Session: Whose Social Justice? Re-Examining Inclusion and Belonging for Jewish and Israeli Faculty (Society for Social Work and Research 29th Annual Conference)

Social work education prides itself on its commitment to social justice and fostering inclusive learning environments. We acknowledge a long and complicated history of reflection and learning, recognizing instances where we may have fallen short of these values. Recent events, particularly the October 7th events, underscore this potential gap. Jewish and Israeli faculty members within social work programs increasingly report experiences of exclusion due to their identities or viewpoints, even with demonstrated histories of social justice and allyship. This perceived disconnect between social work's ideals and its treatment of Jewish and Israeli faculty has sparked a crucial debate. Some scholars advocate for reevaluating professional norms and codes, while others contend that current practices fall short of the profession's stated values. Despite ongoing discussion, a critical gap in empirical research persists: a lack of comprehensive understanding of the lived experiences of Jewish and Israeli faculty within social work education. This is particularly noteworthy given the Jewish mandate of "tikkun olam" (repairing the world), an ethos that many Jewish social work faculty embody through their dedication to social justice.

A growing body of evidence is emerging to document the experiences of Jewish and Israeli students and faculty. The papers in this symposium contribute to this vital knowledge base. The first paper explores how these faculty members navigate their Jewish identity within their careers. The research considers both challenges and positive aspects of support and dialogue, utilizing qualitative interviews to focus on themes of institutional context, disillusionment, and the potential for re-defining Jewish identity. The second paper shifts the focus to the challenges faced by social work educators in light of rising antisemitism. It explores the personal toll, including emotional exhaustion and feeling targeted. The study examines how educators navigate these difficulties and highlights the crucial role of leadership support and strong collegial relationships in fostering a sense of security and safe spaces for discussion. It emphasizes the need for social work institutions to address antisemitism directly and offer resources to support Jewish and Israeli faculty. The final paper takes a different approach, evaluating the effectiveness of a photography exhibit titled "Jewish Identity, Jewish Diversity." This exhibit aimed to challenge the misconception of Jews as a homogenous white population by showcasing the global scope of Jewish ethnicity, religious practice, and socioeconomic backgrounds. The study analyzes how the exhibit impacted both Jewish and non-Jewish participants, with findings suggesting that the photography served as a powerful tool in increasing awareness and promoting understanding of Jewish diversity.

By exploring these themes, the symposium seeks to contribute to a more inclusive social work education environment that upholds its core values for all faculty members. The findings presented here can inform the development of institutional practices and policies that foster a sense of belonging and safety for Jewish and Israeli faculty. Ultimately, a more inclusive social work education environment benefits not only Jewish and Israeli faculty but also the entire academic community and the future social workers they educate.