Paper short abstract:

This paper contributes to the discourse on inclusive education for Palestinian Americans amid global crises. It urges a critical examination of the impact of U.S./Israel relations on racism and power in higher education, exploring policy influence, suppression, and threats to academic freedom.

Paper long abstract:

This paper delves into the intricate web of structural and institutional racism shaping the educational experiences of Palestinian Americans amid intersecting economic, political, and geopolitical crises. US educational institutions emerge as crucial sites, revealing the social ruptures generated by these crises. Employing Critical Race Theory (CRT), the study explores nuanced challenges faced by Palestinian American students and allies, shedding light on intersections between racialization, geopolitical dynamics, and institutional discrimination.

Examining manifestations of structural racism, the paper dissects historical and ongoing U.S.-Israel relations, emphasizing the profound impact on Palestinian Americans. Geopolitical factors, U.S. support for Israel, and lobby group influence contribute to the marginalization and suppression of Palestinian voices, perpetuating unequal treatment through shaping policies.

Through a CRT lens, the study highlights systemic challenges in Palestinian American higher education, exploring how U.S. de facto support for Israel infiltrates university policies, influencing academic freedom and jeopardizing careers. Addressing the suppression of political activism on campuses, Palestinian American advocates face censorship and backlash, reflecting a broader discriminatory pattern.

The examination extends to the professional sphere, revealing instances of academic discrimination against Pro-Palestine academics. High-profile cases of denied tenure, job opportunities, and investigations underscore systemic challenges within academic institutions, hindering inclusive education.

This paper contributes to the anthropological discourse on inclusive education by evaluating the Palestinian American experience amid global education crises. It calls for a critical examination of systemic issues in U.S.-Israel relations, providing insights into the complex interplay of racism, power, and law within higher education.