随着哈马斯于10月7日对以色列发动致命袭击三周年纪念日的临近，许多人开始批评美国K-12（小学至高中）教师在对待以色列问题以及过去三年发生的事件时的态度。
As we’ve approached the third anniversary of Hamas’s deadly October 7 attack on Israel, many are criticizing how K-12 teachers treat Israel and the events of the past three years.
一份名为《美国教师工会中的反犹太主义》（Antisemitism in U.S. Teachers Unions）的报告指出，教育工作者及其工会存在“对犹太人、犹太复国主义或以色列的偏见”，并“传播一些被犹太教徒视为片面、煽动性甚至明显具有反犹太主义色彩的言论或材料”。美国众议院教育与劳动力委员会启动了一项“全国性调查”，指控K-12学校中存在公然的反犹太主义现象，这些现象往往与以色列问题密切相关。
A new Anti-Defamation League report titled “Antisemitism in U.S. Teachers Unions” accuses educators and their unions of being “biased against Jews, Zionists/Zionism or Israel” and of “promot[ing] materials that many Jewish members view as one-sided, inflammatory and at times overtly antisemitic.”The House Committee on Education and Workforce launched a “Nationwide Investigation into Antisemitism in K-12 Schools,” alleging “open antisemitism in [K-12] classrooms and hallways,” often tied to Israel.
保守派作家乔尔·科特金（Joel Kotkin）特别指责加利福尼亚州的教师对学生进行“进步主义思想灌输”，并将其称为“斯大林时代俄罗斯所实行的那种教育方式”。而“Education Civil Rights Now”组织的本·奥斯汀（Ben Austin）则批评教师们在10月7日事件后将反以色列的立场带入了洛杉矶联合学区的课堂中，认为这种反以色列情绪至今仍在持续蔓延。
Conservative author Joel Kotkin blames California teachers in particular for the “progressive indoctrination” of students, which he condemns as “the kind of education perfected in Stalin’s Russia.”And Ben Austin of Education Civil Rights Now criticizes the “anti-Israel activism” he alleges teachers brought into Los Angeles Unified School District classrooms post-October 7, where, he says, it continues to “fester.”How does a profession in which Jews are greatly overrepresented become riddled with alleged antisemitism? While there certainly is no shortage of unreasonable attacks on Israel, Israel’s defenders often take reasonable criticisms of Israel and portray them as unreasonable and antisemitic.
一个以犹太人为主要成员的职业群体，为何会充斥着所谓的反犹太主义行为呢？虽然针对以色列的恶意攻击确实屡见不鲜，但以色列的捍卫者往往将那些合理的批评意见歪曲为不合理的、带有反犹太主义色彩的言论。
In fact, a JewishCurrents examination of the Anti-Defamation League’s “Audit of Antisemitic Incidents 2023,” which lists many items related to October 7, found more than a thousand items ADL classified as “antisemitic” when they were really just “cases of speech critical of Israel or Zionism.”Kotkin’s evidence of antisemitism, for instance, is largely a northern California school district’s ethnic studies curriculum that “teaches that Israeli ‘settler colonialism’ led to Palestinian ‘dispossession.’”The way Israel’s defenders often vituperate against the “settler colony” label is typical of how critics of Israel are inaccurately characterized as unreasonable and antisemitic. For decades, the Zionists themselves used the word “colonization” to refer to their attempts to create a Jewish state in Palestine. It is fair; in 1922, Muslims outnumbered Jews in Palestine seven to one, but by 1948, Jewish settlers were in control.
事实上，《犹太潮流》（JewishCurrents）对反诽谤联盟（ADL）的《2023年反犹事件审计报告》进行了研究。该报告列出了许多与10月7日事件相关的项目，但研究发现，ADL将超过一千项内容归类为“反犹”，而实际上这些内容仅仅是“批评以色列或犹太复国主义的言论”。例如，科特金（Kotkin）用以证明存在反犹主义的主要证据，是北加州一个学区的族群研究课程，该课程“教导说，以色列的‘定居者殖民主义’导致了巴勒斯坦人的‘失地’”。
After three years of listening to how we should teach October 7, what always strikes me is critics’ inability to accommodate the complexity of the conflict. It is true that, as Israel’s defenders say, Hamas’s murderous attacks on civilians were criminal and indefensible.
以色列支持者经常激烈抨击“定居者殖民地”这一标签，这种做法正是批评者被错误地描绘为不合理且反犹的典型表现。几十年来，犹太复国主义者自己也曾使用“殖民”一词来描述他们在巴勒斯坦建立犹太国的尝试。这种说法是合理的：1922年，巴勒斯坦的穆斯林人数是犹太人的七倍，但到1948年，犹太定居者已经掌握了控制权。
It is also true that Israel’s long-running manhandling of Palestinians in the occupied territories inspired and provoked the attacks.
在连续三年聆听关于如何教导10月7日事件的各种观点后，我始终感到惊讶的是，批评者无法接受这场冲突的复杂性。诚然，正如以色列支持者所说，哈马斯对平民的屠杀性袭击是犯罪行径，且毫无辩护余地。同样真实的是，以色列长期在占领区对巴勒斯坦人采取粗暴手段，也激发了这些袭击的发生。
Under United Nations Security Council Resolution 446, passed in 1979 and reaffirmed in 2016, “the policy and practices of Israel in establishing settlements in the Palestinian and other Arab territories occupied since 1967 have no legal validity.”In 2016, President Barack Obama, referring to Gaza and others, told the U.N. that “Israel must recognize that it cannot permanently occupy and settle Palestinian land.”A 2023 study commissioned by the U.N. found that “the first six months of 2023 saw Israel advance record rates of settlement housing units … a total of almost 30,000 proposed … in the Israeli settlements in occupied Palestine.”A European Union report found similar numbers.
根据联合国安全理事会第446号决议（1979年通过，2016年重申），“以色列在1967年以来占领的巴勒斯坦及其他阿拉伯领土上建立定居点的政策和做法没有法律效力。”2016年，美国总统巴拉克·奥巴马在谈到加沙等地时对联合国表示，“以色列必须认识到，它不能永久占领和定居巴勒斯坦土地。”联合国委托进行的一项2023年研究发现，“2023年前六个月，以色列推进了创纪录数量的定居点住房单元……在被占领的巴勒斯坦的以色列定居点中，总共提出了近30,000套住房。”欧盟的一份报告也发现了类似的数字。
To the extent that Hamas assaulted Israeli Defense Force bases —the bases of an occupying army — they were attacking legitimate military targets. Yet when Israel’s supporters speak of October 7, they usually ignore those attacks and instead make misleading claims like “Hamas murdered more than 1,200 innocent men, women, and children.”Neither side of this conflict has been telling the truth. Today, I’ll be teaching my students this reality, and laying out the various sides of the issue.
就哈马斯袭击以色列国防军基地——一支占领军的基地——而言，他们攻击的是合法的军事目标。然而，当以色列的支持者谈论10月7日时，他们通常忽略这些袭击，而是提出误导性的说法，如“哈马斯杀害了1200多名无辜的男女老少。”这场冲突的双方都没有说实话。今天，我将向我的学生教授这一现实，并阐述问题的各个方面。
My students will learn about the horror of October 7 as well as the ensuing Gaza horror that was numerically far larger and went on for much longer.
我的学生将了解10月7日的恐怖，以及随后在加沙发生的恐怖，后者在数量上要大得多，持续时间也长得多。
They will learn how my parents and other Jews of that generation saw Israel as a sanctuary for a tortured people, and how for Palestinians this meant the “Nakba” or catastrophe, which Amnesty International describes as “the expulsion and displacement of more than 700,000 Palestinians from their homes, villages and cities during the one-year conflict that created Israel in 1948.”
他们将了解到：我的父母以及那一代犹太人是如何将以色列视为受迫害人民的避难所的；而对于巴勒斯坦人来说，这却意味着“纳克巴”（Nakba）——一场灾难。国际特赦组织将“纳克巴”描述为“1948年以色列建国期间，超过70万巴勒斯坦人被驱逐出自己的家园、村庄和城市”。
I’ll point to the three widely used high school World History textbooks on the bookshelf of my classroom, and explain that not one even mentions the word “Nakba.”I’ll listen to the things students say they’ve seen on social media about the conflict, and I’ll try to address them in an accurate manner.
我会指着教室书架上的三本广泛使用的中学世界历史教科书，指出其中没有一本提到“纳克巴”这个词。我会倾听学生们从社交媒体上了解到的关于这场冲突的信息，并尽力以准确的方式向他们解释这些内容。之后，学生们就可以自己做出判断了。
After that, my students can make up their own minds.
格伦·萨克斯（Glenn Sacks）在洛杉矶联合学区的詹姆斯·门罗高中（James Monroe High School）教授社会学课程。
Glenn Sacks teaches social studies at James Monroe High School in the Los Angeles Unified School District.