On October 8th, 2020, Fieldston participated in its first-ever virtual Fieldston Awareness Day surrounding the topic of anti-Semitism. The entire Upper School student body attended a number of workshops and self-assigned affinity groups aimed at broaching different aspects of anti-Semitism while also allowing for the opportunity to reflect on those conversations.
Eric Ward, Executive Director of the Western States Center, delivered a pre-recorded keynote address: “Leaning into your Power: Embracing Inclusion, Diversity, and Equity.” His address was an incredibly interesting way to begin the FAD, as its perspective of the intersectionality of anti-Semitism was one that could be unpacked further throughout the day.
One tenth grade student found that “[He] emphasized that anti-Semitism and white supremacy are inextricably linked. For centuries, we have witnessed how the Jewish and Black communities have been pitted against each other by white supremacists. Just three years ago, in Charlottesville, we saw those white supremacists rallying against both groups. We must dismantle white supremacy in order to dismantle anti-Semitism and vice versa.”
Dr. Alwin Jones, the chair of the English department, writes, “The speaker gave us some good nuggets, places, and approaches on how to start and continue to build coalitions. I was really impressed by how he navigated what can feel like a hopeless fight because it presently appears on myriad fronts all at the same time. I enjoyed Mr. Ward’s reminder to see each other, to remember shared desires for a more just world, and to find ways to build coalitions that understand the complex nature of current struggles and the abundant history and strategies of resistance. “
A tenth-grade student reacted to the speaker by saying, “[He] did a great job of addressing the intersectionality of the issue. [He] talked about the different ways in which one could view the state of Israel, and how one could criticize the state of Israel. As well as the many different forms in which anti-Semitism takes place, and how it is often compounded and combined with racial discrimination and white supremacy.”
When asked how Fieldston could improve its approach to addressing anti-Semitism in its community one student writes, “There are very few secular schools worldwide that have so many Jews. Thus, Fieldston has a unique responsibility to care for its Jewish population. Affinity groups, assigning minimal work during Jewish holidays, and a continued commitment to teaching about anti-Semitism will show Jewish students that they are supported by their school.”
One of the most popular workshops of the day was titled, “Staying Grounded and Clear Eyed – Conversations about anti-Semitism and the Israel-Palestinian Conflict.” This was led by Danny Debarre from the organization J Street. The topic of the Isreal-Palestinian Conflict is one that is often not addressed in conversations at Fieldston, as it is so polarizing, so those who attended this workshop each came with their own set of expectations.
One student who attended the workshop said, “I think Fieldston brought in a great organization to speak — one that is pro-peace and pro-coexistence. However, I wish that the presentation explored more deeply why the organization’s work towards creating a democratic homeland for Jews is so essential — and so controversial. I felt that the presentation was a bit ‘safe.’ I was really hoping to be inspired or challenged by what was said, though I ended up leaving the google meeting feeling the same as when I entered it.”
Another student who attended the same workshop said, “I learned a lot about the differences and the similarities between anti-Zionism and anti-Semitism but they discussed none of the facts regarding the Israel-Palestine conflict. This will leave Fieldston students in the same position that they always have been in, clueless about the conflict and yet ready to be outraged when the next inevitable incident happens regarding someone’s criticism of Israel or Palestine.”
A number of students felt the workshops lacked the historical context necessary to push the boundaries of our conversations. One student writes, “In order to actually have a productive discussion we need to discuss the facts to teach people the history of the Israel-Palestine debates so people can form their own opinions rather than speculating on things they hear from their parents or social media or from outspoken Israel critics such as Rashida Tlaib or Ilhan Omar.”
When asked about how Fieldston addresses the Israel-Palestinian debate Dr. Jones said, “I loved what I saw and heard from many quarters, especially in my classes, advisory and affinity spaces on the day of and after the [FAD]. I heard my students realizing the value of learning about and leaning into difficult conversations and histories around which there are strong past and present sentiments. I am always encouraged when I see a desire to learn more, especially from young people with whom I spend most of my days learning from and with them.”
Some were uncomfortable going into the day but found it as eye-opening. A number of advisory sessions reported people “making connections for the first time and understanding issues in greater depth.” Others felt, “Fieldston could do a better job teaching anti-Semitism if they showed a greater diversity of beliefs.” One junior noted, “We understand anti-semitism more on the political right; we understand it less well from the political left.”
One teacher writes that they felt uneasy about the whole topic: “I am so scared to even discuss any of the questions you asked me because of repercussions or someone misunderstanding my sentiment. That’s where I am–and to be honest, I feel many teachers are. We don’t feel safe to discuss or teach about these issues, given everything that has happened.”
One student critically commented, “Fieldston in its typical fashion spends too much time worrying about intersectionality and misses a lot of the important parts in an attempt to please everyone, [so that] they often forget to address the simple and important matters. Fieldston is afraid of addressing the very important issues for fear of offending the student body. In practice, it [is] really only open to a particular opinion and is unwilling to expand our conversations and test the limits to achieve productive discourse.”
The reactions to this Fieldston Awareness Day are very much reflections of Fieldston’s own triumphs and failures in how they discuss different polarizing issues. Given the volatility of the topic and the political divides around it, one teacher noted that it was “Quite impressive that hundreds of students and faculty participated in “in-depth” conversations for almost eight hours
We were really wrangling over the issues. There was both urgency and caution as well as respect and restraint. That’s bravery. That’s determination. Whatever your politics are ––wherever you are in your learning–– to sit and listen and think for a day is a remarkable accomplishment.”
