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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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Chesed Shel Emes panel delves into different aspects of death and dying

l-r: panelists Rabbi Matthew Leibl, Dr. Bruce Martin, Dr. Harvey Chochinov, and moderator Allson Gilmour

By MYRON LOVE They say there are two things you can count on in life – death and taxes.  I don’t know about taxes – but no one escapes death.
 When we are younger, few give much thought to dying. As we age though, we come ever closer to that final reality.  The best we can hope for – in my view – is to live to a relatively old age in relatively good health and pass away quickly – preferably in your sleep.
 
So what would one consider a “good death?” That was one of the questions that was discussed by a panel of three experts on the subject who appeared together on Sunday, November 24, in a program at the Chesed Shel Emes titled: “The Last Stop – Reflections on Living and Dying”.
 (The Chesed Shel Emes is our community’s non-profit Jewish funeral chapel; the only one of its kind in North America).
 
About 180 people were in attendance – both in person and online, as independent Rabbi Matthew Leibl, palliative care specialist Dr. Bruce Martin, and Dr. Harvey Max Chochinov, a psychiatrist who is one of the world’s authorities on the subject of the emotional aspects surrounding death and dying, shared their experiences and perspectives.  Alison Gilmur, popular culture and lifestyles reporter for the Free Press. served as the moderator.
 A “good death” – as opposed to a “bad death” – is important for patients and families alike, Chochinov noted.


 “Is dying in your sleep a good death?” Rabbi Leibl asked.  “That depends on both the individual and the family. It certainly doesn’t give the individual much time to think about it beforehand.  I think the major concern for most people is that death be as painless as possible.”
 “The problem is that you only die once,” Chochinov pointed out. “There is no rehearsal.  Many fear the unknown. And you don’t know what the path will be, what it will be like for you. Or if you will still be you afterward.”
 
Gilmour asked the panelists what people fear most about dying? Chochinov cited the case of one woman who refused to take her medication because she feared it would make her confused – the way it had her mother prior to her death. Reassuring her that she was in capable hands allowed her to accept proper pain management and die peacefully.
 
 Another anecdote from Chochinov concerned  the case of a young woman who was facing death – with a young family and a young child at hand.  “She was concerned that her little girl would have no memory of her,” Chochinov noted.  “We completed something called Dignity Therapy, which allowed her to create a written legacy that would eventually be shared with her child.”
 
Rabbi Leibl referred to a member of the Shaarey Zedek who had been suffering for some time.  She chose to die at home but, before her passing, she asked her children to leave the room. She and the rabbi talked.
 “I asked if she was afraid,” he recalled.  “She said that she wasn’t afraid, but that she worried that she would never see her family again.”
 Dr. Martin noted that every death is personal.  “There is no common thread,’ he said.  “A last conversation can be profound or trivial.
“One concern for the dying is not being able to live to see their grandchildren grow up and the shared moments they will miss.”
 Chochinov also added that some people are worried about the process of dying and what it may be like.  “While dying is inevitable, suffering ought not to be”.
 Gilmour asked what people can do to help comfort someone who is dying? 
Chochinov’s answer was simple: “Be sure to show up”. “When you know someone is dying,” he noted, “for many the impulse is to stay away, to withdraw.  You don’t know what to say,” he observed.  “Don’t try to fix what can’t be fixed.  But do show up and listen.”
 
Martin recalled a former mentor who suggested that the most important question that someone who is visiting someone who is terminally ill is: ‘What can you do to help?’ “
 
“People who are dying don’t need to be reminded about it,” Rabbi Leibl observed.  “Although every case is different, a visitor should talk to the afflicted individual the same way you would talk to anyone else. You can talk about life, for example, or what you are reading, or a show you are  watching together.”
 
Gilmour concluded her questioning by bringing up the issue of government-approved Medical Assistance in Dying (MAID) – medically assisted suicide.
 
A number of liberal rabbis Are in favour of MAID, Rabbi Leibl noted.  “Judaism however dictates that we must do everything we can to prevent death,” he pointed out. 
“I have officiated at funerals for a few people who have chosen IAID,” he reported.  “One such funeral was for a Holocaust survivor – in her 90s. I spoke with her the day before she died.  She was at peace.  I viewed what she was doing as courageous.”
 
Chochinov said it is also important to look at factors that can undermine a patient’s will to live, such as poorly controlled pain, limited access to palliative care and lack of supports, including respite.“MAID is driven by a desire for personal autonomy,” he observed.  “It was originally designed as an option for patients who were suffering and facing a reasonably foreseeable death.” Eligibility criteria have been expanded, making patients not imminently dying, but suffering, able to request MAiD.He expressed grave concerns about extending MAiD for people who are mentally ill.  “We simply can’t know which of these patients might improve with adequate time, support and care.”
 In response to a later follow-up question from a member from the audience, Bruce Martin added that, in the case of people with dementia and MAID, the latter may prevent children and grandchildren from spending more time with the parent/ grandparent.  After all, who then decides when the time is right?
 The panelists were asked about talking about death and dying and how to cope. Martin noted that when he speaks to kids in schools, there is a lot of interest in the subject.      
 A question about planned giving elicited a comment from Chochinov about the importance of not only leaving a will, but letting family know what your wishes are. “It’s never too early to talk about these things”, he said, “but if you put it off long enough, there may come a time when it’s too late”.

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Jewish scholar and bibliophile provides overview of hidden treasures hidden in Chevra Mishnayes congregation library

Justin Jaron Lewish at the Chevra Mishnayes Dec. 8

By MYRON LOVE Most shuls have a library of religious texts – or genizah (storage space) for discards – often books that were either donated specifically to the congregation or private collections dropped off at the synagogue after the original owners passed away.  
On Sunday, December 8, the egalitarian Chvera Mishnayes synagogue in Garden City hosted a Lunch and Learning program, the highlight of which was an overview of the books housed at the Chevra Mishnayes – including Chumashim,  machzorim, various assorted Talmudic tractates and commentaries on the Torah and Talmud. The program featured a presentation by Justin Jaron Lewis, during which the Yiddishist, bibliophile and professor of religion, revealed subtle features of some of the books, unveiling clues revealing when and where they were published, some direct connections to Winnipeg’s Jewish community and other interesting features.   
The Chevra Mishnayes dates back to 1906.  It has been at its present location on Jefferson Avenue since 1966. The former  Ohel Jacob congregation merged with the Chevra Mishnayes in 1971.
“It’s amazing what people brought with them from the old country,” Lewis commented.
He cited as an example a book from the Chevra Mishnayes collection which was identified as having been bought from a Jewish books store in Toronto, but which had been printed in Poland.  He pointed out other books that were  published in the 19th century in cities such as Lublin, Vilna and Warsaw – all cities with large Jewish populations. 
“The Warsaw edition had Cyrillic writing (based on the Russian-language alphabet) in it,” he noted. ‘Warsaw, Lublin and Vilna were all part of the Russian empire at the time.”
He added that a fourth book was published in Lviv in Ukraine which was part of the Austrian Empire in the 19th Century.  “Because the Russians used to tax books that were printed in Russia but were to be taken out of the country, some claimed that their books were published in Austria or another country to avoid the tax,” Lewis explained.
Of interest also, for Jewish geography enthusiasts, Lewis noted, were books with the owners’ names written in them.  One book belonged to the family of the well known comedian David Steinberg.  
In a second book, Grade 9 Talmud Torah student Israel Pudavick had written his name.
There were other books originally from the collections of a shoichet named B.M Yahweis and one Rev. Martin Weisman.
There are religious commentaries in the Chevra Mishnayes collection penned over the years by Winnipeg rabbis such as Rabbi Y. H. Horowitz, Rabbi Meyer Schwartzman, Rabbi Shmuel Polonsky and one Rabbi Zorach Diskin – who lived in  Winnipeg in the early 1900s.
“Some of the books offer a glimpse into Jewish history,” Lewis pointed out. There is one, published in 1865 in Warsaw, which he pointed out, includes a paean to Jewish life in Russia.
Censorship was strict in Russia, he explained.  You had to satisfy the censors.
Lewis pointed out that trying to figure out the date of printing for some of the books can be challenging.  In some cases, he noted, the book may be a copy – and the copyright date may be the date of the publication of the original.  In other cases the date is written in Hebrew letters – leaving researchers to have to translate the letters to their numerical equivalent.  What was thought to be the oldest book in the collection, for example, and which was originally estimated to date back to 1819, on further study was determined to be published in 1918.
Lewis also delved into the artwork in some of the books.  With the Jewish injunction against  recreating human images or those of angels or heavenly bodies, one book in the collection does have a scene where angels are watching as Moses hold the ten commandments and light is streaming from his head.
Another has a scene with Moses and Aaron  opposite each other with lions overhead and Roman numerals also in the picture – an  example, Lewis suggested of cross  cultural influences.
Other popular scenes include the hands of the Cohen doing the priestly blessing   The print design and layout can also offer opportunity for artistic flair.
Lewis further note that some of the machzorim have prayers inserrted in Yiddish – for instance, asking for good health – or a good life – or a prayer for one who is ill.
Incidentally, for readers with older Yiddish books at home who are considering trying to find a new home for them, Lewis is one of a handful of Winnipeggers who are collecting Yiddish books for transfer to the Yiddish Book centre in Amherst, Massachusetts.
 The book centre,, he reports, is dedicated to finding good homes for such books in university libraries, or the homes of other scholars or other private homes.  “A lot of younger people,” he said, “are rediscovering Yiddish and writing songs and poems in Yiddish.”
As to the Chevra Mishnayes’ library, Lewis observed that, as is the case with many other modern shuls, there has not been much interest in more recent years in studying Talmud and Torah. 
“Some of the older books are crumbling,” he reported.  “Perhaps we should form a committee to cull some of the books that we don’t need and look into ways to better preserve the remainder.
Readers with Yiddish books they no longer want can contact Justin lewis at justin_lewis@umaniotoba.ca

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Representatives from The New Israel Fund of Canada come to Winnipeg to speak to Winnipeg audience

left: Michael MItchell (NIFC Board member) with Ben Murane (NIFC Executive Director)

By BERNIE BELLAN In 1977, Menachem Begin became Prime Minister of Israel when his Likud Party was able to form a very narrow coalition with two other parties, thus ending 29 years of dominance by Israel’s Labor Party.
That event set in motion a series of changes to Israel’s political, social, and economic landscapes that are still reverberating to this day.
In reaction to the strongly conservative tilt of Begin’s government – which threatened to undo many of the democratic underpinnings of what Israel’s founders had attempted to achieve when Israel became a state in 1948, a group in California created what was known as the New Israel Fund. According to Wikipedia, “The New Israel Fund was established in 1979 in California and is credited with seed-funding ‘almost every significant cause-related progressive NGO in Israel’. Since its inception the fund has provided over US$250 million to more than 900 organizations. NIF states that while its position is that ‘Israel is and must be a Jewish and democratic state’ it says it was among the first organizations to see that civil, human and economic rights for Israeli Arabs is an issue crucial to the long-term survival of the state.’ “
In 1986, The New Israel Fund of Canada was established as a separate entity, with full charitable status in Canada. Since that time, “NIFC has contributed over $10 million to more than 100 organizations in Israel that fight for socio-economic equality, religious freedom, civil and human rights, shared society and anti-racism, Palestinian citizens, and democracy itself,” according to information taken from the NIFC website.

On Wednesday, December 11, two representatives of the New Israel Fund of Canada who were in Winnipeg spoke to a small group of individuals who braved a bitterly cold night to attend an information session held in the basement of Temple Shalom.
Those two individuals were: Michael Mitchell, a former Winnipegger and a longtime member of the board of NIFC; and Ben Murane, the executive director of NIFC. It was the first ever visit for Murane to Winnipeg and he said that one of the reasons he came here was to help make the work that NIFC has been doing in Israel more widely known to Winnipeggers.

Michael Mitchell introduced himself to the audience, saying that “the person who introduced me to the The New Israel Fund was (the late) Vivian Silver” (who, most readers are no doubt aware, was killed in the October 7 massacre).
Mitchell explained that the The New Israel Fund started “in the 1980s in a very small way, funding certain groups as the problems in Israeli society grew more severe.”
The New Israel Fund of Canada adheres very closely to the rules set out by the CRA for Canadian charities, he said. “We have agents in Israel supervising our projects.”
“NIF in Israel has an international board,” Mitchell noted, including Palestinians and representatives from NIF from other countries.
“NIF has money; they’re nimble, they’re quick,” Mitchell said, “to take nascent Israeli organizations and bring them along.”
NIF “has become much more sophisticated these past five years,” he suggested.
He cited as an example of how effective NIF has been in advancing the work of various Israeli peace groups the drastic decline in violence within Israel itself this past year between Jews and Palestinians, as opposed to what followed in the immediate aftermath of the October 7 massacre, when communities like Lod were riven by violent clashes between Israeli Jews and Arabs.
“If you’re in the middle of a war then you have to tamp down the violence between Jews and Palestinians,” Mitchell said. And a lot of the reasons for the decline in that kind of violence is attributable to the work done by organizations funded by NIF, he suggested.
Where NIF has achieved particular success, he continued, “is in organizing on the ground if you’re opposed to the messianic tendencies of the current Israeli government.”
“There’s a much bigger audience – both in Israel and abroad, that wants to see progressive goals achieved,” Mitchell argued.
As for where The New Israel Fund of Canada stands, Mitchell noted that “the Canadian Jewish community is going through what the American and British communities went through 15 years ago, which is to stop waiting for mainstream organizations to represent them.” A lot of new groups have been formed, he noted, such as “Women Wage Peace” and “Stand Together,” both of which helped to sponsor the December 11 event.
“Canadian Jews are not more conservative about Israel than American Jews,” Mitchell suggested, referring to the results of a survey of Canadian Jews for which NIFC was one of the sponsors. (For more on this turn to https://jewishpostandnews.ca/wjn/news-from-syria-shouldnt-distract-from-whats-been-going-on-in-gaza/.)
“There are at least 100,000 Canadian Jews who agree with us completely but are quiet because they don’t want to rock the boat.”

Ben Murane followed Mitchell, giving a lengthy presentation during which he fully outlined what the NIF is all about. He began by noting that “I am also making a pilgrimage to the place that made Vivian.”
Murane was just a youngster when Yitzhak Rabin was assassinated in 1995, he said. “A lot of the stuff I had heard about Israel – about how great it was, wasn’t quite true,” he noted.
Referring to the most recent Likud victory that returned Netyanyahu to the prime ministership in 2022, Murane said: “Let’s flash backward – a government got elected by a slim margin and announced a grand vision for rewriting Israel’s democracy. It was the first wave of what became a global populism.
“We (the NIF) started investing more in Israeli democracy projects.”
Two years ago, Murane reminded the audience, “hundreds of thousands of Israelis were on the streets” protesting what was then the Likud government’s attempt at judicial overhaul – which would have severely limited the power of Israel’s Supreme Court to intervene in cases where civil liberties were at stake.
“We (the NIF) were firmly there,” Murane said, helping Israeli civil liberties organizations to fight back at what the government was attempting to do.
Then, with the events set in motion by the October 7 massacre, Murane observed: “We knew what would happen. They (the Likud-led coalition) would use what happened as an excuse to advance the rest of their agenda.”

But, what happened after October 7 was the almost complete disappearance of many of the structures that held together Israeli civil society, Murane suggested.
Families were forced to evacuate from their homes near the Gaza Strip – with no support given by the government. Instead, groups that had sprung up in 2022 in response to the government’s attempted judicial overhaul stepped in to provide basic supports to those families, with food and housing. The NIF provided funding for many of those groups.
Something else soon became apparent after October 7, Murane said. “It was immediately obvious that the government didn’t care about the hostages…They weren’t their people.” (Many of the hostages came from kibbutzim that were strongly socialist in their orientation and not at all supportive of the right wing government coalition.)
In fact, Murane observed, within Israel’s current political atmosphere, the only opposition to the government is coming from “the organized support for the hostages.”
Something else Murane pointed out about the aftermath to October 7 is that “it wasn’t just Jews hurt on October 7.” There were members of other groups taken hostage, including Thai and Filipino workers, also Arab Bedouins.
The NIF has helped to provide support for evacuees ever since October 7, including to joint Jewish-Arab distribution centres that “have provided aid on a daily basis,” Murane noted.
“It is not Jew against Arab,” he said. “It is those who believe in life as opposed to those who believe in death…We will take care of each other. We will be the first to help civil society deliver aid.”

Murane suggested that there are several key components to what the NIF is attempting to do in Israel, including “pushback, partnership and peace.”
By “pushback,” he meant, pushing back at the narrative that the Netanyahu-led coalition has developed, which is that the hostages will not return until Hamas totally accedes to the demands put forward by the Israeli government.
“Freeing the hostages is a political matter,” he suggested. “The hostage families have been saying to Jews in the Diaspora: ‘If you want to support the hostages, then Bibi has to step down.’ “

As for “partnership,” Murane explained that “there are still many Jewish and Palestinian people who will stand together and find common cause.” He referred to groups such as “Omidm B’yachad” (standing together), whose members have been “protecting trucks bringing aid to Gaza” from Israelis who had been trying to stop those trucks from entering Gaza.
“We want to keep that flame of partnership alive,” Murane said.
He noted that on Yom Hazikaron (Remembrance Day in Israel) over “6,000 Jews and Arabs came together in one place to show compassion for one another.”

When it comes to “peace,” Murane pointed to the example of World Central Kitchen (an organization receiving funding from the NIF), which has been providing food to Palestinians in Gaza. Helping that group is “an act of morality showing people around the world Zionists giving support to their neighbours.”
Insofar as the road to peace is concerned, Murane suggested that “there are ways out of this mess.” He noted that the idea for the Abraham Accords, in which Israel signed peace agreements with Bahrain, the United Arab Emirates, Morocco, and Sudan, in 2020, was actually first advanced by an Israeli peace group known as “MITVIM.”
Murane posited that a “reinvigorated Palestinian Authority” is one component that would lead to advancing the peace process, but “of course the Israeli government doesn’t want to hear about that.”
The NIF has been active in supporting many different Israeli peace groups, Murane noted, including “Breaking the Silence,” which is made up of IDF veterans who want to draw attention to what Israel’s occupation of the West Bank is truly like.
“The way out of this mess is not going to come from the government,” Murane suggested. “It’s going to come from civil society.”
Yet, time is short, he said. There will be another election in Israel within the next year or two. “We have two to three years to see who will win the civil war in Israel: the annexationist camp or the pro-democracy camp,” he said.
To that end, the NIF has greatly increased funding for many Israeli human right groups, Murane noted. (In 2023, the NIF provided $19 million in funding to over 234 different organizations in Israel, of which $1 million came from The New Israel Fund of Canada.)

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