New Article: Garasic & Keinan, Boycotting Israeli Academia

Garasic, Mirko D., and Shay Keinan. “Boycotting Israeli Academia: Is Its Implementation Anti-Semitic?” International Journal of Discrimination and the Law (early view; online first).





In recent years, a campaign run by the BDS movement to boycott and silence Israeli academics has gained some support worldwide. Academics choosing to take part in the boycott are often accused to be moved by a new form of anti-Semitism – an allegation they fervently deny. A recent case in Australia saw Jake Lynch, a professor at the University of Sydney, taken to court and accused of breaching Australia’s Racial Discrimination Act for rejecting an application from an Israeli academic for a visiting professor position. In this paper, we want to analyse such situations from a philosophical and legal perspective. We will argue that apart from being anti-scientific and counterproductive, such boycotts are also unlawful and – indeed – anti-Semitic. Boycott supporters often replace a person’s nationality with a person’s “institutional affiliation” to avoid being accused of racism and discrimination. We argue that this terminological disguise does not succeed in hiding the fact that often such boycotts illegitimately discriminate against individual Jews.

New Article and Response: Elsana and Hwang, Application of the Customary Land Rights Model on the Arab-Bedouin Case in Israel

Elsana, Morad. “The Recognition of Indigenous Peoples’ Land: Application of the Customary Land Rights Model on the Arab-Bedouin Case in Israel.” Georgetown Journal of Law & Modern Critical Race Perspectives 7.1 (2015): 45-67.

Hwang, Julie H. “Reaction to: The Recognition of Indigenous Peoples’ Land: Application of the Customary Land Rights Model on the Arab-Bedouin Case in Israel.” Georgetown Journal of Law & Modern Critical Race Perspectives 7.1 (2015): 69-70.





Based on the Australian experience, this paper introduced the idea of recognizing Bedouin land rights based on the recognition of their customary law. To illustrate this idea, this paper introduced the recognition of Aboriginal land in Australia and then applied the Australian model on the Bedouin case in Israeli. The recognition of Aboriginal land rights in Australia relies mainly on the existence of three elements. The first is the existence of a system of law, such as Aboriginal customary law; the second is the existence of a connection to land, which means the existence of a traditional land rights system; the third element is the existence of a legal recognition option for these elements in the state legal system. One such option is the native title doctrine in Australia. This last element is a bridge that connects the indigenous peoples’ customary law with the state law and enables the state to recognize indigenous peoples’ customary law and their rights under their customary system.

The second part of this paper addressed Bedouin land recognition. This part applied the Australian model of land recognition on the Bedouin case. It mainly showed the existence of the three elements for recognition in the Bedouin land case in Israel. First, it demonstrated the existence of the Bedouin traditional system of law; second, the existence of Bedouin connection to the land; and then it introduced the third element, which is the recognition option or the “bridge” that demonstrates how the Israeli legal system includes two options that could work as a connection to Bedouin customary law. The first bridge option is through Tribal Courts Regulations and the second is the principle of custom as a source of law.

In conclusion, similar to Australia and other countries that have recognized indigenous land rights, the legal system in Israel includes sufficient legal elements that can lead to the recognition of Bedouin traditional law that would bring recognition of their traditional land rights.

Excerpt from Hwang’s response: Perhaps judicial resolution is not the most promising course of action in asserting land rights for the Bedouins. Sarah Matari suggests that the power imbalance and historical mistreatment of Arab Bedouins in Israel make a courtroom battle a highly unsuccessful option for the Bedouins.9 Instead, she suggests a series of mediation as a possible way for the Negev Bedouins to discuss with the Israeli government to negotiate their rights to the land. 1O Although there is serious doubt as to the efficacy of any mediation due to the historical hostility between the Negev Bedouins and Israelis, I think mediation may be a more hopeful option for the Bedouins because the native title doctrine approach has its limitation when applied to the Negev Bedouins in Israel.


ToC: Journal of Jewish Education 81.2 (2015): special issue on Israel Education (Part 2)

Journal of Jewish Education, Volume 81, Issue 2, April-June 2015 is now available online is now available online on Taylor & Francis Online.

Special Issue: Israel Education, Part II

This new issue contains the following articles:

Editor’s Note
Approaching Israel Education: New Agendas
Helena Miller
Pages: 97-100

What’s in a Name? In Pursuit of Israel Education
Shlomit Attias
Pages: 101-135

Mature Zionism: Education and the Scholarly Study of Israel
Hanan A. Alexander
Pages: 136-161

Harnessing Teacher Potential as Israel Education Curriculum Developers
Meredith Katz
Pages: 162-188
The Educational Mission of the Shaliach: A Case Study in Australia
Yosef Aharonov
Pages: 189-211

Educational Travel to Israel in the Era of Globalization
Elan Ezrachi
Pages: 212-225

Book Reviews
Erik H. Cohen, Identity and Pedagogy: Shoah Education in Israeli State Schools (Academic Studies Press, Brighton, MA, 2013)
Daniel Osborn
Pages: 226-230

Jack Schneider, From the Ivory Tower to the Schoolhouse: How Scholarship Becomes Common Knowledge in Education (Harvard Education Press, Cambridge, MA, 2014)
Miriam Heller Stern
Pages: 231-235

Jobs: Assistant Lecturer, Modern Israel. Australian Centre for Jewish Civilisation, Monash



Assistant Lecturer (Australian Centre for Jewish Civilisation)

Job No.


Faculty / Portfolio:

Faculty of Arts

School Philosophical, Historical and International Studies Australian Centre for Jewish Civilisation

Location: Caulfield campus

Employment Type: Full-time

Duration: Two year fixed-term appointment (commencing July 2013)

Remuneration: $62,724 – $85,128 pa Level A (includes 9% employer superannuation)

The Australian Centre for Jewish Civilisation is seeking an Assistant Lecturer with a dynamic teaching and research profile in the area of Middle East studies with a specialisation in the history of modern Israel. You will teach in areas of high student interest offered by the Australian Centre for Jewish Civilisation, support research student supervision and engage in original and innovative research.

You will bolster the centre’s strengths in the areas of modern Israel and Middle East Studies, playing a leading role in teaching the following existing History units:

Modern Israel: History, Politics and Society The Middle East in the Modern World The History of the Arab-Israeli Conflict War and Peace: Models of Conflict Resolution.

You will have:

a PhD qualification or near completion in the discipline of History relating to modern Israel and/or the Middle East expertise in the history of the Middle East with a specialisation in Israel a working knowledge of Hebrew evidence of outstanding reserch potential proven excellence in teaching the ability to work as part of a team high level verbal and written communication skills good organisational and administrative skills willingness to participate in the Centre’s public engagement programs.

This role is a full-time position; however, flexible working arrangements may be negotiated.

Your application must address the selection criteria. Please refer to "How to apply for Monash Jobs"


Mr Mark Baker, Director, Jewish Studies, +61 3 9903 5001 Position Description PD – Assistant Lecturer – Australian Centre for Jewish Civilisation Closing Date Monday 21 January 2013, 11:55pm Aus. Eastern Daylight Time

Cite: Silverstein, Genderings of Diasporic Zionism and Jewish Holocaust Education

Silverstein, Jordana. “ ‘From the Utter Depth of Degradation to the Apogee of Bliss’: The Genderings of Diasporic Zionism and Jewish Holocaust Education.” Journal of Modern Jewish Studies 11.3 (2012): 377-398.



This article examines some of the memories of the Holocaust produced in Holocaust education in a selection of Jewish high schools in Melbourne and New York at the beginning of the twenty-first century. It is being suggested here that the narratives about the Holocaust being taught in these schools are in part shaped by a gendered Zionist outlook. This article takes up the question of why this is, and in doing so provides an explanation of these types of narratives. In particular, this article explores the ways that this pedagogy places the story of the creation of the sovereign Jewish State of Israel at the end of a unit of study on the Holocaust, thus linking these two “events” in an important way. This article also explores what it is that makes these narratives gendered, and what work such narratives, and collective memories, do in the formulation of particular notions of diasporic Zionist thinking.