire hope — hope for a sustained and powerful Boycott Divestment Sanctions movement that might finally bring justice to Palestine.

[Update: 9/30/14 — Electronic Intifada on September 24 published an interview with Megan Marzec accompanied by a good brief summary of this story. Also, the Ohio University Post and Athens News recently reported on a coalition of right wing campus groups, including Bobcats for Israel and the OU College Republicans, organizing a petition drive to recall Marzec from office for her support of Palestinian human rights.]

Editor’s note: Damon Krane lived in Athens, Ohio from 1999 through 2009, during which time he attended Ohio University, edited The InterActivist magazine, contributed to The Athens NEWS, wrote a column for The Post, ran the high school journalism education project Free Student Press, directed the local center for progressive activist development People Might, and was active in numerous social justice groups.

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Debating a Supporter of U.S. Aid to Israel

By Damon Krane
September 4, 2014
Blog Post
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During “Operation Protective Edge,” Israel’s July-August 2014 attack on the Israeli-occupied Palestinian territory of Gaza, Palestinian militants killed 66 Israelis. 61 of the dead were Israeli soldiers. Five others were civilians, including one child.

A precise number of Palestinians killed in the offensive is harder to come by. But according to most sources, Israel killed more than 2,000 Palestinians during Operation Protective Edge. Roughly two thirds of the dead were civilians, and about 30 percent of the total were children.  

Shortly after the early August ceasefire, a friend posted on his Facebook wall a report about the U.S. decision to increase financial support of Israel’s missile defense system. The decision came despite the many atrocities committed by Israel during Operation Protective Edge (including bombing multiple hospitals, schools and shelters, as well as children playing soccer) and despite Israel already being the single largest recipient of U.S. foreign aid.

“ARE YOU FUCKING KIDDING ME?!” my friend asked rhetorically.

After several people responded to my friend’s post with similar disapproval of expanded U.S. aid to Israel a supporter of that aid chimed in, and a debate between the two of us followed.

I have reproduced the text of that debate below. In it, my opponent is designated as “DOI”, an acronym for the popular but arguably inaccurate title “defender of Israel.”

While I don’t assume my opponent is a typical example of someone who takes this position, I am curious to know how much his tactics of choice (attempts at intellectual intimidation, obfuscation and false accusations of racism) coincide with those encountered by other critics of settler colonialism, state terrorism and mass murder who have entered into their own debates with so-called defenders of Israel. 

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DOI: Its good to know that all of you are OK de-funding our support of one of the only things stopping the rockets, grenades, and mortars flying into a major democratic ally’s civilian territory.

Be frustrated by the death that is happening there. Weep for the loss of life and of humanity. But before you start acting like you have a glimmer of understanding about how to fix the situation, please, I beg of you, try to educate yourself on the root causes of this conflict. The world has enough under-educated demagogues ranting about every topic under the sun as though they had decades of experiential know-how. Its amazing how much confidence a sourced, alternative news site or one semester studying political science can do for an ego.

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Me: DOI is right. It’s not enough to condemn Israel’s latest terrorism, war crimes and acts of collective punishment. They ought to be seen within the context of their “root causes” — namely 65+ years of Zionists conquering and colonizing places where people (of the wrong ethnicity) already lived — most of which could not have been possible without US tax dollars.

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DOI: I would really love to get into this with you all, but the level of ignorance and bias against Israel (and likely Jews in general) has been made abundantly clear. There appears to be no interest in hearing an alternative perspective. The notion that you might not be educated on this topic well enough to speak intelligently about it drove immediate “oh yea” responses that only proved my point to begin with.

This conflict is more complicated. I never said Israel was perfect. I never made any claims of guilt on either side of this. I did say that there are plenty of under-educated demagogues who feel like their internet searching skills qualify them to inform the public about the “truth.” Those who do would be laughably wrong.

Thanks for the laugh.

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Me: Thanks, DOI. Your predictable attempt to conflate criticism of Israel with anti-Jewish racism, your baseless insults, and your disingenuous claim to not be taking any firm position are all stunning testaments to your opposition to demagoguery and love of honest, informed debate. But if you’re not laughing too hard to provide a counter-argument to my claim that the root of the Israeli-Palestinian conflict (as well as Israel’s most current crimes) is Israel’s settler colonialism, I’m sure I’m not the only one here who’d like to hear it.

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DOI: Damon, I will keep this simple. I have, for the last 32 years, been deeply in touch with this conflict. I have family and friends on both sides of this, have been exposed to and have tracked all aspects of this conflict for as long as I have been able, not just as some trendy news item to champion ignorantly. I have no freaking clue what the solution is.

I do know that your stance is quite firm and to the point. You almost approach it as a matter of fact. There was a reason that I did not offer my opinion. I do not find myself qualified enough to offer short meaningless explanations of “why” on Facebook that will inevitably not do this very serious issue justice, literally or intellectually.

My comments fixated on the demagoguery because there is no intellectual contribution being made. Hence my baseless insult about a lack of education on the topic in question. It is too complex an issue to be meaningfully addressed in this kind of venue or with talking points from an article or two.

So, am I going join this witch hunt? No. I will instead continue educating myself on the issue and if I do make a contribution to a discussion, it will likely be in the form of asking questions of people who seem to have more knowledge on the topic than I. Educated people, who have enough of an understanding of the conflict and who know that there is more to know. Getting into conversations with people who enter into them firmly touting that they already have the answer is fruitless and tiresome. If you want to engage in an honest, informed debate, do not start it off with a preconceived notion of what is right. Test an idea with the intent of gauging its truth, not to pummel the other participants with your foolish demagoguery.

And as I cannot possibly let the “Your predictable attempt to conflate criticism of Israel with anti-Jewish racism” line go unmentioned… Why choose Israel as a focus? What about Israel makes them the prime candidate to level words like “terrorism, war crimes and acts of collective punishment” as descriptors for their behavior over others? Is it because Israel is doing them more frequently and with more intensity than others? Is it because you are directly affected by Israel’s actions that it becomes a personal issue for you? Perhaps it is because of the specific group of people involved… Crimes that dwarf Israeli and Palestinian violence are happening in a neighboring country, no more than 100 miles away. Graves being dug for hundreds of people, filled with people, then executing them. Why dig a grave and move the bodies when you can have the dead walk there before you kill them? Why not talk about that? Not villainous enough for you? Or perhaps its that you object to US dollars going into it. Well, then you should probably object to the military spending of the US in general. If Israel was not there, the US would be blowing lots more than the already inordinate amount that is currently being spent on conflicts with Hamas. Another US occupation, maybe…

Is the issue you have more in line with the “occupation” aspect of this scenario? Is the issue that a state was formed where other indigenous people once lived? Is it that there was a mandate for a country to form by a global authority that hurt a specific group of people? Then up your intellectual critique to all borders and all nations, because the same can be said for every. single. country. to. date. Unless there is a specific issue with the people in this country. In this conflict.

The conflict in Israel/Palestine is devastating and horrendous. The issues that are represented in this conflict are infinitely larger than Israel and Palestine. Fixating on this one conflict makes your critique seem to be chosen out of a pre-existing preference or bias against or for the parties involved. If you want to take the honest, informed debate path, then step it up and debate the issues. Otherwise, it comes off as something else…

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Me: DOI, I decided not to accept your invitation to argue semantics on the vitally important matter of debate etiquette. Instead, I’ve responded to what little you’ve managed to write about the issue at hand – i.e. the questions and claims you begin posting in your fourth paragraph.

Q — “Why choose Israel as a focus?”

A — Because it’s what we’re talking about.

Q — “What about Israel makes them the prime candidate to level words like ‘terrorism, war crimes and acts of collective punishment’ as descriptors for their behavior over others? Is it because Israel is doing them more frequently and with more intensity than others?”

A — Yes. In “Operation Protective Edge,” as in “Operation Brother’s Keeper,” as in “Operation Cast Lead”, as in the broader Israeli-Palestinian conflict, Israel has been and continues to be the disproportionately belligerent, disproportionately criminal, disproportionately civilian-murdering party. Would you like to debate that, or would you rather stick to accusing me of anti-semitism?

Q — “Is it because you are directly affected by Israel’s actions that it becomes a personal issue for you?”

A — A “personal” issue? Geez. You make it sound like the feminine hygiene aisle at the supermarket. Is it a “personal” issue for me because I’m talking about it? Because I have an opinion? And is that suspect and likely racist because… why again?

Anyway, in direct response to your question rather than your beloved vague insinuations: No, it is more a matter of cause than effect. As an American, I am a citizen and taxpayer of the only country in the world that, while masquerading as some neutral mediator, in reality enables Israel’s rejection of a political settlement with the Palestinians and the ongoing destruction of Palestinian society. Consequently, I have a responsibility for Israeli atrocities and a potential to stop them that I do not have when it comes to many other atrocities around the world, such as the Syrian situation to which you presumably alluded. For those astoundingly obvious reasons I believe I should prioritize this situation over those in which I am less involved and have less ability to affect positively. The key factor is not the scale of the atrocities (which is bad enough in this case), but the personal culpability and personal opportunity I have vis-à-vis these atrocities. That’s what makes it a “personal” issue for me, and for every other American.

So, do you agree that we should be more concerned with those things in which we are more involved and have greater opportunity to affect than with those things in which we are less involved and have less opportunity to affect?

If so, do you agree that Americans play a greater role in and have more ability to affect the Israeli-Palestinian conflict than they do the Syrian civil war?

You can answer if you like, or you can keep charging me with anti-semitism.

Claim — “Or perhaps its that you object to US dollars going into it. Well, then you should probably object to the military spending of the US in general.”

Response — Yes, DOI, that would be an excellent way for us to stop talking about Israel, wouldn’t it? For the record, I DO object to both the specific scale and, more importantly, the specific applications of U.S. military spending. For the record, I also like Annie Hall much more than Woody Allen’s other movies and Life of Brian way more than anything else Monty Python ever did. But I’m going to stick to talking about Israel here.

Claim — “If Israel was not there, the US would be blowing lots more than the already inordinate amount that is currently being spent on conflicts with Hamas. Another US occupation, maybe…”

Response — So is your implication here that I’m unrealistically frugal when it comes to pursuing imperialistic American objectives in the Middle East? Because resisting those objectives is my intention, not pursuing them. So it’s not a matter of fiscal conservatism for me, just basic morality. But in all fairness to you, I may be attributing far more substance to your comment above than it actually contained.

{Editor’s note, 9/4/14 – Something I failed to add at the time but should have: Israel is not at war with Hamas. Israel’s beef is with Palestinians in general. That is why this conflict pre-dates Hamas. That is why this conflict exists in the Fatah-controlled West Bank as well as Hamas-controlled Gaza. That is why this conflict exists within Israel itself with regard to the “Jewish State’s” minority of non-Jewish citizens. And finally, that is why Israel is currently massacring a civilian population of Palestinians in Gaza much more than it is targeting Hamas.

Israel is not at war with Hamas. Israeli propagandists and their U.S. counterparts, including President Obama and most of Congress, are merely using Hamas as a convenient scapegoat to justify longstanding U.S.-Israeli policies of Israeli expansion at the expense of indigenous Palestinians. Your attempt to portray the recent Israeli attacks on Gaza, or U.S. support for Israel in general, as “conflicts with Hamas” shows that you belong to this camp of propagandists, whether knowingly or unwittingly.]

Q & claim — “Is the issue you have more in line with the ‘occupation’ aspect of this scenario? Is the issue that a state was formed where other indigenous people once lived? Is it that there was a mandate for a country to form by a global authority that hurt a specific group of people? Then up your intellectual critique to all borders and all nations, because the same can be said for every. single. country. to. date. Unless there is a specific issue with the people in this country. In this conflict.”

Response — Human history is repulsively violent, and there’s a lot that’s wrong (in both theory and practice) with all modern nation-states. But not every modern nation-state was formed as a settler colony that required the removal of most of the region’s indigenous population. Nor does every nation-state that was formed in such a way continue to confine the remnants of the indigenous population to impoverished cantons. Nor does every nation-state subject millions of indigenous non-citizens to military occupation. Nor is every nation-state currently pursuing, as we speak, Manifest Destiny-style expansion of its territory. Israel is a country ¼ the size of Ohio. Israel is not the world. I didn’t realize erasing meaningful distinctions and trying to mystify fairly straightforward matters is what it means to “up” one’s “intellectual critique.”

Also, I don’t own a time machine. My opposition to settler colonialism is across the board. But it has the potential to do more good for the Palestinians than, say, for the millions of Native Americans that were conquered, displaced, and/or exterminated before my birth. But perhaps the idea that temporal distinctions also matter merely speaks to my level of ignorance.

DOI’s Conclusion — “Fixating on this one conflict makes your critique seem to be chosen out of a pre-existing preference or bias against or for the parties involved. If you want to take the honest, informed debate path, then step it up and debate the issues. Otherwise it comes off as something else…”

Response — My goodness, you make a sleazy argument, DOI. And here’s why I say that…

Since you’ve brought up racism, repeatedly, I want to share a personal story with you.

I grew up in a very backwards, white supremacist area. Shortly after I began developing an anti-racist consciousness, I discovered something odd. Whenever I’d try to talk to other white folks about the marginalization and oppression of African Americans, they’d always say “Well, what about the Native Americans? They’ve had it so much worse, haven’t they?”

Since this was the only time I ever heard these people express concern for Native Americans, it soon became clear they weren’t at all concerned with Native Americans; they were concerned with diverting the discussion from ongoing institutionalized and cultural racism against African Americans.

Now, note that “ultra conservatives” (i.e. American white nationalists / white supremacists) take this one step further and accuse the person trying to talk about anti-Black racism of “reverse racism.” That is, of hating whites.

Then fringe white racist groups take it further still. When the person criticizing white supremacist racism is themselves white, they have a name for that. I learned it at the first political rally I ever participated in – an NAACP march in response to a cross burning intended to scare a dark-skinned southwest Asian man out of an otherwise all-white Pennsylvania town where I lived in 1997. The Confederate Flag-waving Klansmen and masked, swastika-sporting neo-Nazis who protested from the march’s sidelines taught me that name when they applied it to me. It’s “race traitor.”

Now, I believe this personal story is relevant with regard to two things I find very troubling about your last post. The first is that your modus operandi is very much like those white folks who used the plight of Native Americans as a ploy for evading a discussion of anti-Black racism – yours is just a more sophisticated variety of bullshit, and it goes like this:

Damon, if you’re not simultaneously talking about every atrocity/human rights abuse/etc. as well as certain other mysterious issues I’ve referred to but haven’t named, then you don’t have any right to talk about this issue. So you can either attempt the former, which is impossible and therefore proof of the utter incomprehensibility of the Israeli-Palestinian conflict even for a mind as brilliant and well-informed as my own, or you can just shut up. Either way, one thing is for sure – you won’t be talking about Israel, and I will have succeeded.

Thus all you offer is evasion, obfuscation and a feeble attempt at intellectual bullying – those fallacious appeals to authority which aren’t exactly made more persuasive by the fact that the authority to which you’re appealing is none other than the authority you yourself claim to possess. There is absolutely nothing of substance in either the short or long versions of the exceedingly pretentious and otherwise vacuous comments you’ve seen fit to offer here as Israel continues to kill a disproportionate amount of disproportionately civilian Palestinians and lay waste to Gaza. That’s an epic fail. At life.

The second troubling parallel I see is that Zionists defend Israel in exactly the same way white supremacists defend their ideology. Just as white supremacists accuse their opponents of “reverse racism” (as though opposing white supremacy is the same thing as hating whites), Zionists accuse critics of Israel of anti-semitism (as though being opposed to Israel’s settler colonialism, human rights violations, war crimes, and apartheid policies is the same thing as hating Jews). Further still, whereas white supremacists deem their white opponents “race traitors,” Zionists have a name for Jews that step out of line, too: “self-hating Jews.”

Of course, this is just a broader right wing tendency. It’s why U.S. “conservatives” call their domestic political opponents “anti-American.” It’s the fascistic concept that the state and its policies embody the essence of a people, so you can’t criticize the former without condemning the latter.

Thus it’s not surprising that the most recent Gallup poll found that while 55 percent of Americans 65 and older support Israel’s current massacre of Palestinians, the same is true of just 25 percent of Americans ages 18-29. In other words, the classic Zionist defense that you’ve employed here – i.e. that criticism of Israel is inherently anti-semitic – doesn’t really fly these days with many Americans outside of the Fox News demographic. And the reason it DOES fly with that demographic is that its part of their political playbook, too.

Now, since we’re talking about right wing ideology and racism, let’s talk about your support for Israel.

I’m not opposed to Jewish nationalism per se. Particularly in the years shortly after the Holocaust, when Israel was founded, I think the desire among Jews for a national homeland was exceedingly justified. Had Israel been carved out of Germany, then I’d most likely be a Zionist.

But there is no moral justification for Palestinians paying such a steep price for a sense of… I would call it “Jewish security,” except that the so-called “Jewish State” is no more synonymous with the global Jewish population than Israel is pursuing security. Much like the U.S. in its so-called “War on Terror” (and in conjunction with the U.S. in that war) what Israel is pursuing is expanded geographical dominance at the EXPENSE of its population’s security. And that’s not worth the confiscation of Palestinian life and land.

Since Palestinians don’t owe Jews Holocaust reparations (although others certainly have and do), Jews have no entitlement to Palestinians’ land and resources – unless, of course, you feel that Jews are more deserving on racial or religiously chauvinistic grounds. But what has Zionism become by now, if not a fundamentally chauvinistic, right wing ideology employed to rationalize a kind of gradual genocide?

That’s not where I want to see my tax dollars go. That’s not something I’m comfortable seeing done in my name.

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DOI: Disappointing. You had so many ways to respond, so many opportunities to take the moral high ground. I am genuinely disappointed. At least you didn’t make vague claims at having Jewish friends to justify your stance… The only thing that would be more wrongfully placed than the balance of your second “response.”

Why is my desire to talk about the root cause of this problem construed as pro-Israel? Because I am the only person in this lynch mob questioning the reasoning behind it? A cute notion, but not true.

So, am I pro Israel? Lets get your base-line assumption about me addressed up front, since you clearly lack a capacity to understand why anyone would want to focus on solving the conflict and not fixating on talking points and haphazard and flawed moral arguments. Yes. I am pro-Israel. You are failing miserably in not seeing that I am pro-Palestine just as strongly.

The only thing that cutting off funding to Israel will do is increase Israeli casualties. The Iron Dome that Austin wants us to cut funding to is defensive. The ONLY thing it does is intercept attacks made on Israeli soil. Wanting to even out loss of life to both sides of a conflict is not taking the moral high ground. It is blood-lust. Guess you did pick up some habits from growing up in a white supremacist area after all.

Or, do we want to actually address HOW to stop the violence? (I am sure that was a frequent conversation with your white supremacist childhood friends) Does that even matter? When we stop funding Israel, will anyone give one damn about Palestine? Jesus, how can so many be so painfully narrow-minded?

Now to get to my “classic” Zionist defense of Israel… I am so amazed that this is still a thing. Why not just reference the “problem of the Jew?” I did not defend Israel’s actions. Once. I hate what is happening. I actually want it to stop. Lowering the budget for their defense system will make them more desperate for severe action. To expect anything else is kinda silly and naive. Unless it is only a desire to remove your personal culpability… Then hurrah head-in-sand!

The people of Palestine deserve better champions than you…

And if you want to go tit for tat with personal stories of discrimination, we can have that conversation elsewhere. I am very happy you are championing civil rights issues. It is a tragedy that they still need to be addressed. I guess too many people are fixating on the people exhibiting racism and not trying to change the ideas behind racism…

I do, however, really hope you approach it from a slightly higher moral standard than you have shown here… Telling a Jewish nation not to defend itself in a post-Holocaust world, or to cut funding to its defense tool… Why not just tell them to move to the US, there are plenty of spaces at the back of the bus…. Jesus…

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Me: I’ll make you a deal, DOI. If anyone else reading this comment thread wants to point out anything in your previous two comments that they found persuasive or in any way meriting a response from me, then I’ll address it. Otherwise, I don’t think your attempt to double down on your favorite absurdity is anything I haven’t already refuted.

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DOI: Or you could explain how cutting funding will actually address the problem. And you could back up your claims of Israel’s intent behind its actions. Or…
[At this point, DOI attached a link to Sacha Baron Cohen as “Borat” performing the song “Throw the Jew Down the Well.”

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Me: As I said, “anyone else.”

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DOI: Zzzzzzzzzz

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20 days pass (August 3 – 23) without anyone commenting.

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Me: OK. Looks like nobody took me up on that offer…  

But since I don’t like loose ends, I’ll respond to that bit about the missile defense system you brought in at the end, DOI. Why shouldn’t U.S. taxpayers pay for it? Here’s why.

I.) VIOLENCE REDUCTION / PEACE

Because I believe all human life has equal value, I’m interested in acting to achieve a net reduction in violence and oppression. While there is violence and death on both sides of this conflict, the vast majority of violence is coming from the Israeli side while the vast majority of deaths are happening on the Palestinian side – and that’s even more the case if we’re talking about the deaths of civilians, and even more still if we’re talking about the deaths of children. Therefore, anyone concerned with a net reduction of violence is going to prioritize reducing violence against the people who are suffering the bulk of it – and in this case that’s the Palestinians.

This begs the question: Why is the U.S. funding a missile defense system for Israel instead of one for Gaza? Israel already has one and needs it less. Gaza has none and needs it more.

At the very least, we might wonder why the U.S. isn’t funding missile defense systems for both sides, seeing as how the U.S. is such a neutral mediator and all.

Sadly, reducing the violence of this conflict is not the driving goal of President Obama or virtually any member of Congress – Republican or Democrat. And that says something very chilling (but hardly surprising) about the U.S. socio-political system.

But in contrast to the garbage of debased humanity that rises to the top of our political system, people with fundamentally decent moral values should want a net reduction in violence. And there’s no way to argue that such decent people should prioritize funding Israel’s missile defense system over providing aid to Palestinians.

II.) PEACE & JUSTICE

Of course, decent people aren’t just concerned with violence reduction or “peace.” They’re also concerned with justice. “Peace and justice” get lumped together because they’re inseparably linked, but they’re two words because they are nonetheless distinct. This situation illustrates all of that quite well. So let’s bring justice into the picture, too.

Israel isn’t only the belligerent party because it is disproportionately violent at present and over all. Israel is also the belligerent party because its longstanding policies of settler colonialism (and more specifically, ethnic cleansing) are the root of the conflict.

Even if Israelis and Palestinians were only fighting with water balloons, the fact would remain that Palestinians are fighting to keep their land and Israelis are fighting to take it. One cause is just, the other is not. So once you add a sense of justice to a desire for peace, the argument for supporting Israel gets even weaker.

Bringing justice into the picture also makes something else clear. That is, if you really want a net reduction in violence, work not only toward protecting the predominant victims and constraining the predominant perpetrators, but also work toward eliminating the structural source of the violence. In this case, the structural source of the violence is Israel’s settler colonialism and ethnic cleansing.

But all that said, wouldn’t a better Israeli missile defense system still save (Israeli) lives – particularly those of (Israeli) civilians? And isn’t that a good thing?

Of course it would. And of course that’s a good thing. But that doesn’t mean U.S. taxpayers should have to pay for it. In fact, anyone concerned with peace and justice should be opposed to the U.S. or any other country besides Israel paying for it. And here’s why…

III.) THE COSTS OF COLONIALISM

Settler colonialism has its costs for the settlers, too. The resistance of indigenous people is predictable, as is the fact that it will sometimes take very ugly forms. There are cases of Native Americans massacring noncombatant European settlers, including children. There are cases of black Africans doing the same in Europe’s former African colonies. Rockets fired indiscriminately from Gaza and suicide bombers are just more of the same. We don’t have to support any of these atrocious acts to recognize their predictability or their root causes. Because oppression isn’t reserved for angels, the resistance it engenders will not always be pretty. Those horrors are a cost of colonialism that settlers have to pay – in terms of defending themselves against it, even if not in terms of actually suffering it.

And that’s why if Israel wants a better missile defense system to protect itself from the costs of its own aggression, then Israel should pay for it. Especially since Israel CAN pay for it. We’re talking about an unusually affluent country, with one of the highest per capita incomes in the world, that the U.S. has been pouring billions into annually for decades.

Israel can afford a better missile defense system; it just might need to sacrifice other projects and programs in order to get it. That’s the nature of cost. But so long as American taxpayers are paying the financial costs of Israel’s settler colonial project and Israelis are enjoying so many of the benefits for free, we can expect Israel to stay its present course – a course which is far more likely to result in a net increase in violence than a net reduction in violence.

IV.) REBUTTAL?

Now, DOI… as much as I enjoyed your unintentional self-parody in that Borat clip… (i.e. using the fictional anti-semitism of a Sacha Baron Cohen character to illustrate the fictional anti-semitism you attribute to me) …you are still welcome to break with past practice and enter into a substantive discussion by responding directly to some of the many points I have made in this and previous posts. After all, I think I have responded directly to each and every point you’ve attempted to make up until now.

Editor’s note, 9/4/14 – I posted the entry above on August 23rd. To date I have received no response.

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