A quiet purge is beginning in American education. For decades, public schools relied on the Anti-Defamation League (ADL) to teach students about antisemitism, bigotry, and the Holocaust. Now the largest teachers’ unions are trying to drive the ADL out — not because antisemitism has disappeared, but because a new ideological litmus test has replaced the old moral clarity.
At the same time as NEA’s push to oust the ADL, New York City’s largest teachers’ union, the UFT, endorsed Democratic Socialist Zohran Mamdani to become mayor. Mamdani’s acceptance of the chant to “globalize the Intifada!” on New York City’s streets threatening Jews, was not considering disqualifying.
CAIR (Council of American Islamic Relations) celebrated the moment. The organization issued statements praising the union’s rejection of ADL and urging school districts across the country to follow suit. In their telling, removing the leading Jewish civil-rights organization from American classrooms was not a loss — it was liberation.
But liberation for whom?
What fills the void when ADL’s anti-bias programs are stripped from schools is not neutrality. It is an ideological curriculum that recasts Jewish history through the false frame of colonial theory. The Jewish people’s 3,000-year connection to the Land of Israel — recorded in scripture, archaeology, language, and tradition — is brushed aside in favor of a political slogan: Jews are Europeans; Israel is a colony; Jewish identity is whiteness in disguise.
And this falsehood is taught with absolute confidence, even though it collapses under the simplest demographic truth: most Jews in Israel are not European at all. More than half of Israeli Jews are Mizrahi — descendants of families rooted for centuries in Baghdad, Aleppo, Casablanca, Sana’a, and Tehran. Many arrived as refugees expelled from Muslim countries after 1948. But because their existence breaks the colonial narrative, it is erased.
In this rewritten history, Jews did not return home. They invaded. And Jewish children sitting in American classrooms are told, implicitly and sometimes explicitly, that their people do not come from the place their prayers face, the place their ancestors named, the place their holidays commemorate.
It gets worse.
Qatar is helping fill the hole in American education course materials. That same Qatar that bankrolls and supports the political-terrorist group Hamas that is sworn to killing Jews. The Institute for the Study of Global Antisemitism and Policy (ISGAP) published a report that shows how Qatari materials are being mainstreamed in K-12 education.
The shift is not academic. It is surgical.
When the ADL is expelled from the curriculum and radical Islamic materials are substituted, so is the understanding that antisemitism is a unique and ancient form of hatred. So is the recognition that Jews are a minority-minority. So is the historical memory that Jews have been indigenous to the Land of Israel since before Rome, before Islam, before Christianity. The frameworks that replace it reduce Jewish identity to a political position and Jewish history to a fabrication.
And Jewish students feel it instantly.
A seventh grader is told her family “isn’t really from Jerusalem.” A boy wearing a Star of David is treated as if he is declaring an ideology rather than a heritage. Mizrahi and Sephardi students — whose grandparents fled violence or expulsion in the Middle East — learn in school that Jews are “white Europeans.” A child is shamed for speaking Hebrew, as if language itself were an act of domination.
The classroom becomes a place where Jewish children learn that their story is not welcome. That they are frauds.
The unions pretend this is progress. They say they are freeing schools from “biased” Jewish organizations. Democratic senators circle around to defend the teachers’ unions and mock Jewish concerns. They hope no one knows that teacher unions only donate to Democratic candidates.
But the result is not balance — it is a world in which Jewish history is a political inconvenience, and Jewish identity is recast as oppression. The very institutions tasked with protecting vulnerable students are now erasing the vulnerabilities of one of the world’s smallest minorities.
A people is stripped of its past in front of its children. To its children, to create a new type of American: anti-Jewish.
This is not an argument about Israel. It is a warning about America. When unions push out the ADL and bring in organizations which openly provide material support to terrorists, they are not modernizing education. They are dismantling the guardrails that distinguished history from propaganda and identity from accusation.
This has an ugly echo.
On May 10, 1933, 40,000 people watched as students burned Jewish books in Berlin, Germany, part of the Nationalist Socialist (Nazi) Party’s campaign to eradicate Jewish thought and show its control of the intellectual and cultural landscape.
Today, it’s not Jewish opinions but Jewish history, heritage and lived experiences that are targeted for obliteration in America’s schools by the teachers unions. It must stop.
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