Jewish
educational networks buzzed all summer with questions about how to
handle returning to school in the wake of the conflict in Israel and
Gaza this past summer. Educators are still looking for ways to process
their own (often conflicted) thoughts and emotions, and continue to
discuss what approach to take in handling these complex current events
in school settings. I am no different – I spent the summer worrying
about family, friends, and colleagues in Israel, sickened by violence,
dismayed by the persistence of what feels like a hopeless cycle, and
shocked by suddenly open displays of anti-Arab racism in Israel and
anti-Semitism all over the world. I was also overwhelmed by the thought
of helping faculty members, parents, and students learn something from
these events once school started. Yet, when I began reaching out to
colleagues, many educational strategies began to crystallize. Last week,
I entered the school year with great clarity of purpose. Here is some
of what we are doing at the Ronald C. Wornick Jewish Day School in
Foster City, CA to help students process this summer’s events.School Position & Guidelines
When we ask our teachers to enter the classroom, we ask them to check most of their own emotional baggage at the door, so that they can support and care for their students. This means that the classroom is not a place for them to put forth their own personal political views. So how are they supposed to talk about Israel? We have a few guidelines for teachers for this specific situation, as well as an official school position (below) on the current conflict. The guidelines below provide a strong framework in which substantive discussions and learning occur:
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