At MIT, I have witnessed firsthand how institutional priorities shift under the weight of political pressures and personal allegiances. My proposal for a course that critically engages via language and linguistics with the realities of settler colonialism vs. decolonization was not simply met with skepticism; it was censored and actively surveilled, doxed, and it is still being delegitimized. My experience is not an isolated incident, but part of a larger, systemic issue that permeates education across the United States. It is a symptom of what I have come to understand as the “Palestine exception,” where conversations surrounding Israel/Palestine are subjected to unique levels of scrutiny and suppression, from academic units, to students’ newspapers and faculty newsletters, to Executive Orders and Homeland Security.

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