Global Conflicts and Their Echoes: Understanding the Experiences of Jewish Social Work Educators in the U.S

Background: The social work profession is deeply rooted in principles of social justice and dismantling inequalities. Social work pedagogy, in turn, has increasingly emphasized anti-racist frameworks to address historical injustices within the profession. However, global conflicts can cast long shadows, even reaching into the seemingly safe spaces of academia. The October 7 Hamas attack, resulting in the Israel-Hamas war, has sharply increased antisemitism worldwide, deeply affecting Jews in the diaspora, including social work educators in the United States. These educators now face the significant challenge of navigating politically charged conversations within the classroom while maintaining a humanistic approach to their teaching. This surge in antisemitism exposes a critical gap in current research related to the impact of a global conflict on Jewish social work instructors in the U.S.

Aims: This study aims to explore the experiences of these educators, particularly focusing on the concept of secondary trauma, the personal toll of witnessing rising antisemitism and emphasizes how they navigate personal hardships in their workplaces and classrooms. By understanding how Jewish social work educators navigate these personal hardships within their workplaces and classrooms, this study can offer valuable insights to support this vital group of educators.

Method: Employing qualitative methods, this study conducted semi-structured interviews with 23 social work instructors who identify as Jewish or are closely aligned with Jewish communities. The interviews, comprising 22 questions, covered aspects of teaching, professional life, and personal experiences post-October 7. Data were analyzed using thematic analysis to identify core themes from the interview responses.

Findings: The current study sheds light on how Jewish social work educators navigate the complexities of social work education and their professional identity within a climate of rising antisemitism. Leadership support and strong collegial relationships emerged as critical themes, empowering educators to confront these challenges. Such support fostered safe spaces for discussing sensitive topics and mitigated feelings of fear and isolation. However, the analysis also revealed the presence of personal struggles related to antisemitism, such as emotional exhaustion or a sense of being targeted. These challenges were often exacerbated by insufficient institutional support. A lack of clear policies or resources from the institution left some educators feeling unsupported and vulnerable.

Conclusions: The study advocates for a shift from political discourse to focusing on the personal struggles faced by Jewish social work instructors, who endure historical trauma and increased antisemitism due to the events of October 7th and the subsequent war. This approach highlights the need for a deeper understanding of their personal experiences, moving beyond political analyses to address the impacts on their professional and educational environments. A strong emphasis is placed on addressing antisemitism within social work education as rigorously as other forms of racism, ensuring a safe learning environment for students and instructors, and encouraging social workers to create inclusive environments while balancing their vulnerability with meaningful, critical conversations