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Gray Academy excels at online teaching during pandemic with ‘Gray Away”

Gray Academy students Ethan (Gr. 9)
and Annie (Gr. 6)

By BERNIE BELLAN
It was March 13 when the Province of Manitoba announced that, effective March 23, all schools in Manitoba were going to close for three weeks – with the possibility that the closure might be extended.

While it shouldn’t have come as a major surprise, given the speed with which the novel coronavirus was sweeping across Canada and the United States, still, how do you prepare for something as huge as the closing of all schools?
For staff at Gray Academy, however, adapting to new technology has always been a strong suit. Within a period of days the school informed parents that almost everything that had been done in the bricks and mortar Gray Academy was now going to be carried over into what was titled “Gray Away”.
Now, after over two months of having transitioned to a totally new way of learning, the results are in – and it seems that everyone, from staff to parents to students themselves, are more than satisfied with how Gray Academy has managed to adapt so well to the demands that were thrust upon that school.

Staff forced to pivot to online learning in a very short time
On Friday, May 15 I spoke with three members of Gray Academy: Head of School and Gray Academy CEO Lori Binder, Director of Teaching and Learning Rob Dalgliesh, and Director, Marketing and Communications Andrea Ritter.
We discussed how Gray Academy has responded to the demands of taking an entire curriculum online and what the reactions of parents and students have been.
Lori Binder began the conversation by saying: “We’re phenomenally grateful to all of our staff for being able to pivot so quickly in the middle of March in caring for all of our students.
“No one could ever have imagined that within 48 hours we’d have to figure out an infrastructure to care for all of our students and our learning.
“It’s been going incredibly well. We have been able to solicit feedback along the way in the last eight and a half weeks. Feedback has been immensely helpful to help create “our Gray Away infrastructure.
“We had some things in place in the school before the pandemic hit that allowed us to pivot more successfully – especially in the upper elementary to the high school.
“I think it was caring for our littlest kids – nobody in this world would have fathomed children learning virtually at three, four, or five years of age, but I think the biggest drivers for us were insuring that our students in their isolation had very strong connections with their teachers and with their peers on a daily basis through having a timetable and live classes, also a solid structure.”

How the curriculum was developed
Rob Dalgliesh added: “Although our time line was very short, great care went into the creation of ‘Gray Away’ – our virtual academy. It wasn’t rushed. We spent a lot of extra time in the wee hours of the morning creating the pieces that went into it.
“We started with standard curriculum creation by looking at the principal foundations of what we would then carry forward. We looked at the research that is in the area of online learning.
“We looked at pillars – things that we could build on. We wanted to make sure that our kids felt that they were being cared for and safe, but to do that we wanted things to be somewhat familiar – that connection with their teachers, that connection with their peers.
“We also wanted to include a spiritual element. Being a Jewish school we wanted that to be there, so we have our ‘Kabbalat Shabbat’, we have things for holiday programming. Even during the Pesach break we had educators dedicate time to bring forward programming connected to the holiday.
“Another pillar was physical health. It’s easy for a kid not to get up and get going, so we wanted to make sure that there’s an expectation that we wanted them to continue with their phys ed programming.
(Another pillar was) “Mental health – we wanted to help kids with that; showing kids that there’s more to learning than reading a text book. We looked at calming exercises, at the integration of a variety of techniques that our teachers are great at using that help kids with their mental wellbeing.
“For instance, we had wonderful suggestions for creating art at home, also project based learning.”

Zoom for JK-Grade 2; Google Meets for students in Grade 3 & up
At that point I asked “whether the lessons for the kids are individually tailored or are they done in group Zoom sessions, for instance?”
Lori Binder answered: “We’re using the Zoom platform from junior kindergarten through to Grade 2 and we are using the Google classroom platform – which uses Google Meets, in Grades 3 through 12. There are live classes that occur every day – mornings and afternoons.
“We have also built in one-on-one time in our elementary so that teachers have a chance to connect with kids and do some assessment. In our high school there’s a little bit of one-on-time on a daily basis.
“We’ve also set aside blocks on day 3 for all teachers to have an open meeting.”

School still starts at 9 a.m.
I asked: “Can you give an idea how much time a typical student would be online – either individually or within a group setting?”
Lori Binder: “I’ll paint you a picture of elementary: At 9 a.m. every student comes on to Zoom – JK through elementary. The whole school is welcome, but it’s mostly elementary. There are live announcements and the anthems (both O Canada and Hatikvah), and then they head straight to their live classes. They start with a live class with their general classroom teacher, then they continue on either to a live specialist class, which could be French, guidance, music…and then they’ll continue on live.
“I wanted to clarify that in an hour for instance in the high school, it’s not just live teaching.” (Later Lori explained that there is also time set aside for students to study on their own during the school day – just as if they were in the actual physical school.)

Rob Dalgliesh added: “One of the pillars (upon which the virtual school was built) was having a balanced day so that there is online collaboration, for example, small group work.
“At the high school level, there is a teacher giving a lesson, then there is Q and A time afterward – just like in a bricks and mortar school.
“Sometimes the collaboration with other students is just over the phone – like we are right now, having a conversation. It’s not necessarily in front of a screen.
“There are off line working sessions with students doing homework with paper and pen. There are research and innovation projects – personal passion projects that a student wants to research and carry on by him or herself.”

Lori Binder: “I would say it’s about 41/2-5 hours a day (spent in the virtual classroom), but again – it’s not sitting and staring at a screen.
“We’ve got some incredible things going. For instance, a couple of nights ago, the Grade 9 science teacher invited all the students at 9:30 (p.m.) to hop on to a live meeting to look at Venus. It was a particular night that Venus could be visible in the sky.
“Our younger kids would be spending less time (in the virtual classroom) – more around three hours a day, divided up into smaller chunks.”

Close monitoring of each student’s performance
I asked: “Are you able to monitor individual students to see how much time each student is actually spending online?” (I asked that question because I was skeptical that all students are responding with equal eagerness to adapt to the “virtual classroom”).

Lori Binder: “One of the most amazing ingredients to this has been the very close connection between the teachers, the students, and the families. Every three days there are phone calls home.
“If a child has not arrived in the classroom and we have not heard from the parents, then we’re following up. We have very high engagement. I would say that almost every kid is learning.
“Where there’s a differential is in the junior kindergarten – kindergarten, where it’s a little more challenging to be regimented. But, because of the technology (we’re using) all our classes are recorded (and remain on our password protected website for five days), so that if a child did miss a class the parent could go on at any time (and play that lesson for the child).”

Andrea Ritter explained that the younger children spend about 20 minutes at a time online, then they go off to do something on their own, such as art , music, or gym. The teacher is available live, but the student can go and do their work on the dining room table for instance. All the students may be doing their math work, but the teacher is on their screen if they need help.

I asked whether there is a full slate of classes, including Judaic studies, for all students?

Lori Binder answered: “Every single program is running, including English as an Additional Language, our special education department, our guidance department.”

I wondered whether the curriculum being followed thus far in the virtual classroom is keeping apace with what would have occurred in the actual physical classroom?

Lori Binder: “It’s hard to compare going completely virtual. I would say that we are confident we will have achieved the proper outcomes of the curriculum by year end.”

Rob Dalgliesh added: “We’re carefully mapping what’s being done, what’s completed and what’s not. We will be able to determine what a student hasn’t completed before the next year begins.

Rigorous timetable being followed
Lori Binder: “We made a decision to exceed the provincial requirements. We decided to have a rigorous timetable that was also balanced so that, for instance, the lunch hour is a little bit longer than what students would have had in the actual school because we thought the students would need a ‘quiet hour’ getting off the screen time.
“There’s a break of half an hour in the morning and afternoon for the elementary kids so that they can get up and stretch.
“The schedule ends around 3:15 instead of 3:40. Instead of starting at 10 to 9 we’re starting at 9 o’clock.”

I said: “What I’m getting from this is that the kids are adjusting to a situation that would be as comparable as possible to the actual classroom situation.”

Lori Binder: “Yes, we really felt that our kids needed routine, that in their isolation they needed to be connected to the school, to the school community, and to their classmates.”
She went on to explain how the timing of having to switch to the virtual classroom was quickly interrupted by the Pesach break: “In a normal Peasach break we would be off and relaxing, but we knew that our kids would not have the luxury of a Pesach break where they could go out of town so on the non-Yom Tov days we put together a program (with about 20 volunteer staff) where we went on Zoom and we had everything from a pet parade, story time for the young kids, we had an author (Jon Waldman) read from his Jets book, we had teachers eat lunch with the kids – because we just couldn’t go from 13 days of virtual school to a Pesach that was quiet.
“It was during the Pesach break that our leadership team formulated the next phase of Gray Academy, which was Gray Away 2.0, where we finessed our timetable and we finessed our learning hub, especially with the younger kids, so that we found a way to bring the families into a good structure.

“What about other schools that might not be in as good a situation as Gray Academy?” I wondered.
“Are kids in other schools going to have to repeat the year entirely because they might not have had access to the kinds of technology that Gray Academy kids have?” I noted that in Quebec, for instance, “they’re abandoning the school year for kids who live in Montreal.”
Lori Binder explained that “there is an answer from the province actually.” She asked Rob Dalgliesh to expand upon what the province has asked schools to do.

Rob Dalgliesh picked up: “The province does not want children to be held back based on what’s happening now.” There is a possibility that there may be summer schooling for students who have fallen behind, he noted.

Lori Binder also noted that the province has asked that in report cards at year’s end, for students in Grades 9-12, it will have to be cited whether a student requires recovery learning in the fall or whether they do not require recovery learning. That will help guide students who are moving between schools.

Plans being laid for eventual reopening of the school
“Are you making any plans at all for a possible return to the classroom with social distancing in place?” I asked, or “is that too far ahead to think about yet?”

Lori Binder: “We were just in a town hall meeting with Dr. (Brent) Roussin (Manitoba’s Chief Public Health Officer) yesterday, along with about another thousand administrators from across the province and they just released a draft guideline called ‘limited facility school use’. It’s incredibly limited; it doesn’t involve plans for the fall. It deals with a child needing to meet with a guidance counsellor one on one, for example, or with a therapist.
“We are anticipating planning for a number of scenarios and, therefore, we’re planning with about five or six different things in mind, such as: ‘Are we going to have fewer students in spaces?’ We’ve been looking at what social distancing might look like in a classroom, whether we’re going to have to look at mixed days.
“We are very, very involved with our Canadian accredited independent schools. We meet with the Department of Education weekly. We’re also very connected to the Manitoba Federation of Independent Schools. (I happen to be vice-chair of that right now.) We’re all working together.”

Post script: Following my conversation with the three administrators from Gray Academy on May 15, the Province of Manitoba announced new guidelines for schools. We received the following note from Andrea Ritter on Friday, May 22:
“As you know, the provincial directives have changed since we spoke. Throughout the entire process of building and delivering Gray Away, we’ve had to be on our toes for ongoing changes!
“Right now we’re exploring possibilities of what we might be able to do in terms of allowing limited groups students into our building (and our outdoor spaces) for occasional group activities, one-one-one guidance, exams, etc. There will be no in-class learning; the Province has re-iterated that in-school classes are still suspended for all Manitoba schools. Gray Away remote learning will continue for the remainder of the year, but it could be wonderful to be able to give students the opportunity to visit their teachers and friends, with strict adherence to physical distancing, etc.
“Even with new directives from the Government of Manitoba, we will only open our doors to students when we are fully confident that we can meet all provincial expectations for protecting the health and safety of our school community – staff, students and families. While we do not have all the answers today regarding what will over the next month or so, we will definitely keep our families informed every step of the way.

Andrea also sent links to three videos that provide good illustrations of how Gray Academy has been adapting to the current situation:
Thank You Teachers –
https://www.youtube.com/watch?v=vnNg-dPmTdg
Gray Academy Grad 2020 Tribute –
https://www.youtube.com/watch?v=cTH9dET_Ig4
Song Festival Greatest Hits Vol. 1 – https://www.youtube.com/watch?v=ikx858JUxhU&t=1080s

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Jewish Foundation about to surpass the $100 million mark in total grants distributed since its inception 60 years ago

By BERNIE BELLAN The Jewish Foundation of Manitoba had a very successful year in 2023, with almost $7 million distributed in grants. And, sometime in 2024 the Foundation will have distributed its 100 millionth dollar since its inception in 1964.
Those were two of the take aways from the Foundation’s 2023 Annual Report, which was released on Monday, June 17, also the same day as the Foundation’s Annual General Meeting.

Other highlights of the Annual Report:
The Foundation now has 4500 different funds under its management.
In 2023 the Foundation received $5.8 million in contributions. It now has over $160 million in assets under its management, an increase of $13.5 million from 2022.
A large part of the growth in the Foundation’s assets was attributable to its investment portfolio showing a growth of 12.3% in 2023 (net of fees).
The Foundation also changed the manner in which it distributes funds to grant recipients. In his report Foundation CFO Ian Barnes noted that “grant disbursements (now) occur prior to the commencement of a particular project, rather than the previous method of disbursing only after the project is complete and invoices submitted. Trust agreements are entered into with each recipient, and project invoices must be submitted upon project completion. This philosophy provides the recipient with a more appropriate cash flow over the project’s life.”
As well, Barnes wrote that “the Foundation is committed to increasing its annual distribution rate to 5.0% over the next few years (currently 4.4%). This will put more dollars into the community sooner rather than later, which is a priority for the Board.”
Of the almost $7 million in grants given by the Foundation, $5,532,147 were in the form of designated grants, while $1,453,215 were decided by the Foundation’s Grants Committee.
In their own joint message, Foundation Chair Bonnie Cham and Foundation CEO John Diamond wrote that “The Foundation had a terrific year, seeing 66 new funds opened, awarding scholarships to 63 students, and distributing $6.98 million in grants. Just as we have done since1964, we maintained the stable framework our community knows it can rely upon.”

Of the designated fund recipients the largest grants given were:
Combined Jewish Appeal – $812,815
Saul & Claribel Simkin Centre – $600,714
Jewish Federation of Winnipeg – $560,929
Jewish Child & Family Service – $509,286
Gray Academy of Jewish Education – $455,638
Asper Jewish Community Campus – $454,082
Jewish National Fund – $363,688
Rady JCC – $143,477
Jewish Heritage Centre of Western Canada – $129,420

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Who was Saul Feldman and why did he leave $2.6 million to the Jewish Foundation?

By BERNIE BELLAN Each year that the Jewish Foundation releases its Annual Report, I scan the report looking for unusual items. During the course of my scanning the Foundation’s 2023 Annual Report – as I was looking for names of new funds, one name jumped off the page for me: Saul Feldman – whose estate gave $2.6 million to the Foundation in 2023.
Who was Saul Feldman, I wondered – and why hadn’t the Foundation made any sort of an announcement that it had received such a huge gift in 2023?
I contacted Drew Unger, Director of Marketing & Communications for the Foundation to ask whether he could shed any light as to who Saul Feldman was – and why had the Foundation not publicized such a huge gift?
Drew replied: “It is a fantastic gift that is going to benefit the community greatly!
“As you know, we are very cognizant of donors’ wishes regarding the recognition and publicity of their gifts, and that is the process we are currently engaged in.
“We hope to feature the gift in the future, but we are still doing our own due diligence on Mr. Feldman.”

In a subsequent conversation that I had with Drew, he explained that the Foundation actually knew very little about Mr. Feldman. I asked whether he would mind if I did my own digging, as a gift of this size – coming totally out of the blue – reminded me of several similar gifts that had been made in the past to Winnipeg Jewish organizations. In 2020, for instance, I had reported on a gift of $725,000 made to the Simkin Centre by the estate of Myer and Corrine Geller – who had lived in San Diego. After a fair bit of investigation I discovered that Myer Geller must have had a mother who lived in what was then the Sharon Home for a time. (You can read that story at https://jewishpostandnews.ca/faqs/rokmicronews-fp-1/mystery-of-why-725-000-donation-to-the-simkin-centre-was-made-is-likely-solved/)

In 2015 the Gwen Secter Centre itself was saved from having its building sold by the then-owner, the National Council of Jewish Women, when an anonymous “angel” stepped forward with a gift of over $900,000. I was able to find out the name of that donor, but as that person had wished to remain anonymous, I never reported their name.
But the case of Mr. Feldman is quite different. Here we have an individual allocating a huge amount of money to the Jewish Foundation, but without any apparent reason why he decided to do that.
I was able to find his name in an old Henderson’s Directory, which I’ve held on to for years. Mr. Feldman lived at 400 Enniskillen Avenue. There were two others living there in 1993, along with Saul Feldman: His mother Rae and his brother Jack.
I also found a reference to Mr. Feldman in a 1946 Jewish Post, where it was noted that he had graduated as an electrical engineer from the University of Manitoba that year.
A search of the Jewish Heritage Centre archives showed that Mr. Feldman died in March 2023.

Through a search of the Manitoba online court registry I was able to find that Mr. Feldman’s estate had been probated in April 2023 and the name of the lawyer who had handled the estate was given. It was a name well know to me, so I contacted Mr. Feldman’s lawyer and asked him whether he could give me the name of Mr. Feldman’s executor? The lawyer said he would get back to me, but rather than wait for his answer, I decided to head down to the Law Courts to ask to see Mr. Feldman’s will. (As a matter of interest, anyone is allowed to see anyone’s will, but you have to attend in person at the Law Courts to see a will.)
I discovered, upon reading Mr. Feldman’s will, that I knew his executor, and I was able to find a phone number for him in an old 2010 phone book I’ve kept. (I was surprised the number was still active and the voice message indicated that the person I was trying to reach still used that number.) I left a message, saying I was trying to find out anything I could about Saul Feldman – and perhaps what had prompted him to leave his entire considerable estate to the Jewish Foundation?

Mr. Feldman’s executor was good enough to call me back the next day and he told me quite a bit about Mr. Feldman.
Apparently Mr. Feldman had worked for Winnipeg Hydro for years. He was “very intelligent,” I was further told and, at his funeral (which is available to watch on Youtube), it was noted that he had participated in the building of the Alaska Highway.
Mr. Feldman never married and had lived with his parents and a brother in the Enniskillen home for many years. Mr. Feldman was a very quiet man, I was told, who took care of his elderly parents for years, also his brother, who was very sick.
Mr. Feldman had another brother, who had moved to Toronto, and that brother was designated as Mr. Feldman’s beneficiary, with the provision that were Mr. Feldman’s brother to predecease him, his entire estate was to go to the Jewish Foundation.
As it was, Mr. Feldman’s other brother did pass on – and Saul Feldman lived to be 99. According to his executor, his final years were spent at the Shaftesbury Park Retirement Residence. The only organization to which he belonged, I was also told, was the Reh-Fit Centre on Taylor. (Apparently he was an original member of the Reh-Fit.)
He had very few friends, I was also told, but his closest friend had been the father of his executor – which explains how this individual came to be appointed executor.
From what I could see in the will, all of Mr. Feldman’s holdings were held in accounts at TD Bank and RBC.
He had led quite a frugal life,”who gave no thought to his own life…who never spent that much energy on himself,” it was said at his funeral (by the brother of the executor).

I suppose it’s not hard to imagine why an individual such as Mr. Feldman, who apparently had no other living relatives, would donate his considerable estate to an organization such as the Jewish Foundation. With over 4500 funds now in place at the Foundation, it has certainly established a very high profile within not only the Jewish community but the community at large as well..
When I contacted Drew Unger to inquire about Mr. Feldman I said that one of the reasons I wanted to single him out for attention was to inspire other people – who might be in similar circumstances as was Mr. Feldman, i.e., no apparent beneficiaries, to consider making the Jewish Foundation their beneficiary.
It would be interesting if anyone reading this who knew Mr. Feldman might want to contact me. As I’ve noted, the Jewish Foundation would like to honour his memory, but other than the information provided here, they don’t have much to go on.

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“Anti-Zionist” Jews Disgrace Themselves

By HENRY SREBRNIK Is so-called “anti-Zionism” antisemitic? It was not always so. Prior to the Holocaust and the creation of a Jewish state, many Jews did consider Zionism – a return to the Land of Israel — unworkable, unnecessary, even wrong-headed. In the United States, prior to the Holocaust, Reform Jews in the American Council for Judaism were committed to the proposition that Jews are not a national but a religious group. Jewish socialists and others on the political left, including the influential Jewish Labour Bund, were opposed to what they thought was an ideological “bourgeois” error.

But these were internal debates in the Diaspora, and in any case most non-Jewish people had little say about them — if they even bothered to pay any attention to these internal arguments within Jewish circles. Nor, obviously, did those politically against the Zionist movement ally with pogromists who slaughtered Jews.

All of that is history, really part of a vanished Jewish world. Yes, there are remnants of that past, in sectors of the haredi world. The Satmar Hasidim are the most visible. They are theologically committed to a reading of Jewish history that considers that the recreation of a Jewish nation must await the Messiah. They are “anti-Zionists” in the legitimate sense of the word, but no one thinks they want to kill the Jews in Israel or elsewhere.

That’s a different matter than today’s Jewish anti-Zionists, who are largely uninformed about Judaism, Jewish history and culture. They are a fringe group, allied with states and ideologies that want to eliminate the existing Jewish state of Israel and perhaps even murder most of its Jewish population and expel the remainder. Today’s version has more to do with pre-war German Nazi eliminationism than with long-forgotten intra-Jewish disputes.

Assimilated into left-wing movements and doctrines, these Jews are in most cases little more than Jews through genealogy, “Jews in name only,” making political use of that on behalf of those wishing to destroy Israel. Their “anti-Zionism” is part of the larger antisemitic movements arrayed against us, and they serve, to use a well-known term, “useful idiots.” They make use of general slogans, identity politics and symbolic statements like wearing a keffiyeh, with minimal complexity and knowledge. 

They are producing vast amounts of simplistic one-sided literature and media. One example is the film “Israelism,” the story of two young American Jews “raised to defend the state of Israel at all costs” who “join the movement battling the old guard over Israel’s centrality in American Judaism, and demanding freedom for the Palestinian people.” Call them “Jewish shields” for the pro-Palestinian left that is glorifying the post-October 7 pogrom by Hamas and Islamic Jihad.

“Antisemitism in Canada and abroad is primarily presenting itself through the prism of anti-Zionism, which, in my opinion, is the most pervasive form of antisemitism, and the most perverse in a number of ways,” remarked Casey Babb, a senior fellow with the Macdonald-Laurier Institute and the Institute for National Security Studies. I guess our Jewish “anti-Zionists,” wilfully blinded by the company they keep,  refuse to see what’s in front of our eyes.

Fortunately, here in Canada, despite the noise they make, such anti-Zionist Jews are a tiny and marginalized group. Professor Robert Brym of the Department of Sociology at the University of Toronto and probably Canada’s most eminent Jewish academic, on May 30 released an addition to his lengthy “Jews and Israel Survey 2024” published in the spring 2024 issue of the journal Canadian Jewish Studies.

To his question “Do you believe Israel has the right to exist as a Jewish state?” 91 per cent of his Canadian Jewish respondents answered in the affirmative, six per cent said they don’t know, and only three percent said no.

We know the difference between legitimate criticism of Israel and antisemitism. The belief that the Jews, alone among the people of the world, do not have a right to self-determination, or that the Jewish people’s religious and historical connection to Israel is invalid, is inherently bigoted. When Jews are verbally or physically harassed or Jewish institutions and houses of worship are vandalized in response to actions of the State of Israel, it is antisemitism. 

Expressions of anti-Zionism include downplaying or negating the historic and spiritual Jewish connection to the land of Israel, and the insistence on holding Israel to unreasonable standards when viewing its response to threats in comparison to the actions of other members of the international community.

Now many of these Jewish anti-Zionists don’t necessarily agree with everything listed above. But by associating and collaborating with those who do, they are at the very least, to use an old-fashioned phrase, “fellow travellers” allied to these antisemitic movements. And they can be paraded before the media as Jews who have seen the evil that Israel causes. What better evidence?

Some of Canada’s most disruptive actions and blockades have been coordinated by groups with U.S. funding and organizational links. For example, the Tides Foundation, a San Francisco-based “social justice” non-profit has supported Jewish Voice for Peace (JVP) and IfNotNow, among others, in the United States. Both have been perennial organizers of anti-Israel rallies and blockades.

The Canadian affiliate of JVP, Independent Jewish Voices Canada, calls itself a “grassroots organization in Canada grounded in Jewish tradition that opposes all forms of racism & advocates for justice and peace for all in Palestine-Israel.” It calls Zionism “the political ideology that has provided the basis for Israel’s settler-colonial project and unfolding genocide in Palestine.” 

They are indeed “useful,” and antisemites know it. On May 27, for instance, a representative was on Parliament Hill holding a press conference insisting that the country’s network of pro-intifada campus encampments was not antisemitic.

On June 10 the Public Service Alliance of Canada (PSAC), one of Canada’s largest public sector unions, which is actively engaged in Pro-Palestinian activities, held a discussion “Addressing Islamophobia and antisemitism in the Workplace.” Of course no Jew supporting Israel was invited, not even Deborah Lyons, Canada’s Special Envoy on Holocaust Remembrance and Combating Antisemitism, and a former ambassador to Israel. 

The panelists were Amira Elghawaby, Canada’s Special Representative on Combatting Islamophobia, and, on the Jewish side, Avi Lewis, a former Al Jazeera correspondent and now an associate professor of “social and political change” at the University of British Columbia (UBC). 

However, Lewis, scion of a prominent family that has been for decades active in the New Democratic Party – grandfather David led the federal NDP and father Stephen was head of the Ontario party — is an active “anti-Zionist,” a member of the anti-Zionist Independent Jewish Voices Canada, and a co-founder of the UBC chapter of the Jewish Faculty Network.

Richard Marceau, vice president of the Centre for Israel and Jewish Affairs, said the union’s efforts at doing something about antisemitism were disappointing.

“Inviting someone like Avi Lewis — who is not an expert on antisemitism, who is a marginal figure in the Jewish community and who is viciously opposed to Israel — to train union members on antisemitism shows how unserious PSAC is about combatting Jew-hatred,” he stated.

Yes, Jews can be Jew-haters too. (The term “self-hating Jew” is silly; they hate other Jews, not themselves.) Such Jews now face anti-Israel sentiment of unprecedented ferocity, often couched in the language of social justice, critical race theory, and so-called intersectionality. It is sustained by the hegemonic hold of a theory of “settler colonialism,” now ubiquitous in Canada’s universities, and one which deems Israel an illegitimate colonial settler state. 

And Palestinian academics known how to use this terminology to make their case. Typical is an article by Joseph Massad, a professor of modern Arab politics and intellectual history at Columbia University, New York. In a May 30 oped, “Instead of Recognizing ‘Palestine,’ Countries Should Withdraw Recognition of Israel,” published on the website Middle East Eye, he uses all the correct buzzwords, referring to “Israel’s illegality as an institutionally Jewish supremacist racist state.” He considers the very establishment of this “settler-colonialist” state “an illegal act and in violation of the very UN resolutions that proposed its establishment.” 

Massad therefore advocates the “dismantlement of Israel’s racist structures and laws” in favour of “one decolonised state, from the river to the sea, in which everyone living within it is equal before the law and does not benefit from any racial, ethnic, or religious privileges.” Only the end of the Israeli “settler-colonial state” will lead to a “decolonised anti-racist and democratic outcome.”

Massad’s analysis and prescription is the true bedrock Palestinian position, as presented for western ears. (Hamas’ creed is a different matter.) The theoretical construct behind it is one that fits completely within today’s liberal-progressive ideology espoused by the intellectual elites in western countries now. The “anti-Zionist” Jews reading them usually know far less about what the Jewish people have gone through historically. This makes them easy prey for our enemies. 

Natan Sharansky, currently Chair of the Institute for the Study of Global Antisemitism and Policy (ISGAP), and McGill University history professor Gil Troy, in a June 16, 2021 Tablet article entitled “The Un-Jews,” asserted that these people “are trying to disentangle Judaism from Jewish nationalism, the sense of Jewish peoplehood.” And the voices of these “inflamed Jewish opponents of Israel and Zionism are in turn amplified by a militant progressive superstructure that now has an ideological lock on the discourse in American academia, publishing, media, and the professions.”

We hear it from progressives like the author Naomi Klein, who is professor of Climate Justice at the University of British Columbia (and married to Avi Lewis). Klein’s Passover message in the April 24 British Guardian newspaper was headlined “We Need an Exodus from Zionism.”  She told readers that “we don’t need or want the false idol of Zionism. We want freedom from the project that commits genocide in our name.”

For Klein, Zionism “takes our most profound biblical stories of justice and emancipation from slavery– the story of Passover itself — and turns them into brutalist weapons of colonial land theft, roadmaps for ethnic cleansing and genocide.”  The creation of the State of Israel, and the entire Zionist movement, was a ghastly mistake and Jewish life is best led in exile. 

“Arguing for the purity of exile and powerlessness, and demanding abandonment of the now-impure Jewish State,” Elliott Abrams, currently a senior fellow for Middle Eastern studies at the Council on Foreign Relations in Washington, observes sadly that “we have indeed been watching the young American Jews who helped build those campus tent cities and joined the denunciations of the Jewish State.” 

In “American Jewish Anti-Zionist Diasporism: A Critique,” in the May 2024 issue of the British periodical Fathom, he sees them following the lead of “the hundreds of Jewish professors who wish to proclaim their virtue by lining up against the Jewish State.”

Finally, there are the many Jews like Rabbi Elchanan Poupko, the president of EITAN–the American Israeli Jewish Network, whose anger at anti-Zionists is palpable. In “Anti-Zionist Jews, Have You Seen the Mirror?” a blog published on the Times of Israel website, May 28, 2024, he points out their hypocrisy. 

“The people who were angry at Birthright for taking them on a free, all-expenses paid trip to Israel without taking them to Gaza, Ramallah, and Sheikh Jarrah were somehow unable to utter the words Kibbutz Be’eri, Sderot, Metula, Kiryat Shmona, or the massacre at Nova music festival. Those who were angry at their teachers for celebrating Yom Ha’atzmaut with no mention of the Nakba were suddenly unable to speak about the Hamas charter calling for the killing of Jews worldwide.

“Yet perhaps worst of all, was not what anti-Zionist Jews said — or did not say — but rather the company anti-Zionist Jews have chosen to keep. Over the past few months, anti-Zionist Jews have stood shoulder to shoulder with masked and uniformed individuals in public places, physically blocking off ‘Zionists.’”

 They exclude their fellow Jews from public spaces in universities, side with terrorist organizations that call for the annihilation of all Jews in the world and make partnerships “with what is objectively the most antisemitic movement since the Holocaust,” he writes.

Rabbi Poupko lives in New Haven, Connecticut. The region is home to Yale University, Quinnipiac University, Albertus Magnus College, the University of New Haven, and Southern Connecticut State University, making it a hub of higher education – and, of course, pro-Palestinian protests. “I got to see firsthand what anti-Zionism in Jewish spaces meant. A group of anti-Zionist Jews shared to their social media videos with cheers like ‘there is only one solution – intifada revolution,’ which is a call for deadly violence.”

As Iran began shooting ballistic missiles and drones carrying hundreds of tons of explosives at Israel’s civilian population, “many anti-Zionist Jews were there to explain why Iran was justified in its attacks on Israel. Jewish Voices for Peace posted a photo of Houthis in Yemen praising the pro-terror mobs on campus.”

He concludes by noting the irony of anti-Zionist Jews siding with the mobs behind the greatest push for Diasporic Jews to move to Israel. “Those who want you to believe Jewish safety should not depend on the State of Israel have helped make much of the diaspora unsafe for Jews and Jewish life.” When the people you march with “are the reason countless synagogues, JCCs, and day schools are hiring more security, you probably don’t get credit for making Jewish life in the Diaspora more appealing.”

Such Jews are betting their present and future will be outside the confines of the Jewish people, and they will do anything to gain the acceptance of the antisemitic circles in which they traffic. “When anti-Zionist Jews hold signs that say: ‘this Jew is against genocide,’ besides for defaming other Jews as being for genocide, they also often forget the truly genocidal company they keep, company that would like to eradicate the State of Israel. It is time for anti-Zionist Jews to take a look in the mirror.”

Bottom line: Whatever we call it, and however they can be distinguished, both terms, antisemitism and anti-Zionism, are in today’s context simply manifestations of Jew- hatred.

Henry Srebrnik is a professor of political science at the University of Prince Edward Island in Charlottetown. 

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