A new report from the Australia Palestine Advocacy Network (APAN) reveals alarming instances of discrimination against students and staff in Australian schools related to the display of pro-Palestinian symbols, such as watermelons. The report highlights a growing concern over anti-Palestinian racism, documenting experiences that suggest a pervasive climate of intimidation and censorship within educational settings.
The report, which reflects the experiences of 84 respondents following the escalation of the Hamas-Israel conflict, details numerous examples where support for Palestine has led to social exclusion and disciplinary actions. Watermelons, which feature the same colours as the Palestinian flag, have become a symbol of solidarity for many, often used to bypass restrictions on displaying the flag itself.
Documented Instances of Discrimination
One troubling account involves a secondary school teacher who was reportedly called into a meeting after wearing a watermelon badge. The teacher left the meeting in tears, having experienced a panic attack due to the stress of the situation. Another case involved a three-year-old child at a Victorian pre-school, who was reprimanded by another parent for wearing a watermelon bracelet and a keffiyeh, a traditional Palestinian scarf.
Educators have also faced repercussions for expressing their support. In one case, a teacher created a poster featuring a heart-shaped watermelon alongside messages promoting a safe and inclusive classroom. This poster was removed two days later after a complaint, as it was deemed non-compliant with the department’s code of ethics.
The report further details incidents where teachers were ordered to remove Palestinian symbols from their clothing, with one Sydney staff member, Wasim El-Haj, being told not to wear his keffiyeh during multicultural theme days. Such actions seem to reflect a broader trend where discussions around Palestinian issues are stifled, with school authorities citing concerns over discomfort among other students.
Escalating Hostility in Schools
The report also outlines incidents of hostility directed towards students who speak Arabic or display Palestinian symbols. For instance, a Palestinian student was allegedly attacked by a Jewish peer for speaking Arabic, with the assailant claiming the language was intentionally provocative.
According to the report’s authors, these accounts highlight a troubling environment in which anti-Palestinian sentiment is prevalent. They assert that harmful stereotypes and racism against Palestinians remain largely unaddressed in educational institutions across Australia.
The authors of the report have called for urgent action to address what they term a “crisis of anti-Palestinian racism.” They recommend that educational leaders acknowledge the existence of this issue and develop strategies to combat it. This includes upholding the civil and political rights of students and staff, as well as introducing comprehensive policies to foster inclusivity.
APAN president Nasser Mashni emphasized the necessity for institutions to focus on social justice for First Nations people as a foundational step in addressing all forms of institutional racism. He noted, “This report is the first of its kind to examine the way that anti-Palestinian racism, and the climate of fear, censorship, intimidation and punishment it engenders, is experienced by students, teachers, non-teaching staff and members of school communities across Australia.”
The findings of this report urge a critical examination of how educational environments can better support diversity and inclusion, particularly in the wake of rising tensions related to international conflicts.
