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Record W4366809223 · doi:10.1353/sho.2022.0036

Context and Continuity in Histories of Antisemitism

2022· article· en· W4366809223 on OpenAlex

Why this work is in the frame

A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.

aboutThe title or abstract carries a Canadian signal from the geographic lexicon.
no affNo Canadian affiliation: this work is invisible to an affiliation-only frame.
No Canadian affiliation. An affiliation-only frame, the usual design, would never have seen this work. It is one of the works that make the case for inverting the frame.

Bibliographic record

VenueShofar · 2022
Typearticle
Languageen
FieldSocial Sciences
TopicJewish and Middle Eastern Studies
Canadian institutionsnot available
Fundersnot available
KeywordsAntisemitismThe HolocaustContext (archaeology)Jewish stateRacismAnti-ZionismJewish questionJudaismSociologyZionismHatredReligious studiesPoliticsLawHistoryPolitical scienceGender studiesTheologyPhilosophyJewish studies

Abstract

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Context and Continuity in Histories of Antisemitism Paul Hanebrink (bio) Kalman weiser begins his introduction to the excellent key concepts in the Study of Antisemitism with a set of reflections that will ring true to anyone who teaches about antisemitism at an academic institution. He and his fellow editors work in different countries: two (Weiser and Sol Goldberg) in Canada; the third (Scott Ury) in Israel. Weiser writes that the two Canada-based scholars teach students who generally know little of Jewish history apart from the Holocaust, see Jews primarily as a religious minority that is now well-integrated into Canada's (white) majority culture, and think of antisemitism as a marginal relic hardly comparable with more urgent forms of racial injustice. By contrast, the Israel-based editor teaches many students who are convinced that antisemitism is an eternal hatred that has shaped Jewish life everywhere from antiquity to the present, who see in Zionism and the Israeli state the only historically effective guarantee of Jewish security, and who are dismissive of Palestinian classmates who see that history very differently. Colleagues at many universities in the United States will recognize both of these perspectives among their own students. Too often, antisemitism is described either as a form of racism that is largely over or as an enduring evil that is always with us. How can scholars and teachers of antisemitism push back against such widespread (and politically explosive) cliches? Key Concepts in the Study of Antisemitism is meant to be a resource and a tool for instructors and researchers around the world who face this very dilemma. Its greatest innovation is in its design. Instead of producing a more usual historical survey of antisemitism through the ages, the editors have solicited a rich and diverse collection of short essays from leading scholars in the field about various concepts associated with the study of antisemitism. Topics range from anti-Judaism to emancipation; from conspiracy theories to nationalism; and from Jewish self-hatred to philosemitism. In each case, the authors were allowed to approach their chosen topic as they saw fit. Some are genealogical studies that show why the concept was created and what the [End Page 182] consequences of its use have been. Others survey the intellectual history of writing and thinking about the concept in order to highlight alternative ways of seeing it. Still others are built around one or more case studies, in order to illuminate the differences and commonalities between several manifestations of the concept or to focus on one illustrative instance that highlights its general discursive features. Weiser explains the philosophy behind the volume's design in the introduction. Invoking Salo Baron's famous admonition against the "lachrymose narrative of Jewish history," he writes trenchantly about the pitfalls of studying antisemitism chronologically as a force that retains a core essence of Jew hatred even as it mutates from one era to another. However carefully done, this approach inevitably casts Jews as perennial victims of a persecuting society, overlooks more complicated forms of social interaction with non-Jews that shaped the reality of Jewish life in certain contexts, flattens distinctions between different times and places, and generates a narrative that inevitably ends with Auschwitz and a warning to avoid its repetition. The result is a distorted historical record that obscures other ways of imagining relations between Jews and non-Jews historically, all at a significant political cost. Constructing the volume as a collection of essays about concepts has two principal advantages. First, it highlights the myriad ways that anti-Jewish stereotypes inform and interact with other social and cultural forces at a given historical conjuncture. Moving from one essay to the next helps us to see that anti-Jewish thought is not a pre-set "mask" laid over a nearly-infinite variety of ideas, concepts or social antagonisms, as David Nirenberg once proposed, but rather a protean element reconstituted and refashioned again and again as it becomes a part of the social and cultural relations of a specific time and place.1 Scott Ury emphasizes the dialectical relationship between antisemitism and Zionism in his essay on the writings of key Zionist intellectuals. Daniel Schwartz examines the complex...

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.000
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Observational · Consensus signal: none
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.669
Threshold uncertainty score0.484

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0000.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0000.000
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0000.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.019
GPT teacher head0.271
Teacher spread0.251 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it