Teachers Criticized for Mixing MLK Day with Palestinian Advocacy

New York City educators are planning a controversial “Palestine Teach-In” for children on Martin Luther King Jr. Day, drawing criticism for what some call an inappropriate co-opting of the national holiday.

The event, organized by “NYC Educators for Palestine,” a group comprising public school teachers, is scheduled for this Monday, targeting children aged 6-18. According to promotional materials, the teach-in aims to educate young people about Palestinian issues rather than focusing on Dr. King’s civil rights legacy.

Karen Feldman, president of the NYC Public School Alliance, condemned the event in comments to The New York Post. “These teach-ins are just an attempt to indoctrinate young people into Jew hate,” Feldman said. “They wine and dine them with free pizza and then they give them literature on blood libels and supporting Hamas.”

The educator group has taken controversial positions in the ongoing Middle East conflict, accusing Israel of “genocide” and “ethnic cleansing.” They have actively opposed the adoption of the International Holocaust Remembrance Alliance’s working definition of antisemitism by city officials. Additionally, they advocate for terminating contracts with “curriculum vendors that reinforce harmful rhetoric about Palestinians and promote Zionism,” while pushing for educational materials to include narratives about the “nakba and the ethnic cleansing of Palestinians that led to the creation of the State of Israel.”

Though not officially affiliated with the New York City Department of Education, the group includes teachers employed by the city. DOE policy requires all teachers to follow departmental guidelines regarding speech and conduct, raising questions about the appropriateness of such politically charged activities.

Critics point out the apparent contradiction in using MLK Day as a platform for anti-Israel messaging, given Dr. King’s documented support for Israel. In 1968, King stated: “We must stand with all our might to protect [Israel’s] right to exist. I see Israel as one of the great outposts of democracy in the world, and a marvelous example of what can be done, how desert land can be transformed into an oasis of brotherhood and democracy. Peace for Israel means security and that security must be a reality.”

The situation highlights the growing trend of what academics term “intersectionality,” where advocacy groups connect their cause to other social movements to gain broader support and visibility. In this case, Palestinian advocacy is being linked to a day traditionally focused on civil rights and community service in America.

The controversy comes amid heightened tensions surrounding the Israel-Hamas conflict, which has sparked heated debates in educational settings across the United States. Educational institutions have struggled to address the complex geopolitical situation while maintaining balanced perspectives in the classroom.

MLK Day, established as a federal holiday in 1983, traditionally encourages Americans to engage in volunteer service and reflect on Dr. King’s message of equality, nonviolence, and social justice. Many schools typically organize community service projects or educational programs focused on the civil rights movement.

Critics of the teach-in suggest that repurposing the holiday for specific political advocacy diverts attention from King’s broader legacy and the continuing struggle for civil rights in America. They question whether similar events promoting opposing viewpoints would be tolerated by city officials.

As the day approaches, the controversy underscores the challenges educational institutions face in navigating politically sensitive topics while respecting diverse perspectives within their communities. It also raises questions about the appropriate boundaries for teacher advocacy and the use of national holidays as platforms for contentious political messaging.