Category: Education

Let’s Talk About Genocide: Words Matter (the Macmillan Edition)

For other articles in this series 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11

Last month I wrote a letter to several major dictionary publishers, outlining the dangerous implications of imprecise definitions of the term ‘genocide’ and the potential of prevention that a precise definition can contain. In my letter I appealed to the publishers to reconsider their existing definitions.

Within 24 hours, Cambridge Dictionary and Macmillan Dictionary confirmed that the letter has been forwarded to their editorial teams for consideration (UPDATE: On March 28 I received a reply from Merriam-Webster). Three days later, I received this reply from the Macmillan team:

Continue reading “Let’s Talk About Genocide: Words Matter (the Macmillan Edition)”

Let’s Talk About Genocide: Words Matter

For other articles in this series 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11

alt-5b51feb34c621-5439-8e988795982d8b2f6e682380a3b0adb6@1xSince I’ve started the Let’s Talk About Genocide series, over four years ago, the discussion around Israel in the context of the crime of genocide has grown substantially. And while many scholars, journalists, and human rights defenders have embarked on the arduous task of examining the Convention on the Prevention and Punishment of the Crime of Genocide (1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16); many others have dedicated many words to the various, very partial definitions found in most English language dictionaries (1, 2, 3, 4, 5, 6). Based on these inaccurate definitions- that no genocide scholar in either the Political Science or the legal field would agree on- inevitably the authors reach the conclusion that Israel is not committing genocide against the indigenous Palestinian people. Continue reading “Let’s Talk About Genocide: Words Matter”

Disturbing the Peace: Intellectuals and Universities in an Illiberal Age

The late great Tony Judt delivered this call-to-arms at the Boston College on February 6, 2007.

Tony Judt, the Erich Maria Remarque Professor of European Studies at New York University, asserts that tenured university academics have a social obligation to “speak the truth in the public place.” In this Lowell Humanities Series lecture, he warns that public pressures and contemporary mores inhibit today’s intellectuals from espousing unpopular views. Controversial for advocating a combined Israeli-Palestinian state, Judt frequently contributes to the New York Review of Books and the Times Literary Supplement. His most recent book is Postwar: A History of Europe Since 1945 (Penguin Press, 2005).

Pedagogy of the Oppressed, a discussion with Chomsky

Pedagogy of the Oppressed: Noam Chomsky, Howard Gardner, and Bruno della Chiesa (Askwith Forum – Harvard Graduate School of Education).

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Colonizing the Mind: Israel’s Assault on Palestinian Education

Yesterday, I stumbled across a title in Ma’an that shook me to the core:

Palestinian schools switch to Israeli curriculum in Jerusalem

To anyone who knows the Israeli curriculum, this is one of the most chilling statements anti-colonialists can imagine. The Israeli school curriculum is what allows millions of Israelis to enlist to the army, to cheer on as it slaughters Palestinians en-masse, and to be OK with being “a little bit fascist” .

I want to make a very important stop here, before we continue examining the article and the questions which it raised in my mind, so my readers, who didn’t grow up through Israel’s public school indoctrination, can get a basic idea of how it works. So sit back for 28 minutes and get to know the incredibly important research of Nurit Peled-Elhanan about the colonialist racist discourse in Israeli textbooks:

  Continue reading “Colonizing the Mind: Israel’s Assault on Palestinian Education”

Creating a Learning Society

Creating a Learning Society with Professor Joseph Stiglitz and Professor Amartya Sen, at the LSE.

Continue reading “Creating a Learning Society”

10 Reasons for an Academic Boycott of Israel

My article for the “10 Reasons for a Cultural Boycott of Israel” campaign has prompted requests for a similar article about the academic boycott.  So without further ado: 10 reasons for an academic boycott of Israel. 
Continue reading “10 Reasons for an Academic Boycott of Israel”

Paulo Freire Interview: Pedagogy of the Oppressed

Paulo Freire’s last public interview, given to Literacy.org in 1996. Freire is most famous for his work The Pedagogy of the Oppressed.

A Schoolgirl’s Odyssey

Al Jazeera’s 2009 documentary about the courageous Swati girl Malala Yousafzai who was critically injured in a cowardly assassination attempt by the Pakistani Taliban.

On October 9, 2012, masked gunmen ambushed a van carrying schoolgirls home in Pakistan’s Swat Valley. They shot 14-year-old Malala Yousafzai at point blank range in the head and neck leaving her in critical condition. The Taliban in Pakistan claimed responsibility for the attack and vowed to “finish the chapter” in Malala’s story. Bringing and end to education for girls has long been one of their goals. The young activist was only 11 when she first stood up to the Taliban and despite numerous threats she continued to speak out against them.

This documentary filmed in 2009 follows the journey of Malala and her father as the deteriorating security situation forces them to leave not just their home in Swat Valley but their life’s passion.

Pedagogy of the Connected

This was published in the August issue of Learning Curve (India) and republished at Bella Caledonia. (Art: Computer Chaos by Joana Coccarelli)

In Amusing Ourselves to Death, a prophetic work on the impact of television on culture, the late media scholar Neil Postman compared two dystopias. One was George Orwell’s Nineteen Eighty-four, a world of strict thought control and surveillance where dissent was drowned under screams of torture. The other was Aldous Huxley’sBrave New World, a culture of permanent distraction, immobilized by entertainment and diminished by superficiality. One society was watched by Big Brother; the other entertained by it.

Postman found Orwell’s vision irrelevant to western democracies. Modern society, he said, was less a prison than a burlesque. Like Huxley’s nightmare vision, culture was being impoverished by distraction and trivia, and thought devalued. The problem wasn’t so much entertainment as the habit of mind that resulted from being permanently stimulated and amused, leaving little space for reflection.

The case against television may have been overstated. It was after all a passive medium and individuals were free to walk away. Internet too in its first incarnation had limited claim on our lives. But things have changed dramatically with Web 2.0. We no longer just consume information; we also create it. Barriers to entry are lower and technical skills are no longer necessary. Combined with smart phones and wireless technology, we are in the midst of an epochal change. We are dependent on technology in a way we have never been before.

Continue reading “Pedagogy of the Connected”