For other articles in this series 1, 2, 3, 4, 5, 6, 7, 8, 9
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. Three days later, I received this reply from the Macmillan team:
Continue reading “Let’s Talk About Genocide: Words Matter (the Macmillan Edition)”
For other articles in this series 1, 2, 3, 4, 5, 6, 7, 8
Since 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”
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: Noam Chomsky, Howard Gardner, and Bruno della Chiesa (Askwith Forum – Harvard Graduate School of Education).
Continue reading “Pedagogy of the Oppressed, a discussion with Chomsky”
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:
Creating a Learning Society with Professor Joseph Stiglitz and Professor Amartya Sen, at the LSE.
Continue reading “Creating a Learning Society”
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”