Showing posts with label mccarthyism. Show all posts
Showing posts with label mccarthyism. Show all posts

Sunday, October 28, 2007


The New McCarthyism
by LARRY COHLER-ESSES from the November 12, 2007 issue of The Nation

Meet Professor Nadia Abu El-Haj, a notorious Barnard College professor now up for tenure who:

§ claims the ancient Israelite kingdoms are a "pure political fabrication,"

§ denies the Romans destroyed Jerusalem in 70 CE and instead blames its destruction on the Jews,

§ does not speak or read Hebrew yet had the temerity to publish a book on Israeli archaeology that demanded such expertise,

§ is so ignorant of her topic that she quotes one archaeologist on how a dig might have damaged the ancient palaces of Solomon--oblivious to the fact that those palaces, if they existed, were far from the site in question.

None of these charges are true. You could look it up. I did, in El-Haj's book Facts on the Ground, about which these charges are made. The statements for which a network of right-wing critics assail her book are not there.

I asked Paula Stern, the Barnard alum who has organized an online petition demanding that El-Haj be denied tenure, how she squared her petition's charges with El-Haj's book. "The petition takes pieces of criticisms from experts. It may not be quoted 100 percent accurate," she admitted. Still, more than 2,500 people, including many Barnard and Columbia alumni, have signed on to its claims. Tellingly, Stern, who now lives in the West Bank, voiced astonishment at being asked to justify her charges in terms of what El-Haj's book actually says. "I've spoken to many newspapers," she said. "No one has done what you've done."

I looked that up, too. In the key media venues, at least, Stern was right; and not just with regard to her target. In case after case, a network of right-wing activists has started an online furor based on a mélange of distorted or provably false charges against someone involved in Middle East studies. They supported these charges with quotes yanked out of context or entirely made up and wielded a broad brush of guilt by association. Right-wing media megaphoned the charges, stoking the furor. And mainstream media ultimately noticed and responded, often focusing their stories on the furor rather than the facts.

Under pressure from these assaults, some academic institutions buckle and a professor's career is derailed; in other cases it is permanently stained. More insidious, even when tenure puts an academic beyond the reach of his or her assailants, more vulnerable junior faculty and grad students take note. "There certainly is a sense among faculty and grad students that they're being watched, monitored," said Zachary Lockman, president of the Middle East Studies Association. "People are always looking over their shoulder, feeling that whatever they say--in accurate or, more likely, distorted form--can end up on a website. It definitely has a chilling effect."

This is the modus operandi of the New McCarthyism. It targets a new enemy for our era: Muslims, Arabs and others in the Middle East field who are identified as stepping over an unstated line in criticizing Israel, as radical Islamists, as just plain radical or as in some way sympathetic to terrorists. Its purveyors include Campus Watch, run by Arab studies scholar Daniel Pipes; the David Project, supported by the Charles and Lynn Schusterman Foundation; and David Horowitz's FrontPage Magazine (in October Horowitz organized an "Islamo-Fascism Awareness Week" on campuses across the nation).

Their efforts often appear to be linked. As first noted by blogger Richard Silverstein, the earliest web attack on El-Haj's book was posted simultaneously by Campus Watch and FrontPage, in October 2005. Alexander Joffe, identified as a professor at SUNY, Purchase, published a harshly negative review of the book in The Journal of Near Eastern Studies that same month. The prestigious journal did not note--and was not informed--that he was then director of Campus Watch. Soon after, he became research director for the David Project. Less prominent researchers like Stern, the online PipeLine News and writers such as Beila Rabinowitz and William Mayer provide raw material to the more well-known portals, such as Pipes and Horowitz. Pipes's and Horowitz's material is, in turn, picked up by key conservative papers like the New York Post and New York Sun.

There is an undeniable security threat, but as in the 1950s the New McCarthyites use it as a base for demagogy. Their distinguishing feature is not concern about this threat but cynical indifference to the truth or decency of their charges. Take the case of Debbie Almontaser, the New York City public high school principal forced to resign in August as head of a new Arabic/English secondary school. The furor revolved around her attempt in an interview with the Post to explain the meaning of, rather than simply condemn, T-shirts bearing the words Intifada NYC. This provoked a firestorm. United Federation of Teachers chief Randi Weingarten, a key supporter of Almontaser's school, condemned her in a letter to the Post. The next day Almontaser resigned--a move publicly welcomed by Schools Chancellor Joel Klein and Mayor Michael Bloomberg. Almontaser has since stated she was told to resign or the school, which she founded, would be closed.

In its obscuring, anodyne postmortem on the affair, the New York Times vaguely described Almontaser as a victim of the city's "treacherous ethnic and ideological political currents" rather than of specific charges that were demonstrably false--like Pipes's widely publicized claim, based on a truncated quotation, that she denied Muslims or Arabs were involved in the 9/11 attacks. The Times report on El-Haj adopted a similar hands-off stance, simply quoting supporters and attackers. It did not once compare the activists' charges with what El-Haj actually said in her book.

As it happens, Almontaser's forced resignation was the city Education Department's second dive in the face of pressure from the New McCarthyites. Three years ago it dismissed Professor Rashid Khalidi, the esteemed director of Columbia's Middle East Institute, from lecturing teachers enrolled in professional development courses. The dismissal came in response to a Sun article claiming Khalidi had denounced Israel as "a 'racist' state with an 'apartheid system.'" Khalidi denied the quote fragments as they were used in the story. "I do not think Zionism is racist," he told the Forward. "When we talk about some of the contemporary laws, there are policies that I consider racist and discriminatory." Asked if the department had verified Khalidi's purported remarks before dismissing him, a department spokesman avoided answering Times columnist Joyce Purnick.

Khalidi still has his day job, as does--so far--a nontenured Columbia colleague, Joseph Massad, who according to a special school investigative committee was falsely accused several years ago of discriminating against Jewish and Israeli students. The same cannot be said for Norman Finkelstein, who was terminated at Chicago's DePaul University in September after the school's president--in a rare departure from standard procedure--rejected the overwhelming tenure approval Finkelstein had received at both the departmental and college levels. Finkelstein's scholarly work has accused Jewish groups of exploiting the Holocaust and Israel of egregious human rights violations. He had incurred the special wrath of Harvard law professor Alan Dershowitz, whose book defending Israel Finkelstein had devoted an entire book to savaging. Dershowitz, in turn, tried unsuccessfully to prevent the University of California Press from publishing Finkelstein's book, and sent Finkelstein's tenure committees a dossier that he said documented his "most egregious academic sins, and especially his outright lies, misquotations, and distortions." Clearly, the tenure committees were not impressed by Dershowitz's claims. DePaul president Dennis Holtschneider, for his part, denied that Dershowitz's intervention affected his decision.

Beshara Doumani, a University of California history professor, has mapped the systemic strategy of the New McCarthyism, highlighting that more than just its targets are new. First and foremost, private advocacy groups, not Congressional committees, are by and large today's means of pressuring academic administrations--at least, so far. These groups often retain important ties to government figures. But they are most focused on organizing alumni and students, with an eye toward generating public outrage and eventually government and donor pressure.

"I'm worried about untenured professors trying to get tenure," said Doumani, co-chair of the Middle East Studies Association's Committee on Academic Freedom. "I'm worried about entire departments saying, 'We need people in Middle East positions, but we're not going to hire certain kinds of people. It involves too much headache, too much risk.' How do you quantify that? You can't. But it's going around. I can tell you, it's a real issue."

Tuesday, April 17, 2007


"I ain’t the world’s best writer, ain’t the world’s best speller
But when I believe in somethin,'’ I’m the loudest yeller"
( WOODY GUTHRIE)

Lies My Teacher Told Me:
Everything Your American History Textbook Got Wrong

by James W. Loewen

Not too long ago a shocking realization hit me. Though I was an attentive history student in high school, and later earned a college degree in American history, I realized I knew absolutely nothing about the Vietnam War. How could that happen, I wondered?

How could someone who spent so much time studying history in school, and even more time studying it outside of school, be ignorant of such an important event? And more importantly, if it had slipped by me, what about others like me?

James Loewen provides the answer in Lies My Teacher Told Me. It turns out that 90 percent of high school history classes never even mention Vietnam – and those that do paint an incomplete and misleading picture. Loewen believes American students are being systematically lied to and misled in their history classes.

His book chronicles the litany of outrages perpetrated in those history classes and in our educational system as a whole. Though its unabashed left-wing perspective makes it unlikely to appeal to our country’s conservative educational institutions, Loewen’s book should be a wake-up call for anyone interested in history or education.

History, ultimately, is a selection of facts, and Loewen argues convincingly that current textbooks have chosen to include all the wrong facts. It is no wonder that most students find history boring when it is taught as merely a succession of presidents, with a pleasant little war every now and then to spice things up.

But shouldn’t students learn all aspects of our history? Instead of being spared the unpleasantness of racial violence, shouldn’t they learn that over a three-year period in the 1860s, an average of one African-American per day was murdered in Hinds County, Mississippi?

Shouldn’t American students learn that president Woodrow Wilson was a vicious racist and that the Federal government, which was integrated when he took over, had been purged of African Americans by the time he left office?

Shouldn’t they learn about the government’s kidnapping and deportation of thousands of Mexican-Americans – including many who had been born in the United States – in the 1930s? Shouldn’t they learn about the concentration camps in which Japanese Americans were confined during World War II?

Shouldn’t they learn about Paul Robeson, perhaps the most talented performing artist in American history, whose acting and singing career was prematurely ended by McCarthyism? Shouldn’t they learn that America’s foreign policy during the 20th century consisted of violently overthrowing the government of any country that refused to bow to U.S. corporate interests? Shouldn’t they learn that the CIA, acting on behalf of the United Fruit Company, hunted down and murdered one of the century’s most important revolutionaries, Che Guevara, in 1967?

But there are no villains, Loewen points out, in American history textbooks. No American has ever done anything wrong. Bad things just “happen.” In high school history there are slaves but no slaveholders, wars but no warmongers, crimes but no criminals. After all, it might confuse students to learn that Thomas Jefferson raped slave women, or that Abraham Lincoln often used the word “nigger.”

Textbooks do a good job of covering up for American heroes, but in doing so they rob education of its greatest potential lesson: that in life, there are no easy answers. George Orwell’s 1984 was supposed to be satire, but the prediction he made in it – that history would be falsely rewritten by the government in order to remove its most distasteful aspects – has become literally true.

American history as taught in public schools is propaganda of the highest order, just like that once used in Nazi Germany and Communist Russia. The result of all this, sadly, is that one can learn far more about how our society works from a single Ani DiFranco song than from an entire U.S. History textbook.

Why is history taught like this? The main reason is that textbook publishers, to ensure that their books will make money, self-censor their works to remove all material that might remotely offend someone. Because textbook adoption committees in most states are dominated by a powerful and well-organized coalition of right-wing activists, books dealing honestly with issues of race and social class have no hope for adoption. In most high schools history is not a form of education, but of indoctrination.

Textbooks’ sunny, blindly patriotic view of history discourages activism by promoting the falsehood that if one does nothing, everything will turn out fine in the end. A textbook then becomes merely a tool for preservation of the status quo – it keeps the Haves in control, and assures the Have-nots that there is no need to worry.

In Texas, state law explicitly states that “textbooks shall not contain material which serves to undermine authority.” Perhaps this is why Texas students are never taught that theirs is the only state that has fought three wars – the Texas War for Independence, the Mexican War of 1845, and the Civil War – to preserve slavery.

The most common theme in American history textbooks is the idea that the United States is a land of opportunity, and that anyone, no matter how poor, can succeed through hard work – an idea that is pure hogwash. Authors conveniently omit the statistics showing that the United States has the world’s greatest disparity between rich and poor, and that opportunities for social mobility are far fewer here than in most other countries.

Textbooks fail to chronicle how corporate influence over government has steadily increased since 1900. They ignore the fact that in order to aspire to our nation’s highest office – the presidency – one must be born white, male, and rich.

But history textbooks are utterly unconcerned with such social issues. U.S. history as taught in textbooks is nothing more than blind patriotism, a flag-waving story of American achievement. For those of us who cannot wave such a flag, it is a history that rings false.

from THE LOUDEST YELLER