The Need for Anti Fascist Education in Israel Now - Article Example

 The need for Anti Fascist education in Israel now This paper discusses the need for an anti-fascist education policy in Israel, and identifies the implications of ignoring the need for an antiracist educational policy. Educational policy is the foundation stone of integrity in any country. For quite a number of years now, Israel has had fewer allies than enemies among the nations of the world, as there seem to be many countries, especially Arabian countries in Asia, Africa and even Europe that are against the very existence of Israel. This is probably because of Israel’s foreign policies and lack of an anti-fascist attitude. Thus, “there is a dire need to revise the pro-fascist educational policy that has been in existence in Israel for about five decades.” (Hakim, J. 1995) It is discernible that there are still some elements of racism, ethnocentricity, xenophobia and militarism present in the educational policy and educational system in Israel. There is a need for an ideology of anti-fascism for children at the various levels of the educational institutions. According to Charles F. Dalzell and Harper Rowe, “Israeli students have to be shown the light of the day. The fascist education policy has done more harm than good to the overall reputation and image of Israeli youth in the world.” (Dalzell,C. F.& Harper Rowe, 1970) It is also of great importance to incorporate a curriculum for the study of anti-fascism into the Israeli educational system, as is the practice in some European countries like England (with the BNP), France (with La Pen) and Austria (with Heider). An assumption implicit in anti-racist education is that students who learn about racism and who subsequently come to hold anti-racist attitudes will tend to act in accordance with those attitudes. The existence of countervailing forces leading such students to active or passive complicity in racism seems never to have been acknowledged in anti-racist literature. This lacuna is difficult to fathom in view of the interest shown by psychologists and historians of the Holocaust in bystander behaviour and conformity to the peer group. In order to increase the likelihood of students taking action against racism, it is argued that antiracist educators should heed the lessons of the Holocaust and adopt measures aimed specifically at preventing bystander behaviour and conformity to peer group pressure. This decade has witnessed a dramatic increase in anti-Semitism, primarily in Europe but elsewhere as well. Even as it has diminished somewhat, observers are nervous that the current global financial crisis may result in yet another wave still one more reason to be vigilant. The new democracies of Central and Eastern Europe, eager for American support in their bid for NATO membership, were pressed to confront their Holocaust-era past. Many of these countries, under Soviet domination since the end of the war, had never critically examined the role of their own citizens in collaborating with the Nazis. Some even reached back to their own fascist leaders of that era in seeking symbols for a nationalist revival. In a rather brief period these nations were asked to review this history and to return stolen Jewish property that had been seized by the Nazis and nationalized by the Communists. Although anti-Israel sentiments, especially in the Arab world are long-standing and widespread, they have been easily conflated into anti-Jewish pronouncements, and Arabic translations of Nazi propaganda can be readily found. Despite these new and ominous manifestations, racism still remains a very real problem in Israel, and is also part of the agenda of neo-Nazi and skinhead groups in Europe. Populist and ultra- nationalist parties find it a convenient and time-tested theme. Some of the worst examples of racism have been highlighted over the years, and there must be condemnation of radical Zionism and fascism related to the Jewish State. It paid special attention to these manifestations in the public discourse at the United Nations and at other international forums. Efforts to promote democracy and find a lasting solution to the Middle East conflict continue to be worthy goals, however difficult they may be to achieve without an anti-fascist policy. Education in Israel is perhaps more than ever, in need of daring approaches and innovative minds who can implement anti-fascism programs for the benefit of the youths of Israel who are now growing up in an age where there is much need for direction and a dire need to deepen human values. It is the responsibility of all involved to contribute towards the achievement of these goals in order to positively influence the educational policies in Israel and also the Pedagogical Ideology, in order to turn these ideas from theoretical to operational, both at the classroom level and beyond. Drawing on the past experiences and lessons of anti-fascist and anti-racist pedagogy and education in some countries like the United States, it is time for Israel to join the community of nations that have recognized the threat of fascism as a reaction or more as a complementary reaction to growing fundamentalism, as both ideologies tend to complement one another. According to Henry Giroux, “the way that a society views its responsibility toward future generations is reflected in how that society thinks about, educates toward and acts in the direction of living into, living through and living out of a social contract grounded in substantive and vibrant democratic values, visions and structures.” (Henry Giroux) The responsibility of culture toward the youth in Israel seems to be sorely lacking in anti-fascist programs. Thus, if pedagogical projects are not rigorously implemented and devoted to the hard work essential for the development of alternative pathways that are well grounded in solidarity and substantive forms of education that anti-fascism, the Israel will suffer more exclusion, and despair. Giroux also urges that “we must view education as a public rather than a private sphere if we are going to educate toward a meaningful democratic future.” (Henry Giroux) Israeli schools must engage in projects and practices that will be dedicated to promoting public wellbeing and the greater good, as well as public participation in shaping policies and managing the way we co-exist with one another in society. Fascist educational programs and policies tend to detract from the country’s image, and put a blemish on the reputation of the Israeli youth, and Israel as a whole, bearing in mind that Israel is a leading nation of the world. It is therefore, of the utmost importance to eradicate the ideology of extremism and radicalism from the minds of the younger generation in Israel, in order to maintain at a larger scale, the respect and strength that Israel enjoys in the community of Nations. The Israeli nation has to survive, and this survival can be enhanced if the education sector introduces anti-fascist educational programs and policies for Israeli schools immediately. References Hakim, J (1995) A History of US: War, Peace and all that Jazz. New York: Oxford University Press Dalzell, C. F. and Harper Rowe (1970) Mediterranean Fascism 1919-1945 ISBN 4536543289 Education Review Vol. 11 No. 3 (http://edrev.asu.edu) Henry Giroux. 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