Uncategorized
Connecticut College students are in revolt after president’s planned talk at Florida club with antisemitic and racist past
(JTA) – When students at Connecticut College learned that their president had been planning to attend a fundraiser at a historically racist and antisemitic golf club, they began to organize.
But their school’s building for race and ethnicity programming, the Unity House, didn’t have enough space to hold them all. So a pivotal meeting that kicked off a weeks-long campaign against the university took place at a space with a larger capacity: its Hillel house.
“Having a Jewish space on campus that felt like a safe space to gather as a community is something that really struck me as important,” Ilan Listgarten, a Jewish sophomore at the college, told the Jewish Telegraphic Agency.
Three weeks later, Connecticut College students have moved to an even bigger location: They have occupied a central administrative building on the New London campus for five days and counting, and are receiving support from faculty and staff.
The students want the president to resign, and they are calling for increased funding and support for various ethnic studies and student group programs. Their demands include enhancements to the Jewish studies program (the school currently offers a minor) and bias training to address antisemitism.
Tensions have remained so high that Hillel leaders canceled a planned Shabbat dinner with the embattled president, Katherine Bergeron, an annual event that this year had been scheduled for Friday.
As Jewish students and faculty on other campuses have complained that they feel excluded from progressive activism, the crisis at Connecticut College has gone in a different direction. Jewish students are playing a leadership role in the protests, working closely with a coalition of activists from other backgrounds who specifically invited Hillel to join in its efforts. That’s notable because, at other schools across the country, recruiting support from coalitions of minority groups has been a hallmark of pro-Palestinian activists — who often boycott (or are themselves barred from) Hillel due to its pro-Israel stance.
“I’ve felt even more proud to be Jewish on campus right now,” sophomore Davi Schulman, a student journalist and member of Connecticut College Hillel’s leadership team, told the Jewish Telegraphic Agency. “And I’m just proud to be a Connecticut College student. We’re really coming together like we never have before.”
Connecticut College students are protesting against their school’s president, Katherine Bergeron, who had been scheduled to speak at a venue with an antisemitic and racist history. (Courtesy of Sam Maidenberg/The College Voice)
Key to Hillel’s participation, observers said, was the fact that the kindling for the student uprising involved antisemitism. Bergeron had been planning to attend a fundraiser for the college to be held at the Everglades Club, an exclusive golf club in Palm Beach, Florida, that has a history of denying entry and membership to Jews and Black people (reportedly including Black Jewish entertainer Sammy Davis Jr. and Jewish cosmetics mogul Estée Lauder).
Today the club is secretive about its current membership policies, though recent testimony from officials has claimed that the club no longer discriminates against Jews. Its antisemitic past was enough to turn off former President Donald Trump from selling his Mar-a-Lago club to them in the 1990s.
The larger campus community became aware of the fundraiser only after the school’s dean of institutional equity and inclusion, or DIEI, resigned from his position Feb. 7 after only a year on the job, citing the president’s unwillingness to take his advice to cancel the fundraiser. Bergeron announced the next day that the event had been canceled and apologized “to all who saw our plans as contrary to Conn’s values or to the inclusive institution we aspire to be.”
The dean had leaked his resignation letter to a group of student activists, sparking the initial efforts to organize what became Student Voices for Equity — and that meeting in the 6,700-square-foot Zachs Hillel House. Jewish students suggested the venue, opened in 2014 to serve the school’s roughly 200 Jewish students, when it became apparent that the crowd of hundreds wouldn’t fit in Unity House.
The controversy over the fundraiser was “the straw that broke the camel’s back,” according to Rabbi Susan Schein, the director of Connecticut College Hillel (and an employee of the university’s diversity and equity office). She and students said there had been long-standing dissatisfaction among many on campus with Bergeron’s leadership; several students said they wanted to see more funding and support for ethnic studies and diversity-focused programs.
When the student activists approached Hillel’s student leadership about having a Jewish representative join their efforts, the students quickly agreed, electing to have Listgarten play the role; today he is helping to support the around 30 students who are occupying the campus building where the president’s office is located. The Hillel also issued a statement standing in solidarity with the movement’s goals.
Connecticut College sits along the Thames River in New London, Connecticut. It enrolls about 2,000 students. (Connecticut College)
A Connecticut College spokesperson told JTA that Bergeron and the school’s administration “take the issues that have been raised seriously,” and that it would conduct an independent review into “the workplace-related concerns.” The college also pledged “significant additional resources” into its diversity-focused efforts. It did not address how the planned fundraiser at the country club had come together. Bergeron has sent six letters to the campus community about the controversy since the diversity dean’s initial resignation.
The ease with which the campus’s Jewish community has fit into this movement is a testament to deliberate programming efforts at the Hillel to reach out to forge relationships between Jews and non-Jews on campus, Listgarten and Schein said. Hillel hosts events like “Unity Shabbat” designed to bring together other marginalized groups, and its center — which includes a game room — was envisioned by funder Henry Zachs as a common space for Jews and non-Jews alike, Schein said.
It wasn’t always this way at Connecticut College. In 2015, the school attracted national attention when a student decried as racist a months-old Facebook post by a Jewish professor about the previous year’s conflict in the Gaza Strip. The professor had ambiguously used an analogy of “rabid pit bulls,” without specifying whether he was talking about Hamas or all Palestinians.
In the resulting furor, hundreds of students and alums signed an online petition demanding the college condemn “the racism and dehumanization” of his post. Pro-Israel activists came to the professor’s defense and accused the campus community of being hostile to Jewish and pro-Israel views.
Today, Listgarten said, Israel hasn’t come up in this current period of student activism, and dialogue between Jews and non-Jews remains civil. He confirmed Bergeron has also hosted annual Shabbat dinners with Hillel students. But this year, after the fundraiser controversy broke into view, Hillel leadership elected not to dine with her for their scheduled Shabbat dinner, which would have taken place Friday.
“The Hillel Board has very clear values of tzedek,” Listgarten said, using the Hebrew word for “justice.” “As soon as this event occurred and it was clear that our values were drastically opposed to that of the president, we canceled.”
Despite their warm reception, Schulman said she’s “conflicted” by the fact that the other campus activists “consistently mentioned the Jewish community on campus and included us in the group of marginalized students.” To her and the other Hillel leadership, the Jewish community has “privilege” that students from some backgrounds don’t, and they’ve made that a central part of their messaging. They cite the existence of the Zachs Hillel House itself, and the fact that it is in better condition than other university spaces devoted to race and ethnicity programming, as one example.
“We don’t want to appear to be pushing any kind of agenda or whatever,” Schulman said. “We’re kind of taking a step back and supporting everyone who is expressing their feelings.”
This dynamic has been crucial to Hillel’s success at ingratiating itself with larger campus culture, Schein said. She invoked Jewish teachings by way of explanation.
“The country club issue that came up involved antisemitism, and I think that caught the attention of the Jewish students. But here they recognized it is not just about themselves, and that they have a responsibility to support others,” Schein said.
Citing the famous quote by Rabbi Hillel, the campus group’s namesake, she added, “They stepped into it. They could’ve been outside, but they said, ‘Now is the moment to support our DIEI colleagues.’ And that’s what the campus is doing. They said, ‘If not now, when?’”
—
The post Connecticut College students are in revolt after president’s planned talk at Florida club with antisemitic and racist past appeared first on Jewish Telegraphic Agency.
Uncategorized
To Prevent Antisemitism in Schools Like Berkeley, Enforce the Rules Already on the Books
Illustrative: Demonstrators holding a “Stand Up for Internationals” rally on the campus of the University of California, Berkeley, in Berkeley, California, US, April 17, 2025. Photo: Carlos Barria via Reuters Connect.
At California’s Berkeley High School (BHS), teachers are interrupting their normally-scheduled classroom lessons to talk about the Iran war.
Given the Berkeley school district’s dismal record on antisemitism, will BHS once again become a venue for Israel-bashing, or even conspiracy theories that Israel manipulated the United States into attacking Iran? If signs of such activity emerge, what can be done to stop it?
Part of the solution — at least at the K-12 level — is simple: state and local governments must ensure that school districts enforce pre-existing constitutional constraints, state educational codes, and school district rules that prohibit indoctrination in the classroom.
Of course, that is not always so easy. One teachers’ group held a teach-in to address the purported causes of the October 7 attack, during which they shared curricular materials such as a guide to “settler colonialism” that defines Hamas as “a resistance movement” and tells students the United States only calls Hamas a terrorist organization because of its “measures against the occupation.”
Materials like these then make their way into BHS classrooms. One history teacher, who reportedly used antisemitic stereotypes in class, showed an anti-Israel video and required her students to respond to the prompt: “To what extent should Israel be considered an Apartheid State?”
When Jewish students complained, the Berkeley Unified School District (BUSD) simply transferred them out of her class. Also at BHS, according to the Brandeis Center complaint, an art teacher reportedly showed the class “violent, pro-Hamas videos.” The teacher also allegedly promoted student walkouts and demonstrations, and projected antisemitic images such as a fist punching through a Star of David. Jewish students were again transferred to a new class, only to find their new teacher wore Free Palestine stickers on her clothing.
What’s especially disturbing about these incidents is that the BUSD already has a policy in place to prevent this kind of ideological offensive material in the classroom. According to BUSD’s “Policy 6144: Controversial Issues,” when a teacher chooses to address such a subject, they should “ensure that all sides of a controversial issue are impartially presented,” and, “The teacher may not use his/her position to forward his/her own historical, religious, political, economic or social bias.”
According to a Supreme Court decision in Garcetti v. Ceballos (2006), such rules are consistent with freedom of speech because, when public employees are carrying out their official duties, their speech does not have the same First Amendment protection as private citizens. State governments have implemented regulations based on this principle.
Texas Educational Code § 28.0022 states that when teachers discuss a controversial topic of public policy, they should “explore that topic objectively and in a manner free from political bias.” Moreover, the code stipulates that teachers cannot assign tasks to students that involve political advocacy.
Similarly, the Florida State Board of Education issued Florida Administrative Code, Rule 6A-10.081, which stipulates that teachers shall not “unreasonably deny a student access to diverse points of view” or “intentionally distort or misrepresent facts concerning an educational matter.”
Yet without enforcement, such policies have little value.
BUSD parents have lodged more than 100 complaints of violations targeting Jewish students. Now, both the US Department of Education and the House of Representatives’ Education and Workforce Committee are investigating antisemitism in the BUSD. Parents have also brought a civil rights lawsuit against the district.
Clearly, school districts across the country should be enforcing policies against propaganda and bigotry in the classroom. But changing the ways of a resistant school district like BUSD is easier said than done. It will entail investigating and then educating the community about existing laws, rules, and codes pertaining to teachers’ speech and conduct. And it will involve persuading parents and students to work with civil rights groups and the local, state, and Federal governments to hold public teachers and administrators accountable.
Our country relies on its schools to endow students with the skills necessary for critical thinking and independent thought. If teachers themselves cannot rise above their prejudices and partisan sentiments, then American schools are not likely to turn out students resistant to conspiracy theories and propaganda.
Naomi Friedman is an Education Fellow at the Foundation for Defense of Democracies.
Uncategorized
Who Owns the Story? Israel Needs Images and Messages That Match the Palestinian Narrative
Protestors in Melbourne unfurl a watermelon banner in solidarity with Palestinian ‘resistance.’ (Photo: Screenshot)
In today’s hyperconnected world, legitimacy is no longer determined solely by history books or diplomatic recognition. It is shaped, distilled, and often distorted in the fast-moving currents of digital culture. Narratives are no longer argued — but they are absorbed, shared, and symbolized. And increasingly, they are decided not by depth, but by clarity and repetition.
For many who support Israel, this presents a growing challenge. The issue is not a lack of historical grounding or factual legitimacy. It is that these truths are not being communicated with the same force, simplicity, and creativity as competing narratives. In a landscape driven by visuals and emotion, complexity alone does not win attention.
At the heart of the matter lies an enduring reality: the Jewish connection to the land of Israel is ancient, continuous, and foundational. It predates modern political frameworks and is rooted in centuries of cultural, religious, and historical presence. This is not a claim constructed in recent decades; it is a defining element of Jewish identity itself.
Yet historical continuity does not automatically translate into contemporary resonance. In the digital arena, meaning is often assigned through symbols that travel faster than context. One of the more curious examples of this phenomenon is the rise of the watermelon as a political emblem.
Today, the image is widely recognized as associated with pro-Palestinian expression. But its origins are neither exclusive nor inherently political. The fruit itself traces back thousands of years to regions of Africa, long before it became entangled in modern symbolism. Its eventual adoption as a visual shorthand was shaped by circumstance, not destiny.
Rather than dismissing or avoiding widely circulated symbols, there is an opportunity to engage with them differently — and to embed them with alternative narratives. The goal is not to negate others, but to assert presence within the same visual language.
Currently, one of the obstacles facing pro-Israel advocacy is not a lack of material, but a lack of cohesion. Messaging often emerges reactively, responding to trends rather than shaping them. Meanwhile, opposing narratives benefit from clarity, emotional appeal, and visual uniformity.
That imbalance can be addressed by approaching communication not only as a matter of accuracy, but of strategy.
Facts remain essential — but in a digital environment, they must be paired with compelling storytelling and recognizable imagery. A well-crafted symbol can reach audiences that a detailed explanation never will.
Reframing something as simple as a watermelon is not about the object itself. It is about demonstrating that meaning is not fixed, and that narratives are not surrendered unless they are abandoned. Because ultimately, the question is not just who holds the stronger argument. It is who communicates it in a way that resonates.
To shape understanding, one must also shape the story.
Sabine Sterk is the CEO of Time To Stand Up For Israel.
Uncategorized
I’m a UMich Student: All Countries Are Welcome — Except Israel
Law enforcement clash with pro-Hamas demonstrators at the University of Michigan on Aug. 28, 2024. Photo: Brendan Gutenschwager/X
Tea time is my favorite part of each week. As the tea chair for the historic Martha Cook Building, an all-women’s dorm at the University of Michigan in operation since 1915, I have the joy of planning and hosting our weekly Friday teas.
Out of all our building traditions, International Tea is one of the most popular. Martha Cook residents (affectionately nicknamed “Cookies”) sign up to represent a country, and host a table offering information and a cultural snack. Friends are invited, foods from across the world are tasted, and on-campus cultural groups perform.
As I did last year, I signed up to represent Israel. I’m a Jewish student who is heavily involved in the pro-Israel community on campus, so naturally, Israel is the country I chose to showcase. The Monday before International Tea, the flags from each country went up. I smiled as I passed the Israeli flag on my way out of the building.
When I came back from the day’s classes, the Israeli flag was gone. I notified the Martha Cook House Board.
Fast forward to that Friday: the day of International Tea. After our weekly House Board meeting concluded, a representative from MHousing called me into another room.
“I just wanted to let you know before you set up for tea that someone has defaced your board.”
That morning, I was already worried that my Israel board (a tri-fold that each participant makes, celebrating the country’s culture) had been set up too early, since I had a feeling that someone might do something like that.
“What did they write?” I asked, “Free Palestine? Genocide? Apartheid?”
“No, they wrote, ‘Notable resident: Epstein.’”
That was not what I expected. Jeffrey Epstein has nothing to do with Israel. But that’s the logic now: lump together anything even remotely perceived as related to Judaism and pin the guilt on the Jewish State. On today’s campus, every grievance is interconnected — except, apparently, the one about Jews being targeted.
Police reports had already been filed for both the flag theft and the vandalism. This was just the icing on the cake for a week that had included both the official passing of a BDS resolution in our student government and the election of a new student body president who ran with the slogan, “Free laundry, free Palestine.” I would not be surprised if these anti-Israel “successes” emboldened the actions of the Martha Cook flag thief and vandal.
When I chose to represent Israel, I chose to represent a culture. I made no comment on the government nor any conflict. The reaction to the Israeli flag simply being displayed and the vandalism on my board are indicative of what campus has been like.
Since I first stepped on campus in August of 2023, I have found myself in an environment that emphasizes feelings over facts and political correctness over discussion. Even before the October 7th attacks, the campus culture was one in which it was taboo to push back on anything that did not fall into the popular narratives. The aftermath of October 7th pushed this to the next level.
Before Israel even responded to Hamas’ attack, protesters were calling Israel genocidal and advocating for the destruction of the country “from the river to the sea.” Thousands of students with no prior knowledge of Middle Eastern history or connection to the conflict began hopping on the anti-Israel bandwagon and marching around as “social justice” warriors.
The 2023-24 school year was the most divided, hostile environment I have experienced. When my friends or I tried to have conversations with people who were tagging along with the anti-Israel groups, we were either turned away, ignored, or had anti-Zionist buzzwords yelled at us. No one engaged with what we were actually saying. They just repeated slogans.
As campus calmed down, the performative activists largely moved on to trendier issues. But the small, dedicated group of anti-Israel agitators remains an active and insidious force.
There will always be those who are against us. What matters is that we, the Jewish community and our allies, stand up for the truth and for what is right. We must keep ourselves educated on the conflict. We must continue to host pro-Israel programming. We must have conversations when we can, respectfully engaging with those who disagree with us. We must do all of this while attending classes, keeping up with our studies, and cheering on our amazing Michigan sports teams (Go Blue!).
In a time when the future looks uncertain, I remain hopeful. Despite all of the hate directed at the Jewish community, I look around and see young, strong Jewish leaders stepping up and making a difference. We strive to be a light among the nations, and we are not going anywhere.
Addison Stone is a junior at the University of Michigan studying War & Conflict Studies and Theatre. She serves on the boards of Students Supporting Israel, Wolverine for Israel, and Michigan Israel Public Affairs Committee.