In an April 11 open letter published in La Presse, a group of Jewish professors from Quebec’s CEGEPs and universities called for the resignation of Higher Education Minister Pascale Déry. They claim her investigation into campus climates at Dawson and Vanier Colleges—initiated in response to confidential reports of antisemitism—threatens academic freedom and seeks to silence pro-Palestinian voices. These are serious accusations, but the reasoning behind them raises significant concerns.
The letter objects to Déry’s use of confidential student complaints that bypassed “ordinary channels.” Yet confidentiality is often necessary—particularly when students fear retaliation or believe campus authorities may ignore their concerns. The idea that only public complaints are legitimate dismisses the lived reality of many Jewish students, who often feel unsafe expressing their identities or speaking out.
The authors also point to Déry’s past service on the board of the Centre for Israel and Jewish Affairs (CIJA) as compromising her impartiality. But transparency about one’s background does not disqualify legitimate action. CIJA’s advocacy on antisemitism does not invalidate the issue itself. Jewish students have reported repeated incidents of intimidation and marginalization on campuses in Quebec and beyond. Addressing these concerns is not evidence of bias—it is part of the minister’s duty.
The letter’s most provocative claim is that Déry’s actions aim to “silence Palestinian voices” and “stifle discussion of Palestine.” It references an inquiry in which directors at Dawson and Vanier were asked to explain literature courses that included Palestinian authors. But no one is suggesting Palestinian literature should not be taught. The concern is whether Jewish students can participate in campus life without fear of vilification or collective blame for a foreign government’s policies. If curriculum or discourse—intentionally or not—contributes to a hostile climate for Jewish students, that warrants scrutiny.
The authors argue that “Jewish students are not endangered by reading Palestinian authors.” Of course they aren’t. But that misses the point. The investigation isn’t about censoring texts—it’s about broader patterns of rhetoric, activism, and behaviour that many Jewish students find exclusionary or threatening. Insisting that only overt hatred qualifies as antisemitism sets a dangerously narrow standard.
As an educator, I have not shied away from teaching contentious subject matter. Doing so responsibly requires clarity, balance, and a commitment to intellectual rigour. Providing historical context, presenting multiple interpretations, and being transparent about one’s own assumptions are all essential. My aim is not to tell students what to think, but to engage them in critical inquiry. That means foregrounding disagreement, encouraging good-faith debate, and modelling epistemic humility—especially when navigating emotionally charged or politically sensitive topics.
This is precisely why it matters how the Israeli–Palestinian conflict is presented in the classroom. For example, a literature course on the Palestinian experience of the Nakba that omits the fact that the displacement occurred during a war launched by six Arab nations against the nascent Jewish state fails to offer students the necessary context. That’s not just an oversight—it’s an abdication of educational responsibility. Similarly, framing Jewish presence in the land as a case of “White Settler Colonialism” imports a theoretical model that may distort more than it reveals. When such framing becomes dominant, and Jewish students who question it are marginalized or silenced, the classroom ceases to be a space for open learning and becomes an echo chamber. In such cases, external review is not censorship—it is a safeguard.
Perhaps the most troubling aspect of the letter is how the authors invoke their Jewish identity to delegitimize concerns about antisemitism. By positioning themselves as non-Zionist or anti-Zionist Jews, they offer others a kind of moral alibi: ‘See, even Jews say this isn’t antisemitic.’ Their personal sincerity aside, their views are unrepresentative of the broader Jewish community’s perspectives on Israel and antisemitism. What is framed as principled dissent is, in fact, strategic alignment. In many academic and activist spaces, disavowing the mainstream Jewish community—particularly where it overlaps with support for Israel—is not a risk, but a reward. Far from being marginalized, these individuals are celebrated precisely because their dissent flatters dominant ideological narratives.
Even moderate or critical Zionists who advocate for a two-state solution are often treated as beyond the pale. In this climate, Jewish students who support Israel’s right to exist are regularly vilified or made to feel that they must renounce part of their identity to participate in social justice coalitions.
This exclusion is not only ideological but, at times, physical. At McGill University, parts of the campus were recently occupied by a pro-Palestinian encampment that explicitly barred Zionist students from participating or even entering the space. Such actions signal that Jewish students who hold mainstream views about Israel are not only unwelcome but actively denied access to spaces that purport to be inclusive and activist.
Minister Déry’s responsibility is to uphold the rights and dignity of all students, including those who are Jewish. Dismissing her efforts as politically motivated undermines not just her credibility, but also the broader effort to address antisemitism in Quebec’s institutions. Public officials should be held to account—but so should educators, especially given their role in shaping how students experience identity, inclusion, and safety.
Jewish students deserve better than to have their concerns dismissed by those claiming to represent them. We should be wary of any argument that treats antisemitism as a distraction rather than a real and rising threat.
Gordon Louis Aronoff has taught at the CEGEP level in Montreal for the past twenty years.
