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Does anime have a Nazi problem? Some Jewish fans think so.
TAIPEI (JTA) — When the Season 3 plot twist of “Attack on Titan” aired in 2019, viewers wasted no time in jumping online to discuss what they saw.
In the world of “Attack on Titan” — an extremely popular Japanese anime series now in its final season, which started in March and does not have a known end date — humanity has been trapped within a walled city on the island of Paradis, surrounded by Titans, grotesque giants who mindlessly eat any person who gets in their way.
In the third season, the Titans’ origins are revealed as a group called the Eldians, a group that made a deal with the devil to gain Titan powers with which they subjugated humanity for years. A group called the Marleyans later overthrew the Eldian empire and forced them into ghettoes, forcing them to wear armbands that identified their race with a symbol similar to the Star of David. Political prisoners were injected with a serum that turns them into the terrifying Titans.
The implications that a race meant to represent Jews had made “a deal with the devil” to achieve power were too much for some to bear. Fans debated the meaning on Twitter and Reddit as think pieces pointed to the show’s “fascist subtext” and possible antisemitism as ratings and viewership climbed. Some viewers defended the series as a condemnation of those ideas and a meditation on moral ambiguity, but others said the plot’s condemnation of fascism was too weak. The New Republic in 2020 called “Attack on Titan” “the alt-right’s favorite manga.”
Either way, in November 2021, the show’s production team announced it would cancel the sale of Eldian armbands — the ones Eldians were forced to wear in their ghettos — explaining that it was “an act without consideration to easily commercialize what was drawn as a symbol of racial discrimination and ethnic discrimination in the work.”
“Attack on Titan” is only the latest manga (a specific type of Japanese comic books or graphic novels) or anime (TV shows or movies animated in the manga style) series on the chopping block. As it continues to gain popularity outside of Japan’s borders, the Japanese animation medium as a whole has been hit with criticism for alleged glorification of antisemitism, fascism and militarism. The debate has been fueled by a stream of examples: the literal evil Jewish cabal in “Angel Cop,” (references to Jews were later removed in the English-language dubbed version), the Fuhrer villain in “Fullmetal Alchemist,” the Nazi occultism (in which Nazis channel the occult to carry out duties or crimes) in “Hellboy,” and the Nazi characters in “Hellsing” and “Jojo’s Bizarre Adventure” to name a few.
Western viewers are not the only ones taking issue. Fans of “Attack on Titan” in South Korea — which was subject to Japanese war atrocities during World War II that Japan continues to deny — have taken issue, too. Revelations from Hajime Isayama, the creator of the original “Attack on Titan” manga, that a character in the series was inspired by an Imperial Japanese army general who had committed war crimes against Koreans were met with heated discussion and later death threats from Korean fans online. Some also pointed to a private Twitter account believed to be run by Isayama that denies imperial Japan’s war atrocities.
“Ridiculous the lengths a fandom will go to downplay the blatant antisemitism in a series and protect and lie about the creator of said series,” wrote one Twitter user. “[Y]ou doing this and ignoring koreans and jewish people says a lot.”
These themes are so common in manga and anime that some independent researchers like Haru Mena (a pen name) have begun creating classifications for the many Nazi tropes that make regular appearances. Mena, a military researcher who lectures annually at the Anime Boston convention about World War II and Nazi imagery in anime and manga, says the phenomenon is a result of how Japan remembers its role in World War II — not as the aggressor, but as a victim of war.
“Japan does not want to be the bad guy. They love to have other people be the bad guy,” he said. “That’s why they’re using all these Nazi characters. We all agree Nazis are bad, war crimes are bad, no decent self-respecting nation would ever do [what they did].”
But many Jewish anime fans, like Reddit user Desiree (who did not offer her last name for privacy reasons), have taken issue with the way some anime and manga series portray Nazis while reducing the Holocaust to narrative devices.
“I think that most people who are telling these stories aren’t coming from an area where this would be as personally familiar,” she said. “There’s almost no resonance to it. Because they take away all these details they make it a big trope.”
hi
anime and manga have an antisemitism problem
good day
— Kay (he/they, she for friends only) (@Cayliana) February 19, 2022
East Asian interest in Nazi imagery has also bled over into the West in the form of news headlines in recent years — involving everything from Nazi-themed bars and parades to Nazi cosplay in Japan, Taiwan, Thailand and Korea.
But some experts say that repeated references to Nazi villains and World War II in manga and anime have more to do with Japanese history and culture than with antisemitism.
“There is a fascination with Nazism in Japan to some degree or another,” said Raz Greenberg, an Israel-based writer whose Ph.D. research examined Jewish influence on Japan’s “God of Comics,” Osamu Tezuka, an artist sometimes referred to as Japan’s equivalent to Walt Disney. In 1983, Tezuka released the first in a five-volume series called “Adolf,” a popular manga set in World War II-era Japan and Germany about three men with that name — a Japanese boy, a Jewish boy and Hitler.
“I think there’s something fascinating about Nazi aesthetic, certainly for countries that never actually participated in the war against the Nazis. But I don’t think it’s that different from, say, the way George Lucas made the Empire in the ‘Star Wars’ films very Nazi-like in its aesthetic,” Greenberg said.
As Greenberg notes, Western media is also full of Holocaust references — some more successful in its repudiation of Nazi ideology than others — like the numbered tattoos and recent use of a Lithuanian prison camp as a filming location in the Netflix hit show “Stranger Things.”
“What makes people angry is, people think when the Japanese approach it, they approach it without understanding. And it’s easier to think that they don’t understand it when you look at a show like ‘Attack on Titan,’” Greenberg said.
Liron Afriat, a Ph.D. candidate at the Hebrew University of Jerusalem’s Asian Sphere program and the founder of the Anime and Manga Association of Israel, said while shows like “Attack on Titan” reference the Holocaust and use World War II-era imagery, it’s likely that Western viewers are misinterpreting its intended parallels to Japanese politics. … particularly Japan’s past of aggressive and corrupt militarism and late former Prime Minister Shinzo Abe’s attempts to reinstate a non-defensive military.
“Western people are very eager to jump to conclusions when it comes to Asian media. This is something I see a lot in my work and it’s very frustrating,” she said. “There is a sense that because Japanese pop culture is so popular nowadays, it’s very easy to kind of dogpile on it and say it’s racist.”
In recent decades, anime series have been watched by hundreds of millions of people around the world, and the medium has gone from being seen in the West as a geeky niche genre to a mainstream phenomenon. Though show creators may be conscious about their references, some fans say the fascist and Jewish references, especially the more clear-cut ones — like the Jewish conspiracy in “Angel Cop” — have real-life consequences.
Many in the anime fan community today remember a 2010 incident at Anime Boston when a group of cosplayers dressed up as characters from “Hetalia: Axis Powers,” a series that anthropomorphized Axis and Ally countries, was photographed making Nazi salutes just around the corner from the city’s Holocaust memorial.
“It used to be like, I can go to an anime convention and they would be selling uniforms that were clearly meant to be Nazi uniforms, but sans the swastika,” Desiree said. “And then over time, I noticed conventions started banning that kind of thing.”
“JoJo’s Bizarre Adventure” features a Nazi character named Rudol von Stroheim. (Screenshot from YouTube)
Noah Oskow is the managing editor of the digital magazine Unseen Japan and a Jew who has lived in Japan for seven years. He recalled similar experiences at U.S. anime conventions.
“I think that it is problematic to portray Nazis and the Holocaust in the very frivolous way that it’s often portrayed,” he said. “Even in a place that is so far removed from Japan, that aesthetic of Nazis from manga or anime was seeping into somebody’s choices in a far-removed anime and manga event.”
Oskow says recent portrayals of Nazis and fascism in anime and manga lack the depth necessary to confront an issue like the Holocaust, but that some subtext in shows like “Attack on Titan” is likely missed by Western viewers since it is created for a Japanese audience.
Still, he says, as a Jew, there is a discomfort with these depictions, and the problems with simplifying themes like fascism and genocide should not be ignored just because the product came from Japan — particularly as stereotypes about Jews as having outsize influence remain common. In Japan, as in other East Asian nations such as South Korea, China and Taiwan, books and classes on how to become as smart and wealthy as Jews — believed to be among the most powerful people in media and finance — are not uncommon.
“In my years of discussing Jews with Japanese people…they really think of Jews as an ancient historical people or the people who were killed in the Holocaust unless they have some sort of conspiratorial idea. But most people have no conception of Jewish people,” Oskow said. “So when they’re portraying Jews in manga or anime or any sort of media, and when readers or viewers are engaging with that media, I just don’t think there’s this thought of how a Jewish person would perceive how they’re being portrayed.”
Jessica, a 29-year-old Jewish and Chinese anime fan from Vancouver who also requested her last name be left out of this article, said she deliberately chooses not to watch shows such as “Attack on Titan” and “Hetalia” because she finds the discussions about them among fans to be unproductive and frustrating. Desiree echoed Jessica’s experience of being ignored when raising the topic of antisemitism within the medium or within the fan community on platforms such as Reddit.
“I saw the reactions of other Jewish fans and, more importantly, saw the reaction of the goyish fans — the way ‘Hetalia’ fans did the sieg heil in front of a Holocaust memorial, the way that [‘Attack on Titan’] fans would swarm concerned Jewish fans in droves to tell them that they should perish in an oven, and I decided I didn’t want anything to do with anime that attracted that sort of fanbase,” Desiree said.
“Attack on Titan” returned to streaming services on March 4 with the first part of its final season. In the first episode, the protagonist Eren, whom audiences have followed for a decade, begins carrying out a global genocide known as “the rumbling” with the end goal of destroying all Titans for good and bringing peace. The end result is a wipeout of 80% of humanity, an act that Eren believes was the only path to freedom. He thinks humans must all suffer as a consequence of being born into the world — a nihilistic philosophy that can be found among the manifestos of school shooters and incels.
In the original manga series, Eren’s supporters on the island militarize in order to defend Eren’s violent act, chanting a slogan: “If you can fight you win, if you cannot fight you lose! Fight, fight!” The ending was seen as morally ambiguous and was not popular with fans, who mostly refuted it due to poor writing. Many hope that the anime series will go a different route in its final episodes, which have not yet been released or given future release dates.
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Hamas releases remains of just 4 deceased hostages, leaving 24 still unaccounted for
(JTA) — Hours after freeing 20 living hostages to a jubilant Israel, Hamas released the remains of four deceased hostages — far fewer than the 28 it is holding and obligated under the terms of the ceasefire to release.
The group had already indicated that it was not prepared to release all of the deceased hostages’ remains immediately, following two years of war in Gaza, and Israel and negotiators had accepted that it could take some time. Still, the small number of bodies released on Monday represented a disappointment for many who had hoped that Monday would bring closure to those who have spent years lobbying for the hostages’ release.
Hamas said the hostages released on Monday were Guy Illouz, Bipin Joshi, Daniel Perez and Yossi Sharabi. Subsequent DNA testing confirmed that Illouz and Joshi were in the group; the identities of the other two remains were not immediately confirmed at their families’ instruction.
- Illouz, 26, was injured during the attack on the Nova music festival. A returned hostage said he had been killed.
- Joshi, 23, was a Nepalese agriculture student who had arrived in Israel just weeks before Hamas’ Oct. 7, 2023, attack. He had not previously been confirmed dead, though Israel had expressed “grave concern” about his life. His family had joined lobbying efforts on behalf of the hostages and last week released a video produced by Hamas that showed him alive in Gaza at least a month after he was taken hostage.
- Perez, 22, was a soldier who responded to the Hamas attack. The IDF announced in March 2024 that he had been killed on Oct. 7, along with two other soldiers in his tank. A fourth soldier in the tank, Matan Angrest, was released alive on Monday and paid tribute to Perez in his first message to Israelis.
- Sharabi, 53, was abducted from Kibbutz Beeri. He was likely killed in an IDF airstrike, the IDF said in February 2024. His brother Eli, whose wife and daughters were killed on Oct. 7, was released during the first phase of the current ceasefire and has become a prominent voice among freed hostages.
Israel reportedly believes that Hamas is in possession of at least some additional hostages’ remains but chose not to release them. It is pressing for their swift release, but especially with U.S. President Donald Trump emphasizing that he views the war as permanently over, has no way to apply pressure on Hamas.
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Why there are new laws shaping how schools teach about the Israeli-Palestinian conflict
Teachers, parents and schools have long debated what students should learn about the Israeli-Palestinian conflict. But lesson plans have typically been discussed in PTA gatherings, faculty meetings, and curriculum committees — not determined by legislation.
That’s changing, as new laws around the country seek to regulate how narratives about the conflict are taught. The measures are testing the boundaries of classroom free speech, teeing up legal battles between teachers who want to express pro-Palestinian viewpoints in the classroom and those who see such lessons as unprofessional or antisemitic.
The latest flashpoint is in California, where a new “antisemitism prevention” bill was signed into law this month, partly in response to controversy created by the state’s ethnic studies curriculum, which Gov. Gavin Newsom made a graduation requirement in 2021.
A tale of two curriculums
“Is Israel a settler colonial state?” and “If so, what does that mean for us in regard to who to support?”
Those were questions a San Jose, Calif., teacher posed to students in January 2025, along with a YouTube video titled “Zionism is not the same as Judaism,” featuring a spokesperson from the anti-Zionist group Neturei Karta.
In April, the California Department of Education found that the lesson “discriminated against Jewish students” and required the school district to provide teacher training on presenting controversial topics in a balanced, non-discriminatory way.
Such disputes have become prevalent in California in the four years since the adoption of the state’s ethnic studies curriculum.
Many Jewish groups support a curriculum that includes lessons on antisemitism and Jewish identity, alongside units on Black, Latino, Native American, and Asian American and Pacific Islander communities.
But an alternative curriculum, created by the “Liberated Ethnic Studies Model Curriculum Consortium,” has drawn sharp criticism for portraying Israel as a colonial state and omitting discussion of antisemitism while covering other forms of bigotry. For instance, it defines the Boycott, Divestment and Sanctions (BDS) movement as a “global social movement that currently aims to establish freedom for Palestinians living under apartheid conditions.”
“If I look at the materials that they’re putting forward, it doesn’t provide any balance,” said Larry Shoham, a Jewish English and business teacher at Hamilton High School in Los Angeles. “And I’m just afraid that when students are exposed to this curriculum, we’re planting seeds of prejudice and hatred in the next generation.”
Several Jewish groups have sought to keep the “liberated” curriculum out of public schools. But achieving that goal through legal avenues has yielded mixed results.
A coalition of Jewish groups had success in Santa Ana, Calif., where in February the school district settled a lawsuit that alleged ethnic studies courses were biased against Jews. As part of the discovery process, the plaintiffs uncovered several antisemitic messages from the school board, including a text message from a committee member suggesting that “we may need to use Passover to get all new courses approved,” since Jews would not be present. As part of the settlement, the district agreed to terminate their “liberated” ethnic studies classes and redesign the courses with public input.
But in Los Angeles, a federal judge issued a rebuke of parents who sought to use the law to change curriculum. A group under the name “Concerned Jewish Parents and Teachers of Los Angeles” sued the Liberated Ethnic Studies Model Curriculum Consortium, arguing that they had a religious belief in Zionism, and the “liberated” ethnic studies curriculum made it unsafe to express Zionist beliefs.
The parents, the judge wrote in his decision, had the right to petition for curricular changes. But the curriculum, even if offensive to some, was not discriminatory or illegal.
“It is far from clear that learning about Israel and Palestine or encountering teaching materials with which one disagrees constitutes an injury,” Judge Fernando Olguin wrote.
Bills aimed at restricting the “liberated” ethnic studies curriculum have also stalled. Last spring, the Jewish Public Affairs Committee of California championed a bill that would have required school districts to submit ethnic studies curricula to the California Department of Education for review, ensuring “content is historically accurate, free from antisemitic bias, and aligned with educational best practices,” JPAC wrote on its website.
But facing opposition from some civil liberties groups, the bill never made it into committee. JPAC shifted its focus to a broader measure creating a new statewide office to combat antisemitism in public schools, JPAC executive director David Bocarsly said in an interview.
That bill, with the requirement that curricula be “factually accurate” and “consistent with accepted standards of professional responsibility, rather than advocacy, personal opinion, bias, or partisanship,” just passed.
The new law’s impact
The law establishes a state Office of Civil Rights and an antisemitism prevention coordinator, who will track complaints, issue guidance, and coordinate training about antisemitism.
As for curriculum, supporters say the law simply reinforces longstanding norms for teachers: that lessons should be grounded in fact and free of political bias — requirements which don’t bar thoughtful discussions about Israelis and Palestinians.
“There’s nothing in this bill or existing law that prevents teachers from bringing up international conflicts or controversial issues, and to be able to provide opportunities for students to engage with it with critical thought,” Bocarsly said.
Critics, however, see the law’s vague language as a deliberate attempt to stifle speech and make educators think twice before broaching the subject at all.
“Are you allowed to talk about the occupation of the West Bank?” said Jenin Younes, national legal director at the American-Arab Anti-Discrimination Committee. “Are you allowed to talk about the Nakba from the Palestinians perspective in 1948? That’s not clear.”
Younes said she’s also troubled by a provision that allows anyone — not just students or parents — to file a complaint about antisemitism. That, she said, “opens up the door to people from outside who want to harass teachers.”
Some educators share those concerns. Mara Harvey, a Jewish social studies teacher at Discovery High School in Sacramento, wrote an op-ed calling California’s law “the wrong response to a real problem” and part of a broader push to bring “right-wing, Trump-style censorship to California schools.”
“Consider what it could mean in a real classroom: A student brings in an article from Haaretz (one of Israel’s most respected newspapers) criticizing government policies. Could a discussion on this be deemed antisemitic?” Harvey wrote. “Yes, it could.”
Combatting antisemitism or ‘attacking teachers’?
Similar debates about curriculum have played out in schools across the country. In Plano, Texas, a high school classroom used a Jeopardy-style game with the prompt, “Group who wants to gain back the country they lost to Israel.” The correct answer: “Who are the Palestinians?”
In August, Texas Attorney general Ken Paxton launched an investigation into Plano Independent School District, writing in a letter that “accounts have circulated that teachers are presenting biased materials and insisting that students take a pro-Palestinian view.”
“Any teacher or administrator that has facilitated or supported radical anti-Israel rhetoric in our schools should be fired immediately,” Paxton wrote on X.
In a statement, the school district said the claims of antisemitism were false and amounted to “political theater.”
Other states are also grappling with how best to address alleged bias in schools.
In Kansas, a law passed in May prohibits “incorporating or allowing funding of antisemitic curriculum.”
Arizona considered an even tougher approach. Democratic Gov. Katie Hobbs vetoed a bill that would have let parents sue educators for teaching antisemitism — meaning teachers would have been personally liable for lawyer fees and financial damages.
“Unfortunately, this bill is not about antisemitism; it’s about attacking our teachers,” Hobbs wrote in a letter explaining her veto.
In other cases, the curriculum has simply been removed. In Massachusetts, the state teachers association’s “curriculum resources” for lessons on “Israel and Occupied Palestine” included an image of a Star of David made of dollar bills. The curriculum resources were taken down after intense backlash.
Incidents like that are what Rebecca Schgallis, senior education strategist at the CAMERA Education Institute — which describes itself as “fighting antisemitism and anti-Israel bias in education” — cites in arguing for closer review of classroom materials nationwide.
She pointed to resources such as “Teaching While Muslim,” a group of New Jersey Muslim educators who say they are “working to actively include social justice, anti-racist & anti-Islamophobic curricula and educators in our schools.” Content on the group’s website includes a worksheet instructing students to color the Palestinian flag over the entire map of Israel — though it’s unclear whether such a lesson has ever actually been taught in public school classrooms.
Because curriculum decisions are made locally, Schgallis said, it’s difficult to track how widespread such lessons are. Often, she added, the problem comes not from official materials but from individual teachers going “rogue.”
“I think teachers have an obligation to teach curriculum and not to insert their personal viewpoints,” Schgallis said. “Everyone has the right to free speech outside of the classroom, but when teachers are teaching, they have a job to do.”
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Kamala Harris on whether Israel committed genocide: ‘We should all step back and ask this question’
(JTA) — Former Vice President Kamala Harris held back from labeling Israel’s actions in Gaza a “genocide” on Sunday but said it was an appropriate question.
“A lot of folks in your party have called what’s happening in Gaza a genocide. Do you agree with that?” correspondent Eugene Daniels asked Harris during an interview on MSNBC’s “The Weekend.”
“Listen, it is a term of law that a court will decide,” Harris responded. “But I will tell you that when you look at the number of children that have been killed, the number of innocent civilians that have been killed, the refusal to give aid and support, we should all step back and ask this question and be honest about it, yeah.”
Several lawmakers, including Vermont’s Jewish Sen. Bernie Sanders, an independent, and far-right Georgia Republican Rep. Marjorie Taylor Greene, have described Israel’s conduct in Gaza over the past two years in Gaza as a genocide, but the allegation has not gotten mainstream support in Congress.
Throughout Harris’ book tour for her new memoir, “107 Days,” the former vice president has drawn pro-Palestinian protests who have accused her of being a “war criminal” and of supporting “genocide” in Gaza during her term. She has at times rebuffed the protesters and also given airtime to their concerns.
“I was the first person at the highest level of our United States government or administration to talk about the fact that the people in Gaza were starving,” Harris told protesters at a book event last month, according to the Washington Post.
Later in the interview, Daniels asked Harris whether she agreed that President Donald Trump should be “commended” for his role in brokering the ceasefire deal between Hamas and Israel that saw the release of the 20 living hostages on Monday.
“I don’t think we should hold any credit where it’s due,” said Harris. “I really do hope it becomes real and that the hostages are out, that Gaza is no longer being treated with such brutality of force, that aid goes in. I commend the people who have been a part of this process. I commend the Qataris, the Egyptians, and the president.”
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