Features
Defining antisemitism – a history of the “IHRA” definition
By SIMONE COHEN SCOTT Late last year I was asked by The Jerusalem Report to interview the Hon. Irwin Cotler, upon his appointment by Prime Minister Trudeau as Special Envoy for Preserving Holocaust Remembrance and Combating Antisemitism. His responsibilities will cover domestic and international antisemitism, and Holocaust education at every level.
His first assignment was to head the Canadian Delegation to the plenary of the International Holocaust Remembrance Alliance, or IHRA, (pronounced eera). The meeting, hosted in Leipzig, Germany, was already in progress, but being virtual it was easy to jump in, except for the time difference. Until that assignment, the plethora of acronyms signifying organizations studying antisemitism and Holocaust had formed a sort of alphabet soup in my head. Ever since, like with a word you’ve just looked up, I notice references to IHRA all over the place, especially in connection with its definition of antisemitism. This is causing a lot of consternation among even more groups, with and without acronyms.
More about that later; first I’d like to focus on the two Winnipeg delegates at the plenary. When I spoke to Prof. Cotler, the meeting had just wound up, and when he learned I was from Winnipeg he mentioned how impressed he had been with Belle Jarniewski and David Matas. I made up my mind right then to pitch this article idea to Bernie; I believed it would be interesting to learn through these members of our community, what IHRA, the plenary, the definition, and the work, is all about.
David Matas, senior legal counsel at Bnai B’brith Canada, was one of the Canadian delegates at the original meeting in Stockholm in 2000, which drafted the founding document (Stockholm Declaration) that became IHRA. He attended again in 2007, 2008, 2018 and every year since. This recent plenary ran from November 24th to December 3rd, which meant attending a couple of weeks of meetings at 5:30 am Winnipeg time, 12:30 pm Leipzig time. Cotler joined the second week, from Montreal. Meeting electronically with the Canadian delegates was his first task as special envoy.
Belle Jarniewski, Executive Director of the Jewish Heritage Centre of Western Canada, was part of the national group bringing Canada into the International Task Force for Cooperation on Holocaust Education, Remembrance and Research, (which evolved to become IHRA). When Canada became the 27th member of IHRA, (on June 24th, 2009, according to the Canada and the IHRA websites), she became a member of that delegation.
When a country joins IHRA, among other criteria, it must establish a Holocaust Memorial Day, and commit to Holocaust education at a senior political level. Its archives for the years 1933-1950 must be open for research, allowing academic, educational, and public access to the examination of those years of the country’s history. IHRA currently has 34 Members, one Liaison country, seven Observer Countries and eight Permanent International Partners, studying the latest developments in the field of Holocaust education, remembrance and research. According to IHRA’s own report on the plenary, there were 250 delegates at the meeting.
I asked Jarniewski how she saw IHRA differing from all those other organizations (the alphabet soup). She explained “…IHRA is the only intergovernmental organization mandated to focus solely on Holocaust-related issues, bringing together government representatives as well as experts. In addition to the definitions on antisemitism, Holocaust denial and distortion, and anti-Roma discrimination, the IHRA’s academic research publications have contributed greatly to the field of Holocaust Studies. IHRA’s pedagogical experts continue to develop detailed resources in order to help educators keep abreast of the latest best practices in education on the Holocaust and antisemitism. IHRA also supports and helps fund projects and conferences in the fields of Holocaust remembrance, research, and education. This in turn provides guidance to policy-makers, educators, civil society, and researchers.”
Part of Cotler’s mandate in his new position will be to address Holocaust denial and distortion, together with enhancing the adoption and implementation of the IHRA definition. Anyone who has experienced antisemitism, even in a mild form, recognizes it and doesn’t need a definition, but so that scholarly folk can study and deal with it empirically, and so it can be applied in a practical sense, a working definition is necessary. The definition was first developed in 2005 by the European Union Monitoring Centre. After careful study and adaptation it was adopted by IHRA in 2016.
It consists of two parts. The first part reads as follows: “Antisemitism is a certain perception of Jews, which may be expressed as hatred toward Jews. Rhetorical and manifestations of antisemitism are directed toward Jewish or non-Jewish individuals and/or their property, toward Jewish community institutions and religious facilities.”
The second part, accompanying the statement and forming an integral part of it, are 11 indicators of antisemitism. In total, the definition is meant to be a working tool, not legally binding, and it is gradually being adopted by governments, parliaments and communities at all levels, in efforts to combat this oldest hatred which irrationally metastasizes wherever it infects.
Recently in the JP&N, Jarniewski wrote an effective rebuttal to a complaint someone had sent the newspaper regarding some of the definition’s examples, which he said made it inconvenient for him to express certain of his ideas. In her rebuttal she stated… “The definition must be adopted holus bolus along with the examples”…a stipulation that she says has been “….repeated over and over again by the IHRA.” Here are the 11 examples, as stated on IHRA’s website:
—Calling for, aiding, or justifying the killing or harming of Jews in the name of a radical ideology or an extremist view of religion.
—Making mendacious, dehumanizing, demonizing, or stereotypical allegations about Jews as such or the power of Jews as collective — such as, especially but not exclusively, the myth about a world Jewish conspiracy or of Jews controlling the media, economy, government or other societal institutions.
—Accusing Jews as a people of being responsible for real or imagined wrongdoing committed by a single Jewish person or group, or even for acts committed by non-Jews.
—Denying the fact, scope, mechanisms (e.g. gas chambers) or intentionality, of the genocide of the Jewish people at the hands of National Socialist Germany and its supporters and accomplices during World War II (the Holocaust).
—Accusing the Jews as a people, or Israel as a state, of inventing or exaggerating the Holocaust.
—Accusing Jewish citizens of being more loyal to Israel, or to the alleged priorities of Jews worldwide, than to the interests of their own nations.
—Denying the Jewish people their right to self-determination, e.g., by claiming that the existence of a State of Israel is a racist endeavor.
—Applying double standards by requiring of Israel a behaviour not expected or demanded of any other democratic nation.
—Using the symbols and images associated with classic antisemitism (e.g., claims of Jews killing Jesus or blood libel) to characterize Israel or Israelis.
—Drawing comparisons of contemporary Israeli policy to that of the Nazis.
-Holding Jews collectively responsible for actions of the state of Israel.
There they are! Taken together with the earlier section, they define antisemitism. It must have been an emotionally wrenching exercise, putting this list together.
In November 2019, Matas presented a paper entitled “The IHRA definition of antisemitism: criticisms and responses” for a seminar at the Kantor Centre on Contemporary Antisemitism, wherein he methodically set out the extent of official acceptance of the definition, criticism of that acceptance, and proposed responses to the critics. In it he urges member states of the European Union to encourages its members that have not done so yet to “…endorse the non legally binding working definition of antisemitism employed by the IHRA, as a useful guidance tool in education and training, including for law enforcement authorities in their efforts to identify and investigate antisemitic attacks efficiently and effectively.”
Several EU members have indeed done so, and in fact the EU has recently put out a handbook for practical use of the IHRA working definition. I further asked Matas if the United Nations had endorsed the definition. He referred me to the remarks in November 2020 of Miguel Moratinos, High Representative for the United Nations Alliance of Civilizations: “I plan to work on having an agreement on a definition of anti-Semitism within the UN, based on the IHRA definition which constitutes a basis to start from.” (I suppose it would be too much to ask that he incorporate the part about Israel?)
According to Matas, any organization can accept the definition of antisemitism. He told me that Bnai B’rith is proactive in getting organizations to endorse the effort, but any association can introduce discussion and begin the procedure…. sports organizations, service clubs like Kiwanis and Rotary, Police Departments, Community Clubs, synagogues, community newspapers. Jarniewski pointed out municipalities in Quebec and Ontario that have endorsed the IHRA definition include: Westmount; Cote Saint-Luc; Aurora; Newmarket; Markham; and Richmond Hill.
Notably, one of the accomplishments of the plenary this year has been the definition of “anti-Roma”. Between 250,000 and 500,000 Roma perished in the Holocaust, out of a pre-war population of between 1 and 1.5 million. As special delegate Cotler never tires of pointing out “…while it begins with the Jews it doesn’t end with Jews, and antisemitism is the bloodied canary in the mineshaft of global evil today.” I asked if there were Roma delegates to IHRA and Jarniewski told me there were, including in the Canadian delegation.
Features
Famous Gambling Scandals and Controversies: Allyspin Casino Opinion
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Features
Canada Is Failing Its Students on Holocaust Education — Here’s What Must Change
By EMILY (surname withheld by request) We received the following article from a third-year Health Sciences student at Western University, who wrote that as “a Jewish student, I have seen firsthand how Holocaust education in Canada is falling short and how that failure is contributing to fear, misinformation, and rising antisemitism on campuses like mine.”
Despite curriculum requirements, Holocaust education in Canada is alarmingly inadequate. A recent survey found that nearly one in five young Canadians believe the Holocaust has been exaggerated. This highlights a dangerous gap in historical understanding, leaving students vulnerable to misinformation, denial, and rising antisemitism. If Canada is serious about combating hate, it must take Holocaust education far more seriously.
When asked whether Holocaust education in Canada is lacking, Professor Hernan Tessler-Mabe, historian and coordinator of Jewish Studies at Huron University, did not hesitate: “You are 100 percent correct.”
While most provinces claim to include Holocaust education in their curricula, the programming and implementation of curriculum tends to be inconsistent and inadequate. A student’s understanding of one of history’s greatest atrocities depends heavily on where they go to school, which teacher they have, and whether their school offers substantive instruction. The result is misinformation, denial, and rising antisemitism.
Avoiding Holocaust education allows dangerous myths and conspiracy theories to spread unchecked. Without an understanding of the Holocaust and the centuries of antisemitism that preceded it, students are ill-equipped to identify modern antisemitism in the world around them. This antisemitism manifests into everyday conversation, online spaces, and political discourse.
To address this crisis, Canada must act with urgency in three key areas. These include consulting experts, confronting difficult material, and properly training educators.
First, schools and provincial governments must consult those who specialize in Holocaust history and education. “It is the most important thing,” Dr. Tesler-Mabé, Associate Professor and Coordinator of Jewish Studies at Huron University says. He points out, “You cannot just throw it into a general history class and assume it will be taught well. You need people who understand both the history and how to teach it.”
Second, we must accept that the subject is deeply disturbing and cannot be made comfortable. Dr. Tesler-Mabé iterates, “We have to accept that parts of this will be traumatic or triggering.” “Obviously it depends on grade level, but if students do not feel disturbed by it, they will not understand it. That discomfort is part of the learning.”
Third, teachers must be prepared. Many educators may feel unequipped to teach this material and either gloss over it or skip it altogether. Training programs and partnerships are essential. In Ottawa, the Centre for Holocaust Education and Scholarship (CHES) works to connect schools with survivor testimonies and support resources, but broader reach and investment are needed.
Dr. Tesler-Mabé explains, “We have to teach the teachers, especially now that we are losing survivors. That raises a whole new concern. How do you teach something this heavy, this complex, without first hand testimony? Educators need the tools, the background, and the sensitivity to do it well.”
Some may argue that Canada already does enough in this area. After all, Holocaust education is present in some curricula, and many students visit Holocaust museums or hear from survivors. But occasional exposure is not enough. The widespread prevalence of Holocaust denial and the proliferation of antisemitic conspiracy theories underscore significant shortcomings in current systems designed to combat such misinformation. A 2022 report by UNESCO and the United Nations, in collaboration with the World Jewish Congress, found that 16.2% of Holocaust-related content on major social media platforms either denied or distorted fundamental facts about the Holocaust. A standardized, rigorous, and mandatory approach is the only way forward.
Holocaust education is not just about history, it is about safeguarding the future and combating antisemitism in modern manifestations. When students understand how propaganda, scapegoating, and dehumanization led to one of history’s darkest chapters, they are better equipped to recognize and reject hatred in all its forms. Without a solid foundation in Holocaust education, antisemitism continues to fester, not just in online spaces, but within universities, workplaces, and public discourse. We are already seeing the consequences of unchecked Holocaust denial and rising antisemitism, from bias in professional spaces to hostility on university campuses. As a Jewish student at Western University, I have seen fear take hold among my peers. Friends who once wore Stars of David or spoke openly about their heritage now hesitate to do so. I have also begun to question whether it is safe to express my identity. With the last generation of Holocaust survivors passing, the responsibility to preserve their stories and the lessons they teach rests with all of us. If we do not confront this crisis at its root, we risk allowing history to repeat itself in new and dangerous ways.
Canada is failing its students. In doing so, it is failing the promise of Never Again. The question is not whether we should strengthen Holocaust education, but why we have not already.
Features
Anna Kaplan one of Winnipeg’s youngest personal trainers
By MYRON LOVE It is always uplifting to read (or, from my perspective, to write) about people who have been able to reinvent themselves – and even more so when such an individual can use her own transformation to inspire others. Such is the case with Anna Kaplan, a young (21) personal trainer whose passion for physical fitness grew out of personal troubles as a teenager.
“I had a feeling of being excluded,” says the daughter of Kevin and Roxanne Kaplan. “I was afraid that I was missing out. I was losing friends. I had developed some bad habits and was at a real low point in my life – at rock bottom.”
At 18, Kaplan determined to change her life. She began working with a personal trainer and going to the gym. She also changed her dietary habits.
“Before long, I was feeling better mentally and physically,” she recalls.
Two years ago, wanting to help others struggling to improve their lives, Kaplan opened A Plus Fitness. On her Facebook page, she notes that “When you sign up for online training with A Plus Fitness, you’re not just getting a workout plan — you’re getting full access to our all-in-one training app designed to support your transformation every step of the way.”
Kaplan started A Plus Fitness strictly as an online business for which she developed her own app. “I started building my client base initially by contacting friends and acquaintances via a social media platform to see what interest there might be out there,” she says.
With demand for her services growing, about a year ago she began working with clients in person out of a gym on Portage Avenue. In just two years, she reports, business has grown to the point where she has had to hire a second trainer.
“I work with people ranging from 18 to 65 plus,” she says. “The number of clients has tripled in the last year and I have been able to help over 100 clients to get into shape and change their lives.”
The reviews have been outstanding with many giving the young fitness trainer a 5 out of 5 rating. Says one client: ”I’ve been training with Anna for a while now, and it’s been an amazing experience! She really takes the time to understand my goals and pushes me in the best way possible. Since working with her, I feel stronger, more motivated, and more confident in my workouts.”
Adds another: “Over the past year, A Plus Fitness has completely transformed my approach to working out, helping me tone my body and build strength in ways I never thought possible. Anna’s guidance and personalized training plans have made a huge difference in my progress, pushing me to achieve results faster than I expected.”
Kaplan feels good that among those she has been able to help have been her own mother, Roxanne Kaplan, who says that ”I’ve always had some sort of fitness routine in my life. I followed along with the fitness videos with the weights that were recommended – I’d go through phases but never stuck to it. With Anna’s coaching and sticking to her program, I see muscle definition that I’ve never had before. I feel better, more confident, and well rested.”
Kaplan further points out that, in additions to helping people through her business, she is also community minded. “I have helped with several fundraising events in the Jewish community,” she reports.
Most recently, she helped raise money for the Reid Bricker Mental Wellness Fund in memory of a relatively young member of our community who struggled with mental health for several years before committing suicide 10 years ago. The fund aims “to increase the availability of mental health supports and education across the province while ensuring that individuals and families facing mental health challenges receive the support they need when they need it the most.”
Next for Anna Kaplan and A Plus Fitness is to open her own location at some point in the next few years.
Readers can contact Anna at 204 391-5832 or mail her at admin@aplusfit.ca.
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