Avoiding a Zero-Sum Game: Lessons for Jewish Studies from California's Struggle over the Ethnic Studies Model Curriculum

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Abstract: This article reflects on the challenges and possibilities of taking a critical race and ethnic studies (CRES) approach to analyzing antisemitism. Using the organizing around a K–12 ethnic studies model curriculum in California between 2019 and 2021 as a case study example, I outline the obstacles impeding both a better incorporation of critical race and ethnic studies approaches into Jewish studies, and the integration of an understanding of antisemitism as a form of racial oppression into critical race and ethnic studies. Challenges include the historic disconnect between ethnic studies and Jewish studies, strained relations and debates around Israel-Palestine and Zionism, and popular confusion about whiteness and Jewishness in the US and internationally. I then highlight pedagogical possibilities for a better analysis of antisemitism through a critical race and ethnic studies approach, including stronger recognition of the leadership of Jews of Color, the potential for the use of foundational critical race and ethnic studies theories to analyze antisemitism, and the need to build trusting relationships through good faith efforts by Jewish studies scholars.