As students worldwide head back to school this fall, in Gaza, there are no schools left. The U.N. considers the systemic obliteration of the education system by the Israeli military to be a “scholasticide” — all universities, over 80% of schools, the Central Archives of Gaza, and at least 13 libraries have been destroyed, as of April 2024, in Israel’s relentless bombing campaign. Almost 10,000 students are dead and 16,000 wounded, many killed in attacks on schools being used as sites of refuge.

Academics and university administrators in Gaza released an open letter asking for solidarity and resistance from the rest of the world: “We call upon our colleagues in the homeland and internationally to support our steadfast attempts to defend and preserve our universities for the sake of the future of our people, and our ability to remain on our Palestinian land in Gaza. We built these universities from tents. And from tents, with the support of our friends, we will rebuild them once again.”

As a graduate student, an aspiring professor, and the child of a Jewish academic, I take this call for solidarity seriously. Where and how do we learn ideologies of resistance, radicalism, and revolution? Once we have inherited a radical idea, what do we do with it? And how do we choose what ideas not to inherit?

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