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Gordon then proceeded to berate the student for publicly embarrassing and offending him during class. He belittled the student by telling him that he (Gordon) had been teaching for longer than the student had been alive and that he had never been embarrassed and offended like that before. Behind closed doors, intimidated by his professor yelling at him, and in the presence of the person who decides his grade, the student quickly apologized and hoped the matter was put to rest. Much to the student’s dismay, in the next lecture Gordon attempted to clear his name and denounced the student’s challenging questions as unfair and unfounded, while publicly humiliating the student. Gordon’s Graduate Student Instructors further dissected the Israeli student’s challenge in the class discussion sections, and referred to the student by name without his consent.
Gordon then proceeded to berate the student for publicly embarrassing and offending him during class. He belittled the student by telling him that he (Gordon) had been teaching for longer than the student had been alive and that he had never been embarrassed and offended like that before. Behind closed doors, intimidated by his professor yelling at him, and in the presence of the person who decides his grade, the student quickly apologized and hoped the matter was put to rest. Much to the student’s dismay, in the next lecture Gordon attempted to clear his name and denounced the student’s challenging questions as unfair and unfounded, while publicly humiliating the student. Gordon’s Graduate Student Instructors further dissected the Israeli student’s challenge in the class discussion sections, and referred to the student by name without his consent.
Along with the history of scare-tactics used by Prof. Gordon in order to keep his classroom opposition quiet and disallowing any challenging of his anti-Israel positions, Gordon did not adhere to the tenet of an open environment within the structure of academic freedom. Before speaking in his class, Gordon directed students to state their name. In a large lecture hall this creates an uncomfortable environment for the students to express their own ideas. Gordon uses the students’ names in order to refute their statements or questions while referring back to each of their arguments. As a result, students were reluctant to speak up in the class.</blockquote></ref>
Along with the history of scare-tactics used by Prof. Gordon in order to keep his classroom opposition quiet and disallowing any challenging of his anti-Israel positions, Gordon did not adhere to the tenet of an open environment within the structure of academic freedom. Before speaking in his class, Gordon directed students to state their name. In a large lecture hall this creates an uncomfortable environment for the students to express their own ideas. Gordon uses the students’ names in order to refute their statements or questions while referring back to each of their arguments. As a result, students were reluctant to speak up in the class.</blockquote></ref><ref>[http://www.acpr.org.il/pp/pp171-sharanE.pdf Shlomo Saran, "Our Inner Scourge: The Catastrophe of Israel Academics"], Ariel Center for Policy Research Policy Paper No, 171. (Sep-2007 - Tishrei-5768)
<blockquote>
Student Complaint about Ben Gurion University’s Neve Gordon.
The lecture began smoothly, with Neve Gordon giving a theoretical explanation of human rights (including the fundamental human right of free speech). It soon, however, turned very political.
He presented a slideshow about the "Separation Wall" and the injustices it causes to the Palestinians. He made many mentions of land being “confiscated” by the Israelis and the “humiliation” caused to the Palestinians due to lack of movement throughout the territories.
On his PowerPoint presentation, he mentioned that parts of the fence were electrified. However, I then corrected him that they were just electric monitors. He conceded on this point.
My fellow students and I challenged him on his accusations and he became frustrated and lashed back due to the questions. He said he was more Zionist then any of us on the basis that he lives in Israel (although some in the class, including myself, are currently making Aliya).
He condescendingly remarked that we were just full of American propaganda. He then requested that we stop asking questions and try to learn something.
I made a comment that Israel is in a war and fences and separation are necessary. He then made a comment about how during war millions of Jews were thrown in ovens. I asked him if he was comparing the situation in Israel to Nazi Germany and he did not answer. He then made another comparison of fenced in Palestinians and ghettos in Germany. He also claimed that when Jordan took control of the West Bank it was legal, but when the Israelis won the territory in war, it was illegal.
At the end, I was able to approach him. I asked how he could possibly justify standing in solidarity with Arafat after the Passover Seder massacre. He became agitated and admitted that the picture has caused him troubles.
I then asked how he could sue another professor (at the University of Haifa – SS) for exercising his right to freedom of speech. He responded that we as Americans don’t understand that in
Israel it is acceptable to sue in such a case for libel and that in Israel his case is reasonable...
He left in a huff, seeming very frustrated, annoyed, and agitated.</blockquote></ref>
* Lies<ref>[https://unitedwithisrael.org/watch-the-myth-of-israeli-apartheid-debunked/ WATCH: The Myth of Israeli Apartheid Debunked!] Max Gelber, UWI, Nov 22, 2018.
* Lies<ref>[https://unitedwithisrael.org/watch-the-myth-of-israeli-apartheid-debunked/ WATCH: The Myth of Israeli Apartheid Debunked!] Max Gelber, UWI, Nov 22, 2018.
''The myth of so-called "Israeli Apartheid" gets shattered by fact after fact.''
''The myth of so-called "Israeli Apartheid" gets shattered by fact after fact.''