The concept of genocide is often associated with brutal acts of violence, but it also has an intellectual history that needs to be examined. In the context of Gaza, this history is deeply intertwined with the establishment of Israeli institutions, including universities. The Hebrew University in Jerusalem, the Technion in Haifa, and Tel Aviv University continue to thrive, despite the ongoing conflict. This is not because the Israeli society has not been affected by the recent events, but because it is built on the exclusion of the indigenous population.
The idea of genocide is rooted in the notion of eliminating the native population to make way for a new society. In Gaza, this has resulted in the destruction of universities, libraries, cultural centers, and other institutions that are essential to the preservation of knowledge and culture. The loss of human life and the destruction of infrastructure are staggering, with entire neighborhoods reduced to rubble. The genocide in Gaza is not just a physical act of violence but also an attack on the intellectual and cultural heritage of the Palestinian people.
The Hebrew University in Jerusalem was established with the support of Philip Hartog, a British chemist and imperial officer. Hartog was part of a committee that investigated the establishment of the university in 1933. The committee's report criticized the management of the university's founder, Judah Magnes, and proposed a more colonial approach to education. This approach prioritized the study of modern Arabic and the contemporary Middle East, reflecting the imperial interests of the British.
The intellectual history of genocide in Gaza is also linked to the work of Joseph Horovitz, who founded the Department of Oriental Studies at the Hebrew University in 1926. Horovitz had previously taught at the Anglo-Oriental College in Aligarh, India, and was familiar with the colonial dynamics of education. His approach to teaching Arabic and Islamic studies was shaped by his imperial context, and his work laid the groundwork for the erasure of Palestinian culture and identity.
Hartog's own background in education was shaped by his experience in India, where he worked on a committee to reform the education system in 1917. He later became the first vice-chancellor of the University of Dacca, which was established by the British colonial authorities. Hartog's approach to education was rooted in the idea of modernizing and Westernizing the colonized societies, which often meant erasing their indigenous cultures and knowledge systems.
The intellectual history of genocide in Gaza is also connected to the broader context of colonialism and imperialism. The destruction of universities and cultural institutions in Gaza is not an isolated event but part of a larger pattern of erasure and marginalization of indigenous cultures and knowledge systems. The work of thinkers like Mohandas Gandhi, who challenged British colonialism in India, highlights the need to question and resist the dominant narratives of imperialism and modernity.
The legacy of colonialism and imperialism continues to shape the intellectual landscape of the Middle East and beyond. The destruction of universities and cultural institutions in Gaza is a stark reminder of the ongoing struggle for knowledge, culture, and identity in the face of oppression and erasure. As we reflect on the intellectual history of genocide in Gaza, we must also consider the ways in which knowledge and education can be used to resist and challenge dominant narratives and power structures.
Key points
- The intellectual history of genocide in Gaza is deeply intertwined with the establishment of Israeli institutions, including universities.
- The destruction of universities and cultural institutions in Gaza is part of a larger pattern of erasure and marginalization of indigenous cultures and knowledge systems.
- The legacy of colonialism and imperialism continues to shape the intellectual landscape of the Middle East and beyond.
