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Why there are new laws shaping how schools teach about the Israeli-Palestinian conflict
Teachers, parents and schools have long debated what students should learn about the Israeli-Palestinian conflict. But lesson plans have typically been discussed in PTA gatherings, faculty meetings, and curriculum committees — not determined by legislation.
That’s changing, as new laws around the country seek to regulate how narratives about the conflict are taught. The measures are testing the boundaries of classroom free speech, teeing up legal battles between teachers who want to express pro-Palestinian viewpoints in the classroom and those who see such lessons as unprofessional or antisemitic.
The latest flashpoint is in California, where a new “antisemitism prevention” bill was signed into law this month, partly in response to controversy created by the state’s ethnic studies curriculum, which Gov. Gavin Newsom made a graduation requirement in 2021.
A tale of two curriculums
“Is Israel a settler colonial state?” and “If so, what does that mean for us in regard to who to support?”
Those were questions a San Jose, Calif., teacher posed to students in January 2025, along with a YouTube video titled “Zionism is not the same as Judaism,” featuring a spokesperson from the anti-Zionist group Neturei Karta.
In April, the California Department of Education found that the lesson “discriminated against Jewish students” and required the school district to provide teacher training on presenting controversial topics in a balanced, non-discriminatory way.
Such disputes have become prevalent in California in the four years since the adoption of the state’s ethnic studies curriculum.
Many Jewish groups support a curriculum that includes lessons on antisemitism and Jewish identity, alongside units on Black, Latino, Native American, and Asian American and Pacific Islander communities.
But an alternative curriculum, created by the “Liberated Ethnic Studies Model Curriculum Consortium,” has drawn sharp criticism for portraying Israel as a colonial state and omitting discussion of antisemitism while covering other forms of bigotry. For instance, it defines the Boycott, Divestment and Sanctions (BDS) movement as a “global social movement that currently aims to establish freedom for Palestinians living under apartheid conditions.”
“If I look at the materials that they’re putting forward, it doesn’t provide any balance,” said Larry Shoham, a Jewish English and business teacher at Hamilton High School in Los Angeles. “And I’m just afraid that when students are exposed to this curriculum, we’re planting seeds of prejudice and hatred in the next generation.”
Several Jewish groups have sought to keep the “liberated” curriculum out of public schools. But achieving that goal through legal avenues has yielded mixed results.
A coalition of Jewish groups had success in Santa Ana, Calif., where in February the school district settled a lawsuit that alleged ethnic studies courses were biased against Jews. As part of the discovery process, the plaintiffs uncovered several antisemitic messages from the school board, including a text message from a committee member suggesting that “we may need to use Passover to get all new courses approved,” since Jews would not be present. As part of the settlement, the district agreed to terminate their “liberated” ethnic studies classes and redesign the courses with public input.
But in Los Angeles, a federal judge issued a rebuke of parents who sought to use the law to change curriculum. A group under the name “Concerned Jewish Parents and Teachers of Los Angeles” sued the Liberated Ethnic Studies Model Curriculum Consortium, arguing that they had a religious belief in Zionism, and the “liberated” ethnic studies curriculum made it unsafe to express Zionist beliefs.
The parents, the judge wrote in his decision, had the right to petition for curricular changes. But the curriculum, even if offensive to some, was not discriminatory or illegal.
“It is far from clear that learning about Israel and Palestine or encountering teaching materials with which one disagrees constitutes an injury,” Judge Fernando Olguin wrote.
Bills aimed at restricting the “liberated” ethnic studies curriculum have also stalled. Last spring, the Jewish Public Affairs Committee of California championed a bill that would have required school districts to submit ethnic studies curricula to the California Department of Education for review, ensuring “content is historically accurate, free from antisemitic bias, and aligned with educational best practices,” JPAC wrote on its website.
But facing opposition from some civil liberties groups, the bill never made it into committee. JPAC shifted its focus to a broader measure creating a new statewide office to combat antisemitism in public schools, JPAC executive director David Bocarsly said in an interview.
That bill, with the requirement that curricula be “factually accurate” and “consistent with accepted standards of professional responsibility, rather than advocacy, personal opinion, bias, or partisanship,” just passed.
The new law’s impact
The law establishes a state Office of Civil Rights and an antisemitism prevention coordinator, who will track complaints, issue guidance, and coordinate training about antisemitism.
As for curriculum, supporters say the law simply reinforces longstanding norms for teachers: that lessons should be grounded in fact and free of political bias — requirements which don’t bar thoughtful discussions about Israelis and Palestinians.
“There’s nothing in this bill or existing law that prevents teachers from bringing up international conflicts or controversial issues, and to be able to provide opportunities for students to engage with it with critical thought,” Bocarsly said.
Critics, however, see the law’s vague language as a deliberate attempt to stifle speech and make educators think twice before broaching the subject at all.
“Are you allowed to talk about the occupation of the West Bank?” said Jenin Younes, national legal director at the American-Arab Anti-Discrimination Committee. “Are you allowed to talk about the Nakba from the Palestinians perspective in 1948? That’s not clear.”
Younes said she’s also troubled by a provision that allows anyone — not just students or parents — to file a complaint about antisemitism. That, she said, “opens up the door to people from outside who want to harass teachers.”
Some educators share those concerns. Mara Harvey, a Jewish social studies teacher at Discovery High School in Sacramento, wrote an op-ed calling California’s law “the wrong response to a real problem” and part of a broader push to bring “right-wing, Trump-style censorship to California schools.”
“Consider what it could mean in a real classroom: A student brings in an article from Haaretz (one of Israel’s most respected newspapers) criticizing government policies. Could a discussion on this be deemed antisemitic?” Harvey wrote. “Yes, it could.”
Combatting antisemitism or ‘attacking teachers’?
Similar debates about curriculum have played out in schools across the country. In Plano, Texas, a high school classroom used a Jeopardy-style game with the prompt, “Group who wants to gain back the country they lost to Israel.” The correct answer: “Who are the Palestinians?”
In August, Texas Attorney general Ken Paxton launched an investigation into Plano Independent School District, writing in a letter that “accounts have circulated that teachers are presenting biased materials and insisting that students take a pro-Palestinian view.”
“Any teacher or administrator that has facilitated or supported radical anti-Israel rhetoric in our schools should be fired immediately,” Paxton wrote on X.
In a statement, the school district said the claims of antisemitism were false and amounted to “political theater.”
Other states are also grappling with how best to address alleged bias in schools.
In Kansas, a law passed in May prohibits “incorporating or allowing funding of antisemitic curriculum.”
Arizona considered an even tougher approach. Democratic Gov. Katie Hobbs vetoed a bill that would have let parents sue educators for teaching antisemitism — meaning teachers would have been personally liable for lawyer fees and financial damages.
“Unfortunately, this bill is not about antisemitism; it’s about attacking our teachers,” Hobbs wrote in a letter explaining her veto.
In other cases, the curriculum has simply been removed. In Massachusetts, the state teachers association’s “curriculum resources” for lessons on “Israel and Occupied Palestine” included an image of a Star of David made of dollar bills. The curriculum resources were taken down after intense backlash.
Incidents like that are what Rebecca Schgallis, senior education strategist at the CAMERA Education Institute — which describes itself as “fighting antisemitism and anti-Israel bias in education” — cites in arguing for closer review of classroom materials nationwide.
She pointed to resources such as “Teaching While Muslim,” a group of New Jersey Muslim educators who say they are “working to actively include social justice, anti-racist & anti-Islamophobic curricula and educators in our schools.” Content on the group’s website includes a worksheet instructing students to color the Palestinian flag over the entire map of Israel — though it’s unclear whether such a lesson has ever actually been taught in public school classrooms.
Because curriculum decisions are made locally, Schgallis said, it’s difficult to track how widespread such lessons are. Often, she added, the problem comes not from official materials but from individual teachers going “rogue.”
“I think teachers have an obligation to teach curriculum and not to insert their personal viewpoints,” Schgallis said. “Everyone has the right to free speech outside of the classroom, but when teachers are teaching, they have a job to do.”
The post Why there are new laws shaping how schools teach about the Israeli-Palestinian conflict appeared first on The Forward.
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Brooklyn’s new ‘lard bagel’ is not kosher. But it is delicious.
Bagels have long been a staple of the Jewish diet, even if they’re not exactly health food. But the latest addition to New York’s bagel scene achieves the impressive feat of inviting both your doctor and your rabbi’s scorn: the “lard bagel,” made with rendered pork fat.
The decidedly unkosher offering is on the menu at Caputo Bagels, which opened Monday in Brooklyn’s Park Slope neighborhood. The bagel shop is the successor to the once-popular Caputo Bakery in Carroll Gardens, which closed in April after five generations of operation.
At the now-shuttered Caputo Bakery, “lard bread” was a bestseller. Caputo Bagels seeks to recreate the lard bread experience, but in bagel form. Lard, salami, provolone cheese, salt and pepper are all folded into sourdough, hand-rolled, then boiled and baked at 425 degrees. The Italian-Jewish mash-up is the product of a partnership between James Caputo and Rafi Hasid, who also runs the Israeli restaurant Miriam next door.
Eager to try this bagel novelty, I stocked up on Lactaid pills and trekked to Park Slope early Friday morning. There, I met Caputo himself, who said the lard bread was a family recipe and an Italian-American specialty. Lard, he explained, was “a couple levels above adding butter to your bread.”
“A lot of people who went to the bakery are now rushing here to try the lard bagel,” Caputo said, adding that he did “feel bad” that kosher customers wouldn’t be able to eat the signature item.
I reassured Caputo that I did not keep kosher and was eager to taste the lard bagel myself.
But before digging in, I wanted to know what to expect. The first customer I spoke with had ordered an everything bagel, explaining that she hadn’t known the lard bagel “existed.” The second, visiting New York City from Spain, had opted for banana bread.
I asked her if she had considered ordering the lard bagel. “At this hour in the morning?” she asked.
I was starting to get worried. If nobody orders the lard bagel, does it make a sound?
Fortunately, I soon met Kristin Stoller, a local who used to frequent Caputo Bakery. She had ordered both a lard bagel and a plain one, with a side of scallion cream cheese, to bring home for herself and her boyfriend.
“He’s anxious about the lard bagel,” she told me, but she was hoping to convert him.
I asked if she would do a taste test. “Just like the bread!” she said after taking a bite. “This is perfection.”
Her enthusiasm seemed to be contagious. The first customer I’d spoken with came up to me, this time with a lard bagel in hand. I’d piqued her curiosity. “It’s a savory explosion,” she said.
Outside, I found a customer named Kendra Koch sitting on a bench with her dog, Pom Pom. She, too, had ordered the lard bagel, topped with olive cream cheese.
“It tastes like pizza,” she said as Pom Pom angled toward the bagel, seemingly longing for a bite.
I summoned my courage and ordered one sans toppings, figuring it had enough going on flavor-wise to stand on its own. One bite revealed a cheesy, peppery richness. I wasn’t sure I tasted the lard, but I also wasn’t sure if I was supposed to. My official verdict: delicious.
It was just too bad that my kosher friends couldn’t try it. I’m holding out hope that the schmaltz bagel will catch on next.
The post Brooklyn’s new ‘lard bagel’ is not kosher. But it is delicious. appeared first on The Forward.
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Yiddish Modernism and the political tumult in the 1930s
אין די 1920ער און 1930ער יאָרן האָט דער זשורנאַל „אין זיך“ געדינט װי אַ טריבונע פֿאַר מאָדערניסטישע עקספּערימענטן אין דער אַמעריקאַנער ייִדיש־ליטעראַטור. צו די „אינזיכיסטן“ האָבן געהערט יעקבֿ גלאַטשטײן, אַהרן גלאַנץ־לעיעלעס, ה. לײװיק, שלמה שװאַרץ, יהודה לײב טעלער און אַנדערע.
װי מען קען טרעפֿן פֿונעם זשורנאַלס נאָמען, זײַנען די דאָזיקע ליטעראַטן געװען פֿאַרטאָן אין שעפֿערישע חקירות אַרום דעם אײגענעם „זיך“. און טאַקע, אין די 1920 יאָרן האָט „אין זיך“ ניט געהאַט קײן אינטערעס צו די פּאָליטישע דאגות־היום.
אָבער דאָס האָט זיך געביטן נאָך 1934, װען גלאַטשטײן איז געװאָרן דער רעדאַקטאָר פֿונעם זשורנאַל. דער דאָזיקער תּקופֿה איז געװידמעט דאָס נײַע בוך פֿון איתי זוטרא (אוניװערסיטעט פֿון מאַניטאָבאַ, קאַנאַדע) „אינזיכיזם: ייִדיש־דיכטונג און די ייִדישע אידענטיטעט אין אַמעריקע אין די 1930ער יאָרן“.
גלאַטשטײן האָט פֿאַרטײדיקט די שעפֿערישע אױטאָנאָמיע פֿונעם דיכטער קעגן די אַנגאַזשירטע קאָמוניסטישע קריטיקער װי אַלכּסנדר פּאָמעראַנץ, װאָס האָבן געפֿאָדערט, אַז ליטעראַטור זאָל דינען די אינטערעסן פֿון די פּראָלעטאַרישע מאַסן.
אַזױ איז גלאַטשטײנס אײגענע פּאָעטישע שאַפֿונג געװאָרן אַ מין פּאָליטישע פּאָזיציע. די דאָזיקע פּאָליטיק, האַלט זוטרא, האָט משפּיע געװען אויף זײַן ליטעראַרישן סטיל און דעם סטיל פֿון אַנדערע מחברים פֿון „אין זיך“.
גלאַטשטײן האָט געעפֿנט די זײַטן פֿון „אין זיך“ פֿאַר פּאָליטישע װיכּוחים. ער אַלײן איז אַרױס מיט אַ פֿאָרשלאָג צו שאַפֿן אַ פּאַרטײ, װאָס זאָל זײַן אי פּאָליטיש ראַדיקאַל אי ייִדישיסטיש, הגם קײן פּראַקטישע פּראָגראַם האָט ער ניט פֿאָרגעלײגט.
להיפּוך צו אַנדערע ראַדיקאַלע פּאַרטײען, קודם־כּל דער קאָמוניסטישער, איז דער הױפּטציל פֿון גלאַטשטײנס פּאַרטײ געװען צו פֿאַרטײדיקן ייִדישע נאַציאָנאַלע אינטערעסן. דאָס איז געװען ספּעציעל װיכטיק אין דער צײַט װען דער אַנטיסעמיטיזם האָט געהאַלטן אין אײן װאַקסן אין אײראָפּע.
גלאַטשטײן האָט פֿאַרבעטן ייִדישע ליטעראַטן אַרומצורעדן זײַן פּראָיעקט אױף די זײַטן פֿונעם זשורנאַל. לרובֿ זײַנען זײ ניט געװען אײַנשטימיק מיט גלאַטשטײן. דער עיקר זײַנען זײ געװען קעגן דער אידײ, אַז די אינטעלעקטואַלן דאַרפֿן װערן פּאָליטישע אָנפֿירער פֿון די מאַסן.
חוץ דעם, װי עס האָט באַמערקט חיים זשיטלאָװסקי, זײַנען שױן דאָ געװען גענוג פּאָליטישע פּאַרטײען אין װעלכע ייִדן האָבן זיך אַקטיװ באַטײליקט. צו שאַפֿן נאָך אַ פּאַרטײ װאָלט ניט געהאָלפֿן צו פֿאַרבעסערן דעם מצבֿ פֿון ייִדן.
דער אינזיכיזם, האַלט זוטרא, איז בטבֿע געװען עקלעקטיש סײַ פּאָעטיש און סײַ פּאָליטיש. מען האָט ניט געהאַלטן פֿון טראַדיציאָנעלע זשאַנערס און סטילן. אָפֿט מאָל האָט מען עקספּערימענטירט מיט מישן פּראָזע און פֿערזן.
אין די 1930ער יאָרן האָבן די ליטעראַרישע עקספּערימענטן באַקומען אַ פּאָליטישן אַקצענט. סײַ אין דער קונסט און סײַ אין דער פּאָליטיק האָבן די אינזיכיסטן געזוכט אַן ענטפֿער אױף דער עיקר־פֿראַגע: װאָס איז דער עצם פֿונעם ייִדישן „זיך“ אין אַמעריקע אין דער מאָדערנער תּקופֿה?
דער אינזיכיזם איז געװאָרן אַ נײַער מין ייִדישיזם: אַ קולטורעלע און פּאָליטישע אידעאָלאָגיע, װאָסער ציל איז געװען צו פֿאַראײניקן פֿאַרשײדענע פּאָליטישע שטרעמונגען אױפֿן סמך פֿון דער ייִדישער שפּראַך און דער מאָדערנער װעלטלעכער ייִדיש־קולטור.
גלאַטשטײן האָט געגלױבט, אַז װערטער דאַרפֿן טראָגן דעם װירקלעכן אמת, בפֿרט אין די צײַטן, װען כּלערלײ טאָטאַליטאַרישע רעזשימען האָבן פֿאַרשפּרײט ליגנס פֿאַר די צװעקן פֿון זײער מערדערישער פּראָפּאַגאַנדע.
אינעם בוך לידער „ייִדישטײַטשן“, װאָס איז אַרױס אין װאַרשע אין 1937, האָט גלאַטשטײן געפּרוּװט דערגרײכן די טיפֿסטע פֿאָנעטישע און לעקסישע װאָרצלען פֿון דער ייִדישער שפּראַך.
אין די שורות „אַלטער בױם, פֿעלדז און שטאַם / כ׳קום צו דיר מיט ברױט און גראַם“ דריקט גלאַטשטײן אױס זײַן פּאָזיציע לגבי דער ייִדישער קולטור־ירושה. ער קומט מיט זײַן אַמעריקאַנער „ברױט און גראַם“ צו דעם „אַלטן בױם“ פֿון ייִדיש כּדי צו שעפּן שפּראַכלעסע יניקה פֿאַר זײַן פּאָעזיע.
זוטרא אַנטפּלעקט אין „ייִדישטײַטשן“ סאַטירישע אונטערטענער, װאָס מאַכן חוזק סײַ פֿון די פֿאַשיסטן און קאָמוניסטן און סײַ פֿון די אַמעריקאַנער אַסימילאַטאָרן.
די צװײטע צענטראַלע פֿיגור אינעם אינזיכיזם איז געװען דער דיכטער, קריטיקער און זשורנאַליסט אַהרן גלאַנץ־לעיעלעס. אין 1937, אײנצײַטיק מיט גלאַטשײטנס „ייִדישטײַטשן“, איז אַרױס גלאַנץ־לעיעלעס בוך לידער „פֿאַביוס לינד“.
אין הסכּם מיט די עסטעטישע פּרינציפּן פֿונעם אינזיכיזם איז דאָס דאָזיקע בוך אַ מישמאַש פֿון סטילן, זשאַנערס און שטאַנדפּונקטן, װאָס זײַנען פֿאַרקניפּט דורך דער פֿיגור פֿונעם הױפּטהעלד. דאָס איז אַ פּאָעטישער סך־הכּל פֿונעם איניזכיסטישן פּעריאָד אין לעיעלעסעס שאַפֿונג, האַלט זוטרא.
„פֿאַביוס לינד“ האָט באַקומען התלהבֿותדיקע אָפּרופֿן מצד די קריטיקער. גלאַטשטײן האָט געהאַלטן דאָס בוך פֿאַר דער „ערשטער גרױסשװוּנגיקער און גרױסשטאָטישער פּאָעמע אין דער ייִדישער פּאָעזיע“, און ה. לײװיק האָט עס געלױבט פֿאַר זײַן „אָרגאַנישער גאַנצקײט“.
די פֿיגור פֿון פֿאַביוס לינד איז ניט קײן אױטאָביאָגראַפֿישע. זוטרא מאַכט אַ פּרוּװ צו אַנטפּלעקן די פֿאַרפּלאָנטערטע באַציִונגען צװישן דעם מחבר אַהרן גלאַנץ־לעיעלעס, זײַן פּאָעטישער פּערזאָן אַ. לעיעלעס, און זײַן אױסגעטראַכטן „אַלטער עגאָ“ — פֿאַביוס לינד.
לינד פֿיגורירט אינעם בוך װי אַ צעשפּאָלטענע פּערזענלעכקײט: „פֿאַביוס לינד פֿיל לעבנס פֿירט ער“. ער איז סײַ אַ פּראָדוקט און סײַ אַ קרבן פֿון זײַן תּקופֿה.
לינד האָט ספֿקות װעגן כּלערלײ פּראָיעקטן צו לײזן די „ייִדישע פֿראַגע“, אינעם סאָװעטישן ביראָבידזשאַן אָדער אינעם העברעיִש־רעדנדיקן ייִשובֿ אין ארץ־ישׂראל.
חוץ לידער האָט גלאַנץ געשריבן פּאָליטישע קאָמענטאַרן אין דער ליבעראַלער צײַטונג „דער טאָג“. להיפּוך צו גלאַטשטײן האָט ער ניט פֿאַרטראַכט קײן אײגענע פּאָליטישע פּראָיעקטן. זײַן פּאָליטישער שטאַנד איז געװען אין הסכּם מיטן פּראָגרעסיװן הױפּטשטראָם פֿון פֿראַנקלין רוזװעלטס „ניו דיל“.
דער לעצטער נומער פֿון „אין זיך“ איז אַרױס אין 1940, װען אײראָפּע איז שױן געשטאַנען אױפֿן שװעל פֿונעם חורבן. דער קאָנפֿליקט צװישן אַלװעלטלעכקײט און ייִדישקײט, װאָס איז געװען די צענטראַלע טעמע פֿון די אינזיכיסטישע חקירות, איז געלײזט געװאָרן לטובֿת ייִדישקײט.
גלאַטשטײן האָט פּראָקלאַמירט: „אַ גוטע נאַכט, ברײטע װעלט. […] אױף מײַן אײגענעם געבאָט גיי איך צוריק אין געטאָ“. דאָס איז געװען דער סוף פֿונעם ייִדישן מאָדערניזם, פֿאַרסך־הכּלט זוטרא.
די פּאָעטישע קולטור־ירושה פֿון די אינזיכיסטן איז פֿאָרגעשטעלט געװאָרן פֿאַרן ענגליש־שפּראַכיקן עולם אין דער פּרעכטיקער צװײ־שפּראַכיקער אַנטאָלאָגיע „אַמעריקאַנער ייִדישע פּאָעזיע“, װאָס איז אַרױס אין 1986 אונטער דער רעדאַקציע פֿון בנימין און באַרבאַראַ האַרשאַװ.
אין דער הקדמה האָט בנימין האַרשאַװ פּרטימדיק אַנאַליזירט די פֿאָרמעלע און סטיליסטישע חידושים, װאָס די אינזיכיסטן האָבן אַרײַנגעבראַכט אין דער ייִדישער פּאָעזיע אין די 1920ער יאָרן, אָבער ער האָט קױם באַרירט זײער פּאָליטיק.
זוטראס בוך באַטראַכט די אינזיכיסטישע שעפֿערישקײט אונטער אַן אַנדערן קוקװינקל. אין די 1930ער יאָרן זײַנען פּאָליטיק און פּאָעזיע געװאָרן נאָענט צונויפֿגעפֿלאָכטן אין די װערק פֿונעם לעצטן דור אַמעריקאַנער ייִדישעמאָדערניסטן.
The post Yiddish Modernism and the political tumult in the 1930s appeared first on The Forward.
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I never saw myself in Barbie. Would ‘Hanukkah Barbie’ have changed that?
I wasn’t really a Barbie kid. While I occasionally played with my sister’s hand-me-down Barbies, I preferred American Girl dolls. They were Barbie’s chunkier, cherubic counterparts, each representing a girl from a different period in history and accompanied by a series of historical-fiction books about her life. I devoured those books, including the story of Rebecca Rubin, a 9-year-old Russian-Jewish immigrant living on the Lower East Side in the early 1900s.
So when Mattel released its first Hanukkah Barbie last week — officially marketed as the “Barbie Holiday Sweater Doll” — I wondered whether she would have appealed to me when I was growing up. Would her Jewishness have made her feel more relatable than that blonde-haired, blue-eyed, impossibly proportioned bombshell?
As it turns out, I wasn’t the only one thinking about what it means for Barbie to look Jewish. Shortly after her release, Hanukkah Barbie set off a spirited debate over her appearance. Her nose seemed slightly more prominent than the default Barbie button nose, raising questions about whether Hanukkah Barbie’s face reinforced Jewish stereotypes, or if her distinctive nose reflected a good-faith effort to give the doll recognizably Jewish features.
It was at least clear that Mattel did its homework about the Festival of Lights. The hanukkiah on Barbie’s sweater has the correct number of candleholders, and the dreidels bear accurate Hebrew lettering — which is more than can be said about a lot of Hanukkah merchandise. If sales are any indication, Hanukkah Barbie is resonating. The doll, which originally retailed for about $30, is sold out, with third-party sellers now asking for as much as $345.
There have previously been Barbies modeled after Jewish celebrities, including Olympic gymnast Aly Raisman, Israeli Olympic surfer Anat Lelior and fashion designer Diane von Furstenberg. But Hanukkah Barbie is the first Barbie whose identity is simply Jewish — which means she will have the impossible task of representing Jews of all kinds. Sephardic and Ashkenazi Jews, religious and secular Jews all have to somehow find themselves in the same doll.
Complicating matters, the original blonde Barbie has arguably been Jewish all along. Ruth Handler, the daughter of Polish-Jewish immigrants, invented Barbie in 1959, naming “Barbie” after her daughter, Barbara, and “Ken” after her son, Kenneth. “Barbie is a matrilineal Jew? Love it!” one Reddit user joked last month.
But Barbie was always a little too Aryan-coded to feel Jewish to me. Her origins go back to the postwar German ideal of blonde, white femininity. Handler drew inspiration for Barbie’s look from a German toy named Bild Lilli, marketed toward men as a gag gift and sold in bars and tobacco shops. That doll, in turn, was based on the comic-strip character Lilli, characterized by Barbie’s unofficial biographer M.G. Lord as “a golddigger, exhibitionist, and floozy” who worked as a secretary while looking for a wealthy husband. Bild Lilli was manufactured by O.M. Hausser, a toy company that had produced Adolf Hitler figurines during the 1930s.
No wonder stereotypically Ashkenazi-looking Jews like me, not to mention everyone else who also didn’t fit the Barbie mold, felt left out of Barbie-land. (Which is literally everyone, given that scaled up to human size, a traditional Barbie doll’s proportions would make her unable to survive; there’d be no room for her organs in her tiny waist, and she’d have no choice other than to walk on all fours.)
Over the years, Barbie has become far more inclusive. After the debut of the “Colored Francie” doll in 1967, Barbie expanded to include dolls of different races, body types and abilities, including dolls with prosthetic limbs and wheelchairs and, in 2016, the long-awaited introduction of “curvy,” “petite” and “tall” Barbies. Mattel introduced career-themed dolls in the 1960s, evolving from fashion designer, nurse, and flight attendant to a presidential candidate Barbie in 1992.
The American Girl doll, which Mattel acquired in 1998, was part of a similar response to the limitations of the traditional fashion doll. Created by teacher Pleasant Rowland in 1986, American Girl was designed to help girls see themselves in their dolls while making history feel personal and engaging.
Of course, little kids aren’t thinking so much about the sociological implications of their toy choices. For my part, my mom bought me an American Girl look-alike doll with my brunette hair and choppy bangs, hoping that seeing myself reflected in a doll would help build my self-esteem. But I also gravitated toward a blonde-haired, blue-eyed American Girl doll that looked more Barbie-esque, which I begged my mom to buy.
Looking back, I wonder how much of the Barbie beauty standard I had subconsciously absorbed, even with an array of representative dolls at my disposal. Hanukkah Barbie may more closely resemble women like me. But changing the default cultural image of Barbie will take more than a doll with a light-up Hanukkah sweater.
The post I never saw myself in Barbie. Would ‘Hanukkah Barbie’ have changed that? appeared first on The Forward.
