LOS ANGELES >> Sitting in the rear-facing "way back seat" of my family's station wagon in 1979, we were counting trees tied with yellow ribbons to memorialize 55 Americans held hostage in Iran. As kids, we didn't understand the conflict, but one thing was clear: Securing the hostages' freedom was a collective national obsession. Much has changed about the way we express our democratic values in the U.S. and how we think about innocent hostages held today in Gaza.
As an educator and researcher at UCLA's School of Education and Information Studies, my colleagues and I have been discussing our role to prepare K-12 teachers to advance social justice as global citizens.
When I mention my friends' 23-year-old son, Hersh Goldberg-Polin, who was severely wounded when abducted by Hamas terrorists from Israel's Nova Music Festival on Oct. 7, I have been met with skepticism and distrust among colleagues who share my social justice values.
Recently, when a colleague asked about the numbered piece of masking tape I was wearing, I explained it is in solidarity with Hersh's mom, Rachel, marking the days of her heartbreak and his captivity. "Well, now you know how the other side feels," he replied, as if supporting the hostages equates to indifference to Palestinian suffering. I tried to counter his assumption by explaining that advocating for the release of innocent hostages does not diminish my concern for innocent lives lost in Gaza. Our hearts can hold compassion for both.
The deep anguish many of us feel for Jews, Palestinians — and their supporters — has made it difficult to know what to say. Rather than choosing a side, our common humanity should unite us.
My classmates and I shared a collective journey of discovery, challenging previously held truths without demonizing others for them. The greatest gift I received from my college education is the ability to know what I don't know, inspiring me to seek new knowledge and perspectives on making the world more just.
I wish more students had this opportunity and more educators had the confidence to teach this way. Good-faith efforts to bridge divides aren't always easy, and they aren't fail-proof, but they can deepen ongoing dialogue while building a community with mutual trust and respect.
I'm afraid these essential foundations of education are being avoided in too many colleges, since many educators feel ill-equipped to address them. The result of this polarized climate is an unfortunate chilling effect, where not having a discussion is safer than a well-intended one.
Diversity, equity and inclusion efforts can help navigate barriers to cross-cultural dialogue, but when these principles are unevenly applied, they lose their power. Acknowledging the value of others' "lived experiences" would increase awareness of multiple indigenous claims to land in Israel-Palestine dating back to biblical times.
Without a rigorous understanding of the roots of the conflict and different historical narratives, we are mis-educating a generation of young people who lack the skills to excavate the depth of complicated problems. College is supposed to be the place to cultivate curiosity and critical thinking.
The deeply divided campus protests have unveiled the harm of a false dichotomy. Rather than picking a side on a protest encampment, we should be creating a space for students to advance a peaceful coexistence, recognizing each party's rightful presence.
Thankfully, I recently had the opportunity to participate in a UCLA effort to seek peaceful solutions through its Dialogue Across Difference Initiative. Through this cross-campus collaboration, faculty and staff engaged in dialogue, instilling empathy, while building active listening skills to think critically and compassionately about recent protests and how we can carry these lessons into our respective roles on campus. Education initiatives like this can play a vital role in building a democratic citizenry.
Julie Flapan, Ed Source
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