Feminist Silences in the Face of Israel's Genocide Against the Palestinian People: A Call for Decolonial Praxis Against Complicity

IF 3.9 1区 社会学 Q2 MANAGEMENT
Hala Shoman, Ashjan Ajour, Sara Ababneh, Afaf Jabiri, Nicola Pratt, Jemima Repo, Maryam Aldossari
{"title":"Feminist Silences in the Face of Israel's Genocide Against the Palestinian People: A Call for Decolonial Praxis Against Complicity","authors":"Hala Shoman,&nbsp;Ashjan Ajour,&nbsp;Sara Ababneh,&nbsp;Afaf Jabiri,&nbsp;Nicola Pratt,&nbsp;Jemima Repo,&nbsp;Maryam Aldossari","doi":"10.1111/gwao.13258","DOIUrl":null,"url":null,"abstract":"<p>Feminist scholarship has long been committed to advancing justice, challenging systemic inequalities, amplifying the voices of women and other marginalized groups, and fostering global solidarity. However, the ongoing genocide in Palestine exposes a troubling silence within the field, revealing a deeper systemic failure to confront colonial violence (see also, Aldossari <span>2025</span>; Ajour <span>2025</span>; Jabiri <span>2025</span>).<sup>1</sup> This silence is not merely the absence of speech; it represents an active political stance that legitimizes oppression and undermines feminism's foundational commitments to justice. It is a form of complicity that has tangible, gendered consequences, including reproductive harm and systemic dehumanization, as we elaborate here. We argue that the silence of feminist scholarship on Palestine constitutes a profound ethical and intellectual failure, and we call for an active engagement in decolonial praxis to realign feminist work with the principles of justice, solidarity, and resistance against all forms of systemic violence.</p><p>This paper maintains that feminist silence on Palestine is not an isolated disregard but a reflection of broader ideological and institutional complicity within Western academia in general, and Western feminist scholarship in particular. Building on Spivak (<span>1988</span>), Jabiri (<span>2024</span>) argues that such silence functions as a form of settler-colonial epistemic violence—deliberately erasing Palestinian narratives, legitimizing colonial structures, and causing both symbolic and material harm. By failing to confront Israeli settler colonialism and the systemic violence inflicted upon Palestinians, Western feminism inadvertently sustains colonial oppression. This silence reinforces a “colonial common sense”—a framework that normalizes settler-colonial narratives and marginalizes Palestinian resistance within feminist discourse.</p><p>The article further explores how this feminist silence is embedded within broader institutional complicity, particularly within Western academic institutions. Universities invest in companies tied to the Israeli military and suppress pro-Palestinian activism under the guise of academic neutrality or Equality, Diversity and Inclusion (EDI) policies. These actions demonstrate that feminist silence is not merely an individual failing but part of a systemic alignment with colonial power structures. This paper calls for a reinvigorated decolonial feminist praxis that confronts these systemic failures head-on. It argues for concrete actions such as divestment from institutions supporting settler-colonialism, amplifying Palestinian voices, and resisting institutional repression. In contrast to the inaction of many feminist scholars, student movements—such as the Gaza Solidarity Encampments and the Boycott, Divestment, Sanctions (BDS) movement—offer powerful models of decolonial praxis. These movements bridge the gap between theory and action, highlighting the transformative potential of solidarity when it is translated into tangible resistance. Their activism underscores the ethical imperative for feminist scholars to move beyond performative gestures and engage in meaningful, decolonial action.</p><p>Feminist scholarship has long been committed to advancing justice, challenging systemic inequalities, amplifying the voices of women and other marginalized groups, and fostering global solidarity. As Aldossari (<span>2024</span>) argues, modern feminism has often betrayed its foundation principles by remaining silent or complicit in narratives that dehumanize Palestinians, framing their struggle as a collateral or blaming cultural factors while ignoring the structural violence of colonization. Kynsilehto (<span>2024</span>) argues that feminist academic silence on genocide exposes contradiction in their decolonial and intersectional commitments. Kynsilehto explores the challenges of addressing settler colonialism, the role of feminist ethics of care and the impact of academic hierarchies on engaging with such crises. She calls for academics to actively oppose genocide and reconsider their basis to promote meaningful solidarity and transformative change.</p><p>This betrayal has tangible, material consequences. The silence of feminist movements and scholars not only erases Palestinian suffering from academic and public discourse but also legitimizes the structures that perpetuate violence. Palestinian women and men endure intersectional violence that is both symbolic and physical. Women face reproductive harm, such as being forced to deliver babies without anesthesia under blockade conditions (Boukari et al. <span>2024</span>), while men experience systematic dehumanization through the erasure of their familial roles—widowers and fathers left without families. Both men and women are subjected to sexual violence, with reports of Israeli gang rapes of Palestinian male detainees (Cordall <span>2024</span>) and the kidnapping and rape of Palestinian women by Israeli soldiers (OHCHR <span>2024a</span>, <span>2024b</span>). These atrocities illustrate how colonial violence is not only an attack on individuals but also on the social fabric of Palestinian communities (Shoman <span>2025</span>).</p><p>This complicity allows for the normalization of gendered violence, including sexual violence and “reprocide” (Ross <span>2017</span>)—the deliberate targeting of reproductive health and family structures. In the case of Palestine, Israel's genocidal acts extend beyond immediate physical destruction, into deeply personal realms of health, bodily autonomy, and dignity, affecting every aspect of Palestinian life (Shoman <span>2025</span>). This impacts on future generations by denying Palestinians the ability to reproduce and maintain familial and social continuity (Khouri <span>2024</span>; Repo <span>2024</span>). Women disproportionately bear the burdens of this violence, undergoing C-sections and surgeries without anesthetics while caring for infants in dire conditions, often without access to clean water or sanitation. Medical practitioners report unprecedented challenges, with infants born into environments where survival is nearly impossible. The tragic deaths of five infants at Alnaser Hospital, who starved to death after being left alone for weeks, exemplify the harrowing reality of reprocide (Goodwin et al. <span>2023</span>).</p><p>Feminist scholars must interrogate their complicity in narratives that marginalize oppressed, colonized communities and recommit to a feminism that centers the experiences of those affected by systemic structural violence. Addressing the genocide in Palestine requires reclaiming feminism's transformative potential by bridging the gap between theory and practice. Silence in the face of atrocities is not neutrality—it is complicity. The credibility of the feminist movement depends on its willingness to confront power, challenge injustice, and stand in solidarity with all women facing violence, including those surviving the unimaginable conditions in Gaza. As Ajour (<span>2024</span>) has previously written, “As a Palestinian with a family in Gaza: I Don't Want Sympathy. I Want Solidarity”; real solidarity entails opposing systems that perpetuate violence against Palestinians, challenging political agendas, resisting colonial narratives, and prioritizing justice over political interests. True solidarity demands a critical examination of settler colonialism, active resistance against genocidal violence, and unwavering support for Palestinian rights and self-determination.</p><p>Al-Hardan highlights the presence of “hidden and unethical material and analytical research practices” in the study of Palestinian refugees within Western academia. She argues that this research “is only possible because of sanctioned epistemologies in academic institutions that treat colonized and stateless peoples as “others,” to be consumed as objects of knowledge” (Al-Hardan <span>2014</span>, 69). In much of Western feminist research, and beyond, Palestine is framed through the “Israel-Palestine” lens. This framing has not only become so entrenched but also is now an accepted condition for speaking, teaching, and writing about Palestine. It is a practice that reflects a “sanctioned epistemology” where the colonizer and colonized are treated as equivalent, enabling the continuation of settler colonial violence and discourse.</p><p>To understand the depth of feminist silence on Palestine—especially in the context of the ongoing genocide against Palestinians in Gaza—it is essential to examine how this silence is linked to the framing of Palestine in ways that do not challenge or resist imperialist power structures in Western academia. This silence functions as epistemic violence within academic institutions.</p><p>Spivak (<span>1988</span>) defines epistemic violence as the distortion or erasure of the lived experiences of oppressed communities through knowledge production. In the case of Palestine, this violence is evident in how the situation is framed as a mere “dispute” or “contentious issue,” reducing the Nakba of 1948 to just another perspective. This is not an intellectual oversight, as it serves to distort historical realities and normalize settler-colonial violence. By presenting the Palestinian struggle as something open to contestation and equivalence with their colonizers, this framing dehumanizes Palestinians and obscures the brutal realities of settler-colonialism (Jabiri <span>2024</span>).</p><p>The position of equivalence, which treats the colonizer and colonized as equal, often emphasizes neutrality and the “scientific” nature of research. This perspective ignores the material harm caused by knowledge production and the ethical responsibility researchers have to acknowledge the violence their work can perpetuate. While some forms of racism are recognized within Equality, Diversity, and Inclusion (EDI) frameworks in the UK's higher institutions, systemic racism against Palestinians is often normalized. For instance, in the UK, researchers—including Palestinians—are encouraged to frame their work using the “Israel-Palestine” lens to avoid being labeled subjective, a framing that is unimaginable in the study of other oppressed groups, such as survivors of sexual violence or the Holocaust.</p><p>Positionality is a central concept in feminist and postcolonial thought, referring to how power, privilege, and identity intersect to shape the production of knowledge and determine whose voices are amplified or silenced. Researchers are never neutral; their political affiliations shape how knowledge is produced (Said <span>2004</span>) and whose experiences are validated. Many scholars, particularly in the West, operate from institutional positions that are deeply entangled with imperialism, colonialism, and Zionism.</p><p>Feminists have long advocated for research that acknowledges positionality and recognizes people as experts of their own lives. However, this approach is often overlooked in research on Palestine. Feminists in privileged positions within Western academia frequently fail to interrogate how their institutions and governments are complicit in imperialism and Zionism. While intersectionality theoretically supports solidarity among oppressed groups, true solidarity requires taking a clear anti-colonial stance. The refusal to do so allows feminists to maintain institutional security while Palestinians endure material violence.</p><p>By distancing themselves from the political implications of their work, researchers allow harmful narratives to persist and silence to continue. The relationship between positionality and solidarity underscores how one's position impacts not only knowledge production but also the lived experiences of those being researched. Unfortunately, this connection is often neglected in discussions of research ethics, creating an environment where epistemic violence against Palestinians can thrive.</p><p>For ethical research on Palestine, scholars must actively confront these issues, ensuring their positions do not reinforce harmful narratives or perpetuate silence on settler-colonial violence. This requires a commitment to an anti-colonial stance, unconditional solidarity, accountability, and an ethics of justice that centers the lived experiences of those enduring settler-colonial violence. Focusing solely on the “scientific” contributions of research while disregarding the material consequences of knowledge production fails to address the real harm caused by academic scholarship.</p><p>The ethical implications of this position extend beyond Palestine, challenging the very foundation of who is entrusted with knowledge production in the study of marginalized or oppressed communities. If feminist scholarship, and the broader academic community, fail to confront their complicity in the ongoing oppression of Palestinians, how can we trust the knowledge they produce in any other context?</p><p>Another important aspect of positionality, beyond what was discussed in the earlier section, is that feminists should reflect upon their positionality within Western academic institutions. Western academic institutions are deeply embedded in racial capitalism, funding and sustaining colonial violence through investments in military industries and partnerships with Israeli universities (Bhopal <span>2024</span>; Stein <span>2022</span>; Wilder <span>2013</span>). With regards to Israeli settler colonialism, universities have financial investments and research partnerships that directly support settler-colonial structures. Many Western universities invest in companies, such as Hewlett Packard, Cisco Systems and Caterpillar, all of which are implicated in Israel's military occupation and systemic oppression of Palestinians (Boxstein <span>2020</span>; Divest USS, <span>n.d.</span>). Beyond investments, universities collaborate with arms manufacturers like BAE Systems and Lockheed Martin, whose weapons are central to the settler colonial state of Israeli military's operations (Corderoy and Stockwell <span>2023</span>; LSESU Palestine Society <span>2024</span>; Sheffield Campus Coalition for Palestine <span>2024</span>; Warwick Student-Staff Solidarity Network <span>2024</span>). There are also a considerable number of research partnerships between universities in Europe and Israel, facilitated by the inclusion of Israel in EU scientific research funds, such as Horizon 2020 (European Union <span>2021</span>). As Palestinians have long argued and Maya Wind's recent book details, Israeli universities have been integral to Israel's domination over the Palestinian people (Wind <span>2024</span>). Since October 2023, Israeli universities have also provided vital support for Israel's genocidal war (Sen <span>2024a</span>).</p><p>Western universities do not merely fund colonialism; they also reproduce and enforce its ideological frameworks. This is evident in the way they police expressions of solidarity with Palestinians, curtail academic freedom, and silence critique of Israeli apartheid and genocide. This ideological complicity becomes apparent when examining how academic institutions handle expressions of solidarity, freedom of expression, and research collaborations in relation to different international crises. The responses of Western universities to events in Palestine can be sharply contrasted with their reactions to the Russian invasion of Ukraine in February 2022. Whereas, many Western universities publicly announced their solidarity with Ukrainians and swiftly moved to end any cooperation with Russian universities (Cliburn <span>2022</span>; Nicholson <span>2022</span>), in the case of Palestine, these same universities have not only been largely silent but have actively moved to suppress solidarity movements. Despite their legal obligations to uphold academic freedom and freedom of expression, as cornerstones of scholarly inquiry as well as democracy more broadly, universities have pursued a range of actions and policies that serve to stifle activism in solidarity with Palestinians and even to regulate academic discussions of current events. These include calling the police to break up student encampments, cooperated with police to surveille students, subjected students to costly legal action, created disproportionate bureaucratic hurdles for staff and students wishing to organize events discussing events in Palestine and, in some cases, have even prevented events from occurring, as well as investigating, disciplining and, in some cases, dismissing staff and students (amongst others, BRISMES CAF <span>2024a</span>, <span>2024b</span>, <span>2024c</span>, <span>2024d</span>, <span>2024e</span>; Burton <span>2024</span>; Matthews et al. <span>2024</span>; MESA <span>2024</span>; Romero <span>2024</span>; SOAS Liberated Zone <span>2024</span>). This differential response underscores the structural biases within universities, raising concerns about the persistence of institutional racism and the selective application of principles like academic freedom.</p><p>In addition, we have even seen universities reference EDI policies and equalities legislation in order to justify censorship and repression, claiming that protests against Israeli genocide make certain staff and students feel “unsafe” (Alsultany <span>2025</span>; BRISMES CAF <span>2024e</span>). Moreover, the International Holocaust Remembrance Alliance (IHRA) definition of antisemitism has also been used to discipline and remove staff and students who speak out (BRISMES-ELSC <span>2023</span>; Sen <span>2024b</span>; Tatour <span>2024</span>). It is a telling example of how ideological complicity operates within universities. While these policies ostensibly aim to foster inclusion and equality, their uncoupling from critical analyses of systemic oppression often renders them ineffective—or even counterproductive—in addressing institutional complicity with colonial and imperial systems. Rather than challenging power structures, these policies are being weaponized to suppress dissent and marginalize already vulnerable groups. The suppression of expressions of solidarity with Palestinians contributes to their dehumanization, thereby constituting another form of complicity with genocide. The use of EDI policies in this way reveals the extent to which these institutions align with hegemonic political agendas under the guise of neutrality, further entrenching their ideological complicity in systems of oppression. Universities in the United States, Germany and the UK have been particularly aggressive in suppressing freedom of speech and targeting students and staff protesting the genocide. The failure of universities to support Palestinian liberation exposes the limitations of institutional anti-racism efforts, which have been reduced to performative gestures rather than substantive commitments.</p><p>University responses to the genocide in Gaza reveal the empty rhetoric of commitments to address institutional racism, in the wake of the murder of George Floyd in 2020, and to “decolonize” institutions following many years of student demands to address colonial legacies in universities. UK universities have often been vocal in this regard, although the rhetoric has not necessarily been matched by meaningful actions (Shain et al. <span>2021</span>). Indeed, when faced with a real-life example of settler colonial violence and genocide, the same universities did not only fail to stand up against the genocide, they actively suppressed student and faculty efforts to protest against it, as discussed above. This leads us to ask, what does decolonization mean if it fails to be anti-colonial? These institutional responses reflect ideological alignments with an unspoken colonial common sense (Al Takriti <span>2024</span>). A colonial common sense considers colonial logic as truth, what the colonizer does is right, while any anti-colonial work is considered wrong, illegal and criminal. The logic takes on the world view of the colonizer. The colonizer is the object of sympathy. The colonized, on the other hand, is seen through the eyes of colonial logic as an object in need of (violent) domination, containment or extermination. According to this common sense, actions to resist colonization are wrong and criminal. The colonizer's violence is justified, while the colonized's resistance is considered unlawful, immoral and terrorism.</p><p>The suppression of freedom of speech and criminalization of Palestine activism on many Western university campuses partially explains the silence of some Western feminists. Yet, given feminists' historic stance against all forms of oppression, one must wonder what type of feminism these feminists follow and why there is not more of an outcry against this colonial common sense. This points to the failure of many Western feminists to learn from the lessons of anti-colonial feminists of the Global South in the second half of the 20th century (Ababneh <span>2025</span>).</p><p>The responses of universities to events in Palestine reveal that, despite the rhetoric of EDI and statements of commitment to decolonizing higher education, Western academic institutions continue to be structured by a “colonial commonsense” that perpetuates and benefits from racism, imperialism and militarism. This colonial commonsense is a form of epistemic violence, which feminist scholars must challenge not only by producing critical knowledge but also through action. As Tuck and Yang (<span>2012</span>) emphasize, decolonization is not a metaphor. It cannot be reduced to performative solidarity or symbolic gestures; it demands tangible action and structural change. Furthermore, decolonization does not work if it is not based on a firm anti-colonial stance. Feminists working within universities must also embody decolonial praxis by actively resisting our institutions' complicity in colonial violence and oppression. This requires collective action, solidarity, and a consistent commitment to justice. It includes standing in solidarity with students and colleagues who are targeted for their support for Palestinians by speaking out against university management when they repress student activism and censor events about Palestine. It also means joining with students to pressure universities to end their involvement with companies that support Israel's oppression of the Palestinian people. As Martin Luther King famously said, “Nobody's free until everybody's free.” This sentiment underscores the indivisibility of justice; our freedom as scholars and citizens is intertwined with our responsibility to challenge systems that enable oppression, such as those perpetuated by universities.</p><p>Movements like BDS have sought to address systemic oppression, challenging global complicity in settler-colonial violence. Despite these efforts, Western feminist scholarship and activism have often remained detached, failing to integrate the lessons of such activism into its praxis. This detachment perpetuates the systemic erasure of Palestinian experiences, enabling continued colonial violence and reinforcing structures that sustain gendered oppression under Israeli occupation. Amid the silence and complicity of both academic institutions and Western feminists, students have emerged as powerful voices of resistance, boldly confronting the oppressive systems that universities uphold. The student-led movement that emerged after October 7, 2023, has been one of the largest transnational student movements in history, peaking in spring-summer 2024 with the establishment of hundreds of Gaza Solidarity Encampments across the globe. Notably, these protests do not only call for a ceasefire, but also for decolonization. Indeed, “it is not a mystery that students are protesting” (Marcus and Franquesa <span>2024</span>, 141); this generation of students grew up amidst crumbling capitalist economies, increasing poverty, ecological destruction, and the rise of far-right parties. They witnessed and often participated in movements such as Rhodes Must Fall, Black Lives Matter, and Extinction Rebellion and viewed the call for Palestinian liberation as on a continuum with these other struggles. For them, silence is not an option because they understand that material consequences—displacement, militarization, genocide—stem directly from institutional complicity.</p><p>Despite the global political suppression of the BDS movement, and the attempts to label its supporters as antisemitic (Barghouti <span>2021</span>; Orleck <span>2024</span>), today's student movement collectively identifies settler colonialism as the structural process shaping the lives of Palestinians, and driving the current war and genocide. In putting into action longstanding feminist, queer, anti-racist, and anti-colonial critiques of power and institutions that are taught in classrooms, students have connected theory and praxis in ways that their teachers, including feminist ones, are failing to do. Kynsilehto (<span>2024</span>, 1) astutely refers to the “illusion” of a shared understanding of the importance of intersectional and decolonial feminist critique, which since October 2023 “has been proven to be a myth and mere lip say.” Scholarship has not translated into solidarity with Palestinians, despite the scholasticism that has killed thousands of students, at least 94 university professors, and left each university in Gaza in ruins (Dader et al. <span>2024</span>). Instead, students have been the ones with the ethical backbone to speak back to power, and suffered intimidation from university management, campus security, and police violence for their actions. The lack of solidarity with Palestinians is on a continuum with a lack of solidarity with students and opposing violence on and securitization of campuses, and the suppression of academic freedom. For feminists, the cost of this silence is not just the ethico-political credibility of academic feminism, but more importantly, complicity in the structural violence of our institutions. Ignoring these institutional dynamics does not merely erode academic integrity—it makes feminist scholars active participants in the maintenance of settler-colonial violence. The student movement underscores the urgency of translating feminist principles into meaningful action against colonial and systemic oppression. Our students' resistance highlights a path forward that academics must join, rather than merely observe.</p><p>The genocide in Gaza and the complicity of academic institutions and feminist scholarship have revealed the urgent need to confront the material consequence of feminist silence as a form of settler-colonial epistemic violence. Complicity is not merely passive inaction; it is an active force that enables the destruction of Palestinian lives, Palestinian society and Palestinian futures. Silence is not neutral—it is a political position that legitimizes and sustains settler-colonial oppression, reinforcing the erasure of Palestinian resistance and survival. More than an ethical failure, feminist silence sustains the structures that enable settler-colonial violence, from the erasure of Palestinian scholarship and academic institutions to the destruction of entire communities.</p><p>Reclaiming feminism's transformative potential requires moving beyond abstraction and performative solidarity toward tangible actions rooted in decolonial praxis and a genuine commitment to justice. Complicity manifests in both institutional frameworks and individual positionalities. We urge the Gender, Work &amp; Organization community to take an active role in resisting complicity. This includes challenging the dominant colonial common sense that frames Palestinian liberation as at best, a peripheral issue, and at worse criminalizes it, both within academia and beyond. Feminist journals, organizations, and conferences must actively center Palestine and other cases of settler colonial violence and dispossession as a feminist issue, recognizing not only that colonial violence is gendered in terms of its impacts, such as, violations of reproductive rights, but also that gender plays a key role in constituting racialized, colonial hierarchies and structures. This means that feminists need to go beyond a focus on women's issues and gendered violence and stand in solidarity with all Palestinians and other victims of colonial violence and systematic oppression, be they women, children or men. As a first step, scholars and institutions must learn from Palestinian feminists and other Indigenous feminists who have long articulated the gendered dimensions of settler colonial dispossession and colonial violence, amplifying their voices, citing their scholarship and, most importantly, acting on the implications of their arguments in terms of actively decolonizing Western academia and ending its complicity with settler colonialism.</p><p>At the institutional level, resisting complicity demands urgent action against Israeli scholasticide—the targeted destruction of Palestinian universities, students, and educators. We call on the academic community to support the rebuilding of Gaza's universities through direct financial aid, research collaborations, and advocacy for the protection of Palestinian scholars (Fozbu <span>2025</span>).<sup>2</sup> Feminist scholars must take an unequivocal stand against institutional support for Israeli settler colonialism, apartheid, and genocide. This means actively participating in Boycott, Divestment, and Sanctions (BDS) campaigns by refusing collaboration with Israeli academic institutions and other organizations complicit in Palestinian oppression and dispossession, such as weapons manufacturers and technology companies, as well as demanding that universities divest from such companies.<sup>3</sup> Feminists should also speak out in defense of colleagues and students disciplined and even fired/expelled for supporting Palestinian rights and demands that universities uphold rights of freedom of expression and protest.</p><p>Beyond academia, feminists should play a role in publicly opposing government policies that enable genocide and shield Israel from accountability, while suppressing Palestinian solidarity movements. The feminist community must reject silence in the face of these injustices and instead use its platforms, networks, and research to demand meaningful change. This is not merely a theoretical exercise—it is an ethical imperative. Decolonial feminism is a praxis, not a metaphor. As scholars committed to justice, we must challenge institutional complicity, break our silence, and stand in unapologetic solidarity with Palestine. If feminist academia fails to act, it is not just silent—it is actively complicit in sustaining settler-colonialism, apartheid, and genocide.</p><p>We invite Gender, Work &amp; Organization to serve as the foundation for a special issue on reclaiming feminism's transformative potential, foregrounding decolonial feminist praxis in confronting systemic oppression, including settler-colonial violence and the complicity of respective academic institutions and governments. Solidarity must be more than rhetoric—it must translate into sustained, visible, and unapologetic support for justice and liberation. As Audre Lorde reminds us, “Your silence will not protect you” (<span>2017</span>). Feminist resistance cannot be conditional. Silence is complicity, and complicity kills.</p><p>The authors declare no conflicts of interest.</p>","PeriodicalId":48128,"journal":{"name":"Gender Work and Organization","volume":"32 4","pages":"1668-1675"},"PeriodicalIF":3.9000,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/gwao.13258","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Gender Work and Organization","FirstCategoryId":"90","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/gwao.13258","RegionNum":1,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"MANAGEMENT","Score":null,"Total":0}
引用次数: 0

Abstract

Feminist scholarship has long been committed to advancing justice, challenging systemic inequalities, amplifying the voices of women and other marginalized groups, and fostering global solidarity. However, the ongoing genocide in Palestine exposes a troubling silence within the field, revealing a deeper systemic failure to confront colonial violence (see also, Aldossari 2025; Ajour 2025; Jabiri 2025).1 This silence is not merely the absence of speech; it represents an active political stance that legitimizes oppression and undermines feminism's foundational commitments to justice. It is a form of complicity that has tangible, gendered consequences, including reproductive harm and systemic dehumanization, as we elaborate here. We argue that the silence of feminist scholarship on Palestine constitutes a profound ethical and intellectual failure, and we call for an active engagement in decolonial praxis to realign feminist work with the principles of justice, solidarity, and resistance against all forms of systemic violence.

This paper maintains that feminist silence on Palestine is not an isolated disregard but a reflection of broader ideological and institutional complicity within Western academia in general, and Western feminist scholarship in particular. Building on Spivak (1988), Jabiri (2024) argues that such silence functions as a form of settler-colonial epistemic violence—deliberately erasing Palestinian narratives, legitimizing colonial structures, and causing both symbolic and material harm. By failing to confront Israeli settler colonialism and the systemic violence inflicted upon Palestinians, Western feminism inadvertently sustains colonial oppression. This silence reinforces a “colonial common sense”—a framework that normalizes settler-colonial narratives and marginalizes Palestinian resistance within feminist discourse.

The article further explores how this feminist silence is embedded within broader institutional complicity, particularly within Western academic institutions. Universities invest in companies tied to the Israeli military and suppress pro-Palestinian activism under the guise of academic neutrality or Equality, Diversity and Inclusion (EDI) policies. These actions demonstrate that feminist silence is not merely an individual failing but part of a systemic alignment with colonial power structures. This paper calls for a reinvigorated decolonial feminist praxis that confronts these systemic failures head-on. It argues for concrete actions such as divestment from institutions supporting settler-colonialism, amplifying Palestinian voices, and resisting institutional repression. In contrast to the inaction of many feminist scholars, student movements—such as the Gaza Solidarity Encampments and the Boycott, Divestment, Sanctions (BDS) movement—offer powerful models of decolonial praxis. These movements bridge the gap between theory and action, highlighting the transformative potential of solidarity when it is translated into tangible resistance. Their activism underscores the ethical imperative for feminist scholars to move beyond performative gestures and engage in meaningful, decolonial action.

Feminist scholarship has long been committed to advancing justice, challenging systemic inequalities, amplifying the voices of women and other marginalized groups, and fostering global solidarity. As Aldossari (2024) argues, modern feminism has often betrayed its foundation principles by remaining silent or complicit in narratives that dehumanize Palestinians, framing their struggle as a collateral or blaming cultural factors while ignoring the structural violence of colonization. Kynsilehto (2024) argues that feminist academic silence on genocide exposes contradiction in their decolonial and intersectional commitments. Kynsilehto explores the challenges of addressing settler colonialism, the role of feminist ethics of care and the impact of academic hierarchies on engaging with such crises. She calls for academics to actively oppose genocide and reconsider their basis to promote meaningful solidarity and transformative change.

This betrayal has tangible, material consequences. The silence of feminist movements and scholars not only erases Palestinian suffering from academic and public discourse but also legitimizes the structures that perpetuate violence. Palestinian women and men endure intersectional violence that is both symbolic and physical. Women face reproductive harm, such as being forced to deliver babies without anesthesia under blockade conditions (Boukari et al. 2024), while men experience systematic dehumanization through the erasure of their familial roles—widowers and fathers left without families. Both men and women are subjected to sexual violence, with reports of Israeli gang rapes of Palestinian male detainees (Cordall 2024) and the kidnapping and rape of Palestinian women by Israeli soldiers (OHCHR 2024a, 2024b). These atrocities illustrate how colonial violence is not only an attack on individuals but also on the social fabric of Palestinian communities (Shoman 2025).

This complicity allows for the normalization of gendered violence, including sexual violence and “reprocide” (Ross 2017)—the deliberate targeting of reproductive health and family structures. In the case of Palestine, Israel's genocidal acts extend beyond immediate physical destruction, into deeply personal realms of health, bodily autonomy, and dignity, affecting every aspect of Palestinian life (Shoman 2025). This impacts on future generations by denying Palestinians the ability to reproduce and maintain familial and social continuity (Khouri 2024; Repo 2024). Women disproportionately bear the burdens of this violence, undergoing C-sections and surgeries without anesthetics while caring for infants in dire conditions, often without access to clean water or sanitation. Medical practitioners report unprecedented challenges, with infants born into environments where survival is nearly impossible. The tragic deaths of five infants at Alnaser Hospital, who starved to death after being left alone for weeks, exemplify the harrowing reality of reprocide (Goodwin et al. 2023).

Feminist scholars must interrogate their complicity in narratives that marginalize oppressed, colonized communities and recommit to a feminism that centers the experiences of those affected by systemic structural violence. Addressing the genocide in Palestine requires reclaiming feminism's transformative potential by bridging the gap between theory and practice. Silence in the face of atrocities is not neutrality—it is complicity. The credibility of the feminist movement depends on its willingness to confront power, challenge injustice, and stand in solidarity with all women facing violence, including those surviving the unimaginable conditions in Gaza. As Ajour (2024) has previously written, “As a Palestinian with a family in Gaza: I Don't Want Sympathy. I Want Solidarity”; real solidarity entails opposing systems that perpetuate violence against Palestinians, challenging political agendas, resisting colonial narratives, and prioritizing justice over political interests. True solidarity demands a critical examination of settler colonialism, active resistance against genocidal violence, and unwavering support for Palestinian rights and self-determination.

Al-Hardan highlights the presence of “hidden and unethical material and analytical research practices” in the study of Palestinian refugees within Western academia. She argues that this research “is only possible because of sanctioned epistemologies in academic institutions that treat colonized and stateless peoples as “others,” to be consumed as objects of knowledge” (Al-Hardan 2014, 69). In much of Western feminist research, and beyond, Palestine is framed through the “Israel-Palestine” lens. This framing has not only become so entrenched but also is now an accepted condition for speaking, teaching, and writing about Palestine. It is a practice that reflects a “sanctioned epistemology” where the colonizer and colonized are treated as equivalent, enabling the continuation of settler colonial violence and discourse.

To understand the depth of feminist silence on Palestine—especially in the context of the ongoing genocide against Palestinians in Gaza—it is essential to examine how this silence is linked to the framing of Palestine in ways that do not challenge or resist imperialist power structures in Western academia. This silence functions as epistemic violence within academic institutions.

Spivak (1988) defines epistemic violence as the distortion or erasure of the lived experiences of oppressed communities through knowledge production. In the case of Palestine, this violence is evident in how the situation is framed as a mere “dispute” or “contentious issue,” reducing the Nakba of 1948 to just another perspective. This is not an intellectual oversight, as it serves to distort historical realities and normalize settler-colonial violence. By presenting the Palestinian struggle as something open to contestation and equivalence with their colonizers, this framing dehumanizes Palestinians and obscures the brutal realities of settler-colonialism (Jabiri 2024).

The position of equivalence, which treats the colonizer and colonized as equal, often emphasizes neutrality and the “scientific” nature of research. This perspective ignores the material harm caused by knowledge production and the ethical responsibility researchers have to acknowledge the violence their work can perpetuate. While some forms of racism are recognized within Equality, Diversity, and Inclusion (EDI) frameworks in the UK's higher institutions, systemic racism against Palestinians is often normalized. For instance, in the UK, researchers—including Palestinians—are encouraged to frame their work using the “Israel-Palestine” lens to avoid being labeled subjective, a framing that is unimaginable in the study of other oppressed groups, such as survivors of sexual violence or the Holocaust.

Positionality is a central concept in feminist and postcolonial thought, referring to how power, privilege, and identity intersect to shape the production of knowledge and determine whose voices are amplified or silenced. Researchers are never neutral; their political affiliations shape how knowledge is produced (Said 2004) and whose experiences are validated. Many scholars, particularly in the West, operate from institutional positions that are deeply entangled with imperialism, colonialism, and Zionism.

Feminists have long advocated for research that acknowledges positionality and recognizes people as experts of their own lives. However, this approach is often overlooked in research on Palestine. Feminists in privileged positions within Western academia frequently fail to interrogate how their institutions and governments are complicit in imperialism and Zionism. While intersectionality theoretically supports solidarity among oppressed groups, true solidarity requires taking a clear anti-colonial stance. The refusal to do so allows feminists to maintain institutional security while Palestinians endure material violence.

By distancing themselves from the political implications of their work, researchers allow harmful narratives to persist and silence to continue. The relationship between positionality and solidarity underscores how one's position impacts not only knowledge production but also the lived experiences of those being researched. Unfortunately, this connection is often neglected in discussions of research ethics, creating an environment where epistemic violence against Palestinians can thrive.

For ethical research on Palestine, scholars must actively confront these issues, ensuring their positions do not reinforce harmful narratives or perpetuate silence on settler-colonial violence. This requires a commitment to an anti-colonial stance, unconditional solidarity, accountability, and an ethics of justice that centers the lived experiences of those enduring settler-colonial violence. Focusing solely on the “scientific” contributions of research while disregarding the material consequences of knowledge production fails to address the real harm caused by academic scholarship.

The ethical implications of this position extend beyond Palestine, challenging the very foundation of who is entrusted with knowledge production in the study of marginalized or oppressed communities. If feminist scholarship, and the broader academic community, fail to confront their complicity in the ongoing oppression of Palestinians, how can we trust the knowledge they produce in any other context?

Another important aspect of positionality, beyond what was discussed in the earlier section, is that feminists should reflect upon their positionality within Western academic institutions. Western academic institutions are deeply embedded in racial capitalism, funding and sustaining colonial violence through investments in military industries and partnerships with Israeli universities (Bhopal 2024; Stein 2022; Wilder 2013). With regards to Israeli settler colonialism, universities have financial investments and research partnerships that directly support settler-colonial structures. Many Western universities invest in companies, such as Hewlett Packard, Cisco Systems and Caterpillar, all of which are implicated in Israel's military occupation and systemic oppression of Palestinians (Boxstein 2020; Divest USS, n.d.). Beyond investments, universities collaborate with arms manufacturers like BAE Systems and Lockheed Martin, whose weapons are central to the settler colonial state of Israeli military's operations (Corderoy and Stockwell 2023; LSESU Palestine Society 2024; Sheffield Campus Coalition for Palestine 2024; Warwick Student-Staff Solidarity Network 2024). There are also a considerable number of research partnerships between universities in Europe and Israel, facilitated by the inclusion of Israel in EU scientific research funds, such as Horizon 2020 (European Union 2021). As Palestinians have long argued and Maya Wind's recent book details, Israeli universities have been integral to Israel's domination over the Palestinian people (Wind 2024). Since October 2023, Israeli universities have also provided vital support for Israel's genocidal war (Sen 2024a).

Western universities do not merely fund colonialism; they also reproduce and enforce its ideological frameworks. This is evident in the way they police expressions of solidarity with Palestinians, curtail academic freedom, and silence critique of Israeli apartheid and genocide. This ideological complicity becomes apparent when examining how academic institutions handle expressions of solidarity, freedom of expression, and research collaborations in relation to different international crises. The responses of Western universities to events in Palestine can be sharply contrasted with their reactions to the Russian invasion of Ukraine in February 2022. Whereas, many Western universities publicly announced their solidarity with Ukrainians and swiftly moved to end any cooperation with Russian universities (Cliburn 2022; Nicholson 2022), in the case of Palestine, these same universities have not only been largely silent but have actively moved to suppress solidarity movements. Despite their legal obligations to uphold academic freedom and freedom of expression, as cornerstones of scholarly inquiry as well as democracy more broadly, universities have pursued a range of actions and policies that serve to stifle activism in solidarity with Palestinians and even to regulate academic discussions of current events. These include calling the police to break up student encampments, cooperated with police to surveille students, subjected students to costly legal action, created disproportionate bureaucratic hurdles for staff and students wishing to organize events discussing events in Palestine and, in some cases, have even prevented events from occurring, as well as investigating, disciplining and, in some cases, dismissing staff and students (amongst others, BRISMES CAF 2024a, 2024b, 2024c, 2024d, 2024e; Burton 2024; Matthews et al. 2024; MESA 2024; Romero 2024; SOAS Liberated Zone 2024). This differential response underscores the structural biases within universities, raising concerns about the persistence of institutional racism and the selective application of principles like academic freedom.

In addition, we have even seen universities reference EDI policies and equalities legislation in order to justify censorship and repression, claiming that protests against Israeli genocide make certain staff and students feel “unsafe” (Alsultany 2025; BRISMES CAF 2024e). Moreover, the International Holocaust Remembrance Alliance (IHRA) definition of antisemitism has also been used to discipline and remove staff and students who speak out (BRISMES-ELSC 2023; Sen 2024b; Tatour 2024). It is a telling example of how ideological complicity operates within universities. While these policies ostensibly aim to foster inclusion and equality, their uncoupling from critical analyses of systemic oppression often renders them ineffective—or even counterproductive—in addressing institutional complicity with colonial and imperial systems. Rather than challenging power structures, these policies are being weaponized to suppress dissent and marginalize already vulnerable groups. The suppression of expressions of solidarity with Palestinians contributes to their dehumanization, thereby constituting another form of complicity with genocide. The use of EDI policies in this way reveals the extent to which these institutions align with hegemonic political agendas under the guise of neutrality, further entrenching their ideological complicity in systems of oppression. Universities in the United States, Germany and the UK have been particularly aggressive in suppressing freedom of speech and targeting students and staff protesting the genocide. The failure of universities to support Palestinian liberation exposes the limitations of institutional anti-racism efforts, which have been reduced to performative gestures rather than substantive commitments.

University responses to the genocide in Gaza reveal the empty rhetoric of commitments to address institutional racism, in the wake of the murder of George Floyd in 2020, and to “decolonize” institutions following many years of student demands to address colonial legacies in universities. UK universities have often been vocal in this regard, although the rhetoric has not necessarily been matched by meaningful actions (Shain et al. 2021). Indeed, when faced with a real-life example of settler colonial violence and genocide, the same universities did not only fail to stand up against the genocide, they actively suppressed student and faculty efforts to protest against it, as discussed above. This leads us to ask, what does decolonization mean if it fails to be anti-colonial? These institutional responses reflect ideological alignments with an unspoken colonial common sense (Al Takriti 2024). A colonial common sense considers colonial logic as truth, what the colonizer does is right, while any anti-colonial work is considered wrong, illegal and criminal. The logic takes on the world view of the colonizer. The colonizer is the object of sympathy. The colonized, on the other hand, is seen through the eyes of colonial logic as an object in need of (violent) domination, containment or extermination. According to this common sense, actions to resist colonization are wrong and criminal. The colonizer's violence is justified, while the colonized's resistance is considered unlawful, immoral and terrorism.

The suppression of freedom of speech and criminalization of Palestine activism on many Western university campuses partially explains the silence of some Western feminists. Yet, given feminists' historic stance against all forms of oppression, one must wonder what type of feminism these feminists follow and why there is not more of an outcry against this colonial common sense. This points to the failure of many Western feminists to learn from the lessons of anti-colonial feminists of the Global South in the second half of the 20th century (Ababneh 2025).

The responses of universities to events in Palestine reveal that, despite the rhetoric of EDI and statements of commitment to decolonizing higher education, Western academic institutions continue to be structured by a “colonial commonsense” that perpetuates and benefits from racism, imperialism and militarism. This colonial commonsense is a form of epistemic violence, which feminist scholars must challenge not only by producing critical knowledge but also through action. As Tuck and Yang (2012) emphasize, decolonization is not a metaphor. It cannot be reduced to performative solidarity or symbolic gestures; it demands tangible action and structural change. Furthermore, decolonization does not work if it is not based on a firm anti-colonial stance. Feminists working within universities must also embody decolonial praxis by actively resisting our institutions' complicity in colonial violence and oppression. This requires collective action, solidarity, and a consistent commitment to justice. It includes standing in solidarity with students and colleagues who are targeted for their support for Palestinians by speaking out against university management when they repress student activism and censor events about Palestine. It also means joining with students to pressure universities to end their involvement with companies that support Israel's oppression of the Palestinian people. As Martin Luther King famously said, “Nobody's free until everybody's free.” This sentiment underscores the indivisibility of justice; our freedom as scholars and citizens is intertwined with our responsibility to challenge systems that enable oppression, such as those perpetuated by universities.

Movements like BDS have sought to address systemic oppression, challenging global complicity in settler-colonial violence. Despite these efforts, Western feminist scholarship and activism have often remained detached, failing to integrate the lessons of such activism into its praxis. This detachment perpetuates the systemic erasure of Palestinian experiences, enabling continued colonial violence and reinforcing structures that sustain gendered oppression under Israeli occupation. Amid the silence and complicity of both academic institutions and Western feminists, students have emerged as powerful voices of resistance, boldly confronting the oppressive systems that universities uphold. The student-led movement that emerged after October 7, 2023, has been one of the largest transnational student movements in history, peaking in spring-summer 2024 with the establishment of hundreds of Gaza Solidarity Encampments across the globe. Notably, these protests do not only call for a ceasefire, but also for decolonization. Indeed, “it is not a mystery that students are protesting” (Marcus and Franquesa 2024, 141); this generation of students grew up amidst crumbling capitalist economies, increasing poverty, ecological destruction, and the rise of far-right parties. They witnessed and often participated in movements such as Rhodes Must Fall, Black Lives Matter, and Extinction Rebellion and viewed the call for Palestinian liberation as on a continuum with these other struggles. For them, silence is not an option because they understand that material consequences—displacement, militarization, genocide—stem directly from institutional complicity.

Despite the global political suppression of the BDS movement, and the attempts to label its supporters as antisemitic (Barghouti 2021; Orleck 2024), today's student movement collectively identifies settler colonialism as the structural process shaping the lives of Palestinians, and driving the current war and genocide. In putting into action longstanding feminist, queer, anti-racist, and anti-colonial critiques of power and institutions that are taught in classrooms, students have connected theory and praxis in ways that their teachers, including feminist ones, are failing to do. Kynsilehto (2024, 1) astutely refers to the “illusion” of a shared understanding of the importance of intersectional and decolonial feminist critique, which since October 2023 “has been proven to be a myth and mere lip say.” Scholarship has not translated into solidarity with Palestinians, despite the scholasticism that has killed thousands of students, at least 94 university professors, and left each university in Gaza in ruins (Dader et al. 2024). Instead, students have been the ones with the ethical backbone to speak back to power, and suffered intimidation from university management, campus security, and police violence for their actions. The lack of solidarity with Palestinians is on a continuum with a lack of solidarity with students and opposing violence on and securitization of campuses, and the suppression of academic freedom. For feminists, the cost of this silence is not just the ethico-political credibility of academic feminism, but more importantly, complicity in the structural violence of our institutions. Ignoring these institutional dynamics does not merely erode academic integrity—it makes feminist scholars active participants in the maintenance of settler-colonial violence. The student movement underscores the urgency of translating feminist principles into meaningful action against colonial and systemic oppression. Our students' resistance highlights a path forward that academics must join, rather than merely observe.

The genocide in Gaza and the complicity of academic institutions and feminist scholarship have revealed the urgent need to confront the material consequence of feminist silence as a form of settler-colonial epistemic violence. Complicity is not merely passive inaction; it is an active force that enables the destruction of Palestinian lives, Palestinian society and Palestinian futures. Silence is not neutral—it is a political position that legitimizes and sustains settler-colonial oppression, reinforcing the erasure of Palestinian resistance and survival. More than an ethical failure, feminist silence sustains the structures that enable settler-colonial violence, from the erasure of Palestinian scholarship and academic institutions to the destruction of entire communities.

Reclaiming feminism's transformative potential requires moving beyond abstraction and performative solidarity toward tangible actions rooted in decolonial praxis and a genuine commitment to justice. Complicity manifests in both institutional frameworks and individual positionalities. We urge the Gender, Work & Organization community to take an active role in resisting complicity. This includes challenging the dominant colonial common sense that frames Palestinian liberation as at best, a peripheral issue, and at worse criminalizes it, both within academia and beyond. Feminist journals, organizations, and conferences must actively center Palestine and other cases of settler colonial violence and dispossession as a feminist issue, recognizing not only that colonial violence is gendered in terms of its impacts, such as, violations of reproductive rights, but also that gender plays a key role in constituting racialized, colonial hierarchies and structures. This means that feminists need to go beyond a focus on women's issues and gendered violence and stand in solidarity with all Palestinians and other victims of colonial violence and systematic oppression, be they women, children or men. As a first step, scholars and institutions must learn from Palestinian feminists and other Indigenous feminists who have long articulated the gendered dimensions of settler colonial dispossession and colonial violence, amplifying their voices, citing their scholarship and, most importantly, acting on the implications of their arguments in terms of actively decolonizing Western academia and ending its complicity with settler colonialism.

At the institutional level, resisting complicity demands urgent action against Israeli scholasticide—the targeted destruction of Palestinian universities, students, and educators. We call on the academic community to support the rebuilding of Gaza's universities through direct financial aid, research collaborations, and advocacy for the protection of Palestinian scholars (Fozbu 2025).2 Feminist scholars must take an unequivocal stand against institutional support for Israeli settler colonialism, apartheid, and genocide. This means actively participating in Boycott, Divestment, and Sanctions (BDS) campaigns by refusing collaboration with Israeli academic institutions and other organizations complicit in Palestinian oppression and dispossession, such as weapons manufacturers and technology companies, as well as demanding that universities divest from such companies.3 Feminists should also speak out in defense of colleagues and students disciplined and even fired/expelled for supporting Palestinian rights and demands that universities uphold rights of freedom of expression and protest.

Beyond academia, feminists should play a role in publicly opposing government policies that enable genocide and shield Israel from accountability, while suppressing Palestinian solidarity movements. The feminist community must reject silence in the face of these injustices and instead use its platforms, networks, and research to demand meaningful change. This is not merely a theoretical exercise—it is an ethical imperative. Decolonial feminism is a praxis, not a metaphor. As scholars committed to justice, we must challenge institutional complicity, break our silence, and stand in unapologetic solidarity with Palestine. If feminist academia fails to act, it is not just silent—it is actively complicit in sustaining settler-colonialism, apartheid, and genocide.

We invite Gender, Work & Organization to serve as the foundation for a special issue on reclaiming feminism's transformative potential, foregrounding decolonial feminist praxis in confronting systemic oppression, including settler-colonial violence and the complicity of respective academic institutions and governments. Solidarity must be more than rhetoric—it must translate into sustained, visible, and unapologetic support for justice and liberation. As Audre Lorde reminds us, “Your silence will not protect you” (2017). Feminist resistance cannot be conditional. Silence is complicity, and complicity kills.

The authors declare no conflicts of interest.

面对以色列对巴勒斯坦人民的种族灭绝,女权主义者保持沉默:呼吁反对共谋的非殖民化行动
长期以来,女权主义学术一直致力于促进正义,挑战系统性不平等,放大妇女和其他边缘化群体的声音,促进全球团结。然而,巴勒斯坦正在进行的种族灭绝暴露了该领域令人不安的沉默,揭示了对抗殖民暴力的更深层次的系统性失败(另见Aldossari 2025;Ajour 2025;Jabiri 2025) 1。这种沉默不仅仅是没有言语;它代表了一种积极的政治立场,使压迫合法化,破坏了女权主义对正义的基本承诺。正如我们在这里阐述的那样,这是一种具有具体的、性别化后果的共谋形式,包括生殖伤害和系统性非人化。我们认为,女权主义学者在巴勒斯坦问题上的沉默构成了深刻的道德和智力上的失败,我们呼吁积极参与非殖民化实践,将女权主义工作与正义、团结和抵抗一切形式的系统性暴力的原则重新结合起来。本文认为,女权主义者对巴勒斯坦问题的沉默并不是孤立的漠视,而是反映了西方学术界,尤其是西方女权主义学术中更广泛的意识形态和制度上的共谋。在斯皮瓦克(1988)的基础上,贾比里(2024)认为,这种沉默的功能是定居者-殖民地认知暴力的一种形式——故意抹去巴勒斯坦人的叙述,使殖民结构合法化,并造成象征性和物质上的伤害。由于未能对抗以色列定居者的殖民主义和对巴勒斯坦人施加的系统性暴力,西方女权主义无意中维持了殖民压迫。这种沉默强化了一种“殖民常识”——一种使定居者-殖民叙事正常化的框架,并在女权主义话语中边缘化巴勒斯坦人的抵抗。这篇文章进一步探讨了女权主义者的沉默是如何嵌入到更广泛的制度共谋中,特别是在西方学术机构中。大学投资与以色列军方有关联的公司,并在学术中立或平等、多元化和包容(EDI)政策的幌子下压制亲巴勒斯坦的激进主义。这些行动表明,女权主义者的沉默不仅是个人的失败,也是与殖民权力结构系统性结盟的一部分。本文呼吁重振非殖民化的女权主义实践,直面这些系统性的失败。它主张采取具体行动,例如从支持定居者殖民主义的机构中撤除资金,扩大巴勒斯坦人的声音,并抵制机构压迫。与许多女权主义学者的不作为相反,学生运动——如加沙团结营地和抵制、撤资、制裁(BDS)运动——提供了强大的去殖民实践模式。这些运动弥合了理论与行动之间的差距,突出了团结转化为切实抵抗时的变革潜力。她们的行动主义强调了女权主义学者超越表演姿态、参与有意义的非殖民化行动的道德必要性。长期以来,女权主义学术一直致力于促进正义,挑战系统性不平等,放大妇女和其他边缘化群体的声音,促进全球团结。正如Aldossari(2024)所指出的那样,现代女权主义经常背叛其基本原则,在将巴勒斯坦人非人化的叙述中保持沉默或同谋,将他们的斗争作为附带品,或指责文化因素,同时忽视殖民化的结构性暴力。Kynsilehto(2024)认为,女权主义学术界对种族灭绝的沉默暴露了她们在非殖民化和交叉性承诺中的矛盾。Kynsilehto探讨了解决定居者殖民主义的挑战,女权主义关怀伦理的作用以及学术等级对参与此类危机的影响。她呼吁学术界积极反对种族灭绝,并重新考虑其基础,以促进有意义的团结和变革。这种背叛有切实的、物质的后果。女权运动和学者的沉默不仅消除了巴勒斯坦人在学术和公共话语中的痛苦,而且使使暴力永久化的结构合法化。巴勒斯坦妇女和男子忍受着象征性和身体上的交叉暴力。女性面临生殖伤害,例如在封锁条件下被迫在没有麻醉的情况下分娩(Boukari et al. 2024),而男性则经历了系统性的非人化,因为他们的家庭角色被抹去——鳏夫和失去家庭的父亲。男性和女性都遭受性暴力,有报道称以色列轮奸巴勒斯坦男性被拘留者(Cordall 2024)和以色列士兵绑架和强奸巴勒斯坦妇女(OHCHR 2024a, 2024b)。 这些暴行表明,殖民暴力不仅是对个人的攻击,也是对巴勒斯坦社区社会结构的攻击(Shoman 2025)。这种共谋使得性别暴力正常化,包括性暴力和“再提供”(Ross 2017)——蓄意针对生殖健康和家庭结构。就巴勒斯坦而言,以色列的种族灭绝行为超出了直接的物质破坏,深入到个人健康、身体自主和尊严等领域,影响到巴勒斯坦人生活的方方面面(Shoman 2025)。这剥夺了巴勒斯坦人生育和维持家庭和社会连续性的能力,从而对后代产生了影响(Khouri 2024;“回购2024”)。妇女不成比例地承受着这种暴力的负担,在没有麻醉的情况下进行剖腹产和手术,同时在恶劣的条件下照顾婴儿,往往无法获得清洁水或卫生设施。医疗从业者报告了前所未有的挑战,婴儿出生在几乎不可能生存的环境中。Alnaser医院五名婴儿的悲惨死亡,他们在被单独遗弃数周后饿死,例证了reprocide的悲惨现实(Goodwin et al. 2023)。女权主义学者必须质疑他们在边缘化被压迫、被殖民群体的叙事中的同谋,并重新致力于以受系统性结构性暴力影响的人的经历为中心的女权主义。解决巴勒斯坦的种族灭绝问题需要通过弥合理论与实践之间的差距来重新发挥女权主义的变革潜力。面对暴行保持沉默不是中立,而是同谋。女权运动的信誉取决于其对抗权力、挑战不公、与所有面临暴力的妇女团结一致的意愿,包括那些在加沙难以想象的条件下幸存下来的妇女。正如阿祖尔(2024年)之前所写的,“作为一个在加沙有家人的巴勒斯坦人:我不需要同情。我要团结”;真正的团结需要反对对巴勒斯坦人实施长期暴力的制度,挑战政治议程,抵制殖民主义叙事,将正义置于政治利益之上。真正的团结需要对定居者殖民主义进行批判性审查,积极抵制种族灭绝暴力,坚定不移地支持巴勒斯坦人的权利和自决。Al-Hardan强调在西方学术界对巴勒斯坦难民的研究中存在“隐藏的和不道德的材料和分析研究实践”。她认为,这项研究“只有在学术机构认可认识论的情况下才有可能进行,这些机构将被殖民和无国籍的民族视为‘他人’,作为知识的对象来消费”(Al-Hardan 2014, 69)。在许多西方女权主义研究中,巴勒斯坦都是通过“以色列-巴勒斯坦”的镜头被框定的。这种框架不仅根深蒂固,而且现在已经成为谈论、教学和写作巴勒斯坦的公认条件。这种做法反映了一种“认可的认识论”,在这种认识论中,殖民者和被殖民者被同等对待,使定居者的殖民暴力和话语得以延续。要理解女权主义者在巴勒斯坦问题上的沉默的深度——尤其是在加沙对巴勒斯坦人的持续种族灭绝的背景下——有必要研究这种沉默是如何与巴勒斯坦的框架联系在一起的,而不是挑战或抵制西方学术界的帝国主义权力结构。这种沉默在学术机构中起着认知暴力的作用。斯皮瓦克(1988)将认知暴力定义为通过知识生产对被压迫群体生活经验的扭曲或抹去。在巴勒斯坦的情况下,这种暴力是显而易见的,因为这种情况如何被框定为仅仅是“争端”或“有争议的问题”,将1948年的Nakba减少到另一个角度。这不是智力上的疏忽,因为它扭曲了历史现实,使定居者与殖民地之间的暴力正常化。通过将巴勒斯坦人的斗争呈现为一种开放的争论和与殖民者等同的东西,这种框架使巴勒斯坦人失去人性,并掩盖了定居者殖民主义的残酷现实(Jabiri 2024)。平等的立场,将殖民者和被殖民者视为平等,往往强调中立性和研究的“科学性”。这种观点忽视了知识生产造成的物质伤害,以及研究人员必须承认他们的工作可能使暴力永久化的道德责任。虽然某些形式的种族主义在英国高等院校的平等、多样性和包容性(EDI)框架内得到承认,但针对巴勒斯坦人的系统性种族主义往往是常态化的。 例如,在英国,包括巴勒斯坦人在内的研究人员被鼓励使用“以色列-巴勒斯坦”的镜头来构建他们的工作,以避免被贴上主观的标签,这种框架在研究其他受压迫群体(如性暴力或大屠杀的幸存者)时是不可想象的。位置性是女权主义和后殖民思想的核心概念,指的是权力、特权和身份如何相互交织,从而塑造知识的生产,并决定谁的声音被放大或被压制。研究人员从来不是中立的;他们的政治立场决定了知识是如何产生的(Said 2004),以及他们的经验是如何得到验证的。许多学者,尤其是西方的学者,在与帝国主义、殖民主义和犹太复国主义纠缠不清的制度立场上进行研究。长期以来,女权主义者一直倡导承认地位的研究,并承认人们是自己生活的专家。然而,在对巴勒斯坦的研究中,这种方法往往被忽视。在西方学术界处于特权地位的女权主义者经常无法质问他们的机构和政府是如何与帝国主义和犹太复国主义串通一机的。虽然交叉性在理论上支持被压迫群体之间的团结,但真正的团结需要采取明确的反殖民立场。拒绝这样做可以让女权主义者在巴勒斯坦人遭受物质暴力的同时维持制度安全。通过远离他们工作的政治含义,研究人员允许有害的叙述持续存在,沉默继续下去。位置和团结之间的关系强调了一个人的位置如何不仅影响知识生产,而且影响被研究对象的生活经验。不幸的是,在研究伦理的讨论中,这种联系经常被忽视,从而创造了一种对巴勒斯坦人的认知暴力可以蓬勃发展的环境。对于巴勒斯坦的伦理研究,学者们必须积极面对这些问题,确保他们的立场不会强化有害的叙述或使定居者-殖民地暴力的沉默永世。这需要致力于反殖民立场、无条件的团结、问责制和正义道德,这些都是以那些持久的定居者-殖民地暴力的生活经历为中心的。只关注研究的“科学”贡献,而忽视知识生产的物质后果,无法解决学术奖学金造成的真正危害。这一立场的伦理含义超出了巴勒斯坦,挑战了谁被委托在边缘化或被压迫社区的研究中生产知识的基础。如果女权主义学术,以及更广泛的学术团体,都不能面对他们在持续压迫巴勒斯坦人中的同谋,我们怎么能相信他们在任何其他背景下产生的知识呢?地位论的另一个重要方面是,女权主义者应该反思她们在西方学术机构中的地位。西方学术机构深深植根于种族资本主义,通过对军事工业的投资和与以色列大学的合作,资助和维持殖民暴力(博帕尔2024;斯坦2022;怀尔德2013)。关于以色列定居者殖民主义,大学有直接支持定居者-殖民结构的金融投资和研究伙伴关系。许多西方大学投资于惠普、思科系统和卡特彼勒等公司,这些公司都与以色列的军事占领和对巴勒斯坦人的系统性压迫有关(Boxstein 2020;剥离USS, n.d.)。除了投资,大学还与BAE系统公司(BAE Systems)和洛克希德·马丁(Lockheed Martin)等武器制造商合作,这些公司的武器是以色列军事行动的核心(Corderoy and Stockwell 2023;LSESU巴勒斯坦协会2024;谢菲尔德校园巴勒斯坦联盟2024;华威师生团结网络2024)。欧洲和以色列的大学之间也有相当数量的研究伙伴关系,这得益于将以色列纳入欧盟科学研究基金,如地平线2020(欧盟2021)。正如巴勒斯坦人长期以来所争论的,以及玛雅·温德最近的书中所详述的,以色列的大学是以色列对巴勒斯坦人民的统治不可或缺的一部分(温德2024)。自2023年10月以来,以色列大学也为以色列的种族灭绝战争提供了重要支持(Sen 2024a)。西方大学不仅资助殖民主义;他们还复制和强化其意识形态框架。显而易见的是,他们管制声援巴勒斯坦人的言论,限制学术自由,压制对以色列种族隔离和种族灭绝的批评。 当研究学术机构如何处理与不同国际危机有关的团结、言论自由和研究合作的表达时,这种意识形态的共谋变得明显。西方大学对巴勒斯坦事件的反应与它们对俄罗斯2022年2月入侵乌克兰的反应形成鲜明对比。然而,许多西方大学公开宣布与乌克兰人团结一致,并迅速采取行动结束与俄罗斯大学的任何合作(Cliburn 2022;Nicholson 2022),在巴勒斯坦的情况下,这些大学不仅在很大程度上保持沉默,而且还积极地压制团结运动。作为学术研究和更广泛的民主的基石,尽管大学有维护学术自由和言论自由的法律义务,但它们采取了一系列行动和政策,旨在扼杀声援巴勒斯坦人的激进主义,甚至规范对时事的学术讨论。这些措施包括要求警察驱散学生营地,与警方合作监视学生,使学生遭受代价高昂的法律诉讼,为希望组织活动讨论巴勒斯坦事件的教职员工和学生制造不成比例的官僚障碍,在某些情况下,甚至阻止事件发生,以及调查,纪律处分,在某些情况下,解雇教职员工和学生(其中包括BRISMES CAF 2024a, 2024b, 2024c, 2024d, 2024e;伯顿2024;Matthews et al. 2024;台面2024;罗梅罗2024;解放区(2024年)。这种不同的反应凸显了大学内部的结构性偏见,引发了人们对制度性种族主义的持续存在和对学术自由等原则的选择性应用的担忧。此外,我们甚至看到大学引用EDI政策和平等立法来为审查和镇压辩护,声称反对以色列种族灭绝的抗议活动使某些教职员工和学生感到“不安全”(Alsultany 2025;BRISMES CAF 2024e)。此外,国际大屠杀纪念联盟(IHRA)对反犹太主义的定义也被用来惩罚和开除公开发表言论的教职员工和学生(BRISMES-ELSC 2023;森2024 b;Tatour 2024)。这是意识形态共谋如何在大学内部运作的一个生动的例子。虽然这些政策表面上是为了促进包容和平等,但它们与对系统性压迫的批判性分析脱节,往往使它们在解决与殖民和帝国制度的制度性共谋问题上无效,甚至适得其反。这些政策不是在挑战权力结构,而是被用作压制异见和边缘化本已脆弱的群体的武器。压制声援巴勒斯坦人的表示助长了对巴勒斯坦人的非人化,从而构成了另一种形式的共谋灭绝种族罪。以这种方式使用EDI政策揭示了这些机构在中立的幌子下与霸权政治议程结盟的程度,进一步巩固了它们在压迫制度中的意识形态同谋。美国、德国和英国的大学在压制言论自由和针对抗议种族灭绝的学生和工作人员方面尤为激进。大学未能支持巴勒斯坦解放,暴露了体制上反种族主义努力的局限性,这些努力已沦为表演姿态,而不是实质性承诺。大学对加沙种族灭绝的回应表明,在2020年乔治·弗洛伊德(George Floyd)被谋杀之后,承诺解决体制性种族主义,以及在学生多年来要求解决大学殖民遗产之后,承诺“非殖民化”机构,这些都是空洞的言辞。英国大学在这方面经常直言不讳,尽管这些言论不一定与有意义的行动相匹配(Shain et al. 2021)。事实上,当面对定居者殖民暴力和种族灭绝的现实例子时,这些大学不仅没有站出来反对种族灭绝,而且还积极镇压学生和教师抗议种族灭绝的努力,如上所述。这使我们不禁要问,如果非殖民化不能成为反殖民主义,那它意味着什么?这些制度上的反应反映了意识形态上的结盟与一种不言而喻的殖民常识(Al Takriti 2024)。殖民常识认为殖民逻辑是真理,殖民者所做的是正确的,而任何反殖民的工作都被认为是错误的、非法的和犯罪的。这种逻辑体现了殖民者的世界观。殖民者是同情的对象。另一方面,在殖民逻辑的眼中,被殖民者被视为需要(暴力)统治、遏制或消灭的对象。根据这一常识,抵抗殖民化的行动是错误的和犯罪的。 殖民者的暴力是正当的,而被殖民者的反抗被认为是非法的、不道德的和恐怖主义的。许多西方大学校园对言论自由的压制和对巴勒斯坦激进主义的定罪,部分解释了一些西方女权主义者的沉默。然而,考虑到女权主义者反对各种形式压迫的历史立场,人们一定想知道这些女权主义者遵循的是哪种类型的女权主义,为什么没有更多的人反对这种殖民常识。这表明许多西方女权主义者未能从20世纪下半叶全球南方的反殖民女权主义者那里吸取教训(Ababneh 2025)。各大学对巴勒斯坦事件的反应表明,尽管有EDI的花言花语和致力于高等教育非殖民化的声明,西方学术机构的结构仍然是“殖民常识”,这种常识使种族主义、帝国主义和军国主义永久化并从中受益。这种殖民常识是一种认知暴力,女权主义学者不仅要通过产生批判性知识,还要通过行动来挑战它。正如Tuck和Yang(2012)所强调的,去殖民化不是一个隐喻。它不能被简化为行为上的团结或象征性的姿态;这需要切实的行动和结构性变革。此外,非殖民化如果不以坚定的反殖民立场为基础,就不会奏效。在大学里工作的女权主义者还必须通过积极抵制我们的机构在殖民暴力和压迫中的共谋来体现非殖民化实践。这需要集体行动、团结和对正义的一贯承诺。它包括声援那些因为支持巴勒斯坦人而成为攻击目标的学生和同事,当大学管理层压制学生激进主义和审查有关巴勒斯坦的事件时,他们会公开反对他们。这还意味着与学生一起向大学施压,要求它们停止与支持以色列压迫巴勒斯坦人民的公司的合作。正如马丁·路德·金(Martin Luther King)的名言:“在所有人都自由之前,没有人是自由的。”这种观点强调了司法的不可分割性;我们作为学者和公民的自由与我们挑战压迫制度的责任交织在一起,例如那些由大学延续的制度。像BDS这样的运动试图解决系统性压迫,挑战定居者-殖民地暴力的全球共谋。尽管做出了这些努力,但西方女权主义学术和行动主义经常保持分离,未能将这种行动主义的教训融入其实践中。这种分离使对巴勒斯坦经验的系统性抹去永久化,使殖民暴力得以继续,并加强了在以色列占领下维持性别压迫的结构。在学术机构和西方女权主义者的沉默和共谋中,学生们成为了强大的抵抗之声,勇敢地面对大学所维护的压迫性制度。2023年10月7日之后出现的学生领导的运动是历史上最大的跨国学生运动之一,在2024年春夏达到顶峰,在全球建立了数百个加沙团结营地。值得注意的是,这些抗议不仅要求停火,而且要求非殖民化。的确,“学生抗议并不是一个谜”(Marcus and Franquesa 2024, 141);这一代学生是在资本主义经济崩溃、贫困加剧、生态破坏和极右翼政党崛起的环境中成长起来的。他们目睹并经常参与“罗德必须下台”、“黑人的命也是命”和“灭绝叛乱”等运动,并将巴勒斯坦解放的呼吁与这些其他斗争视为一个连续体。对他们来说,沉默不是一种选择,因为他们明白,流离失所、军事化、种族灭绝等物质后果直接源于制度上的共谋。尽管全球政治压制BDS运动,并试图将其支持者贴上反犹主义的标签(Barghouti 2021;Orleck 2024),今天的学生运动集体将定居者殖民主义视为塑造巴勒斯坦人生活的结构性过程,并推动了当前的战争和种族灭绝。在课堂上,学生们将长期以来对权力和制度的女权主义、酷儿、反种族主义和反殖民主义批评付诸实践,这是他们的老师(包括女权主义者)未能做到的,他们将理论与实践联系起来。Kynsilehto(2024, 1)敏锐地提到了对交叉性和非殖民化女权主义批评重要性的共同理解的“错觉”,自2023年10月以来,这种“错觉”“已被证明是一个神话,只是口头上的说法。” 尽管经院哲学已经杀死了数千名学生,至少94名大学教授,并使加沙的每所大学成为废墟,但学术并没有转化为对巴勒斯坦人的声援(Dader et al. 2024)。相反,学生们一直是有道德支柱的人,他们反对权力,并因他们的行为受到大学管理层、校园保安和警察暴力的恐吓。缺乏对巴勒斯坦人的团结与缺乏对学生的团结、反对校园暴力和校园安全以及对学术自由的压制是连续的。对于女权主义者来说,这种沉默的代价不仅仅是学术女权主义的伦理政治信誉,更重要的是,它是我们机构结构性暴力的同谋。忽视这些制度动态不仅会侵蚀学术诚信,还会使女权主义学者积极参与维护定居者与殖民地之间的暴力。学生运动强调了将女权主义原则转化为反对殖民主义和系统性压迫的有意义行动的紧迫性。我们学生的反抗凸显了一条前进的道路,学术界必须加入进来,而不仅仅是旁观。加沙的种族灭绝以及学术机构和女权主义学术的共谋表明,迫切需要面对女权主义沉默作为定居者-殖民地认识暴力形式的物质后果。共谋不仅仅是被动的不作为;它是一股活跃的力量,能够摧毁巴勒斯坦人的生命、巴勒斯坦社会和巴勒斯坦人的未来。沉默不是中立的——它是一种政治立场,使定居者和殖民者的压迫合法化并维持下去,加强对巴勒斯坦人抵抗和生存的抹去。女权主义者的沉默不仅是一种道德上的失败,而且维持着使定居者-殖民地暴力成为可能的结构,从消灭巴勒斯坦学术和学术机构到摧毁整个社区。恢复女权主义的变革潜力需要超越抽象和表现性的团结,转向植根于非殖民化实践的切实行动和对正义的真正承诺。共犯表现在制度框架和个人地位两个方面。我们敦促“性别、工作和;组织团体要在抵制共犯中发挥积极作用。这包括挑战占主导地位的殖民常识,这种常识认为,巴勒斯坦解放充其量只是一个边缘问题,最坏的情况是,学术界内外都将其定为犯罪。女权主义期刊、组织和会议必须积极地将巴勒斯坦和其他定居者殖民暴力和剥夺案例作为女权主义问题的中心,不仅要认识到殖民暴力在其影响方面是性别化的,例如侵犯生殖权利,而且要认识到性别在构成种族化的殖民等级和结构方面起着关键作用。这意味着女权主义者需要超越对妇女问题和性别暴力的关注,并与所有巴勒斯坦人以及殖民暴力和系统性压迫的其他受害者站在一起,无论他们是妇女、儿童还是男性。作为第一步,学者和机构必须向巴勒斯坦女权主义者和其他土著女权主义者学习,她们长期以来阐明了定居者殖民剥夺和殖民暴力的性别维度,放大了她们的声音,引用了她们的学术成果,最重要的是,根据她们的论点的含义采取行动,积极去殖民化西方学术界,结束其与定居者殖民主义的共谋。在制度层面上,抵制共谋要求对以色列的“学者屠杀”采取紧急行动——有针对性地摧毁巴勒斯坦的大学、学生和教育工作者。我们呼吁学术界通过直接财政援助、研究合作和倡导保护巴勒斯坦学者来支持加沙大学的重建(Fozbu 2025)女权主义学者必须采取明确的立场,反对机构对以色列定居者殖民主义、种族隔离和种族灭绝的支持。这意味着积极参与抵制,撤资和制裁(BDS)运动,拒绝与以色列学术机构和其他共谋巴勒斯坦压迫和剥夺的组织合作,例如武器制造商和技术公司,并要求大学从这些公司中撤资女权主义者也应该为那些因为支持巴勒斯坦人的权利而受到纪律处分甚至被开除的同事和学生辩护,并要求大学维护言论和抗议自由的权利。在学术界之外,女权主义者应该公开反对政府的种族灭绝政策,保护以色列免于问责,同时压制巴勒斯坦的团结运动。 面对这些不公正,女权主义团体必须拒绝沉默,而是利用其平台、网络和研究来要求有意义的改变。这不仅仅是一种理论练习——它是一种道德要求。去殖民主义女权主义是一种实践,而不是隐喻。作为致力于正义的学者,我们必须挑战体制上的共谋,打破沉默,坚定地与巴勒斯坦团结一致。如果女权主义学术界不采取行动,它不仅会保持沉默,而且会积极参与维持定居者殖民主义、种族隔离和种族灭绝。我们邀请性别、工作和;该组织将作为一个特别问题的基础,以恢复女权主义的变革潜力,突出非殖民女权主义在对抗系统性压迫方面的实践,包括定居者-殖民地暴力和各自学术机构和政府的共谋。团结绝不是夸夸其谈——它必须转化为对正义和解放的持续、可见和毫无歉意的支持。正如奥德丽·洛德提醒我们的那样,“你的沉默不会保护你”(2017)。女权主义者的抵抗不能是有条件的。沉默是同谋,而同谋杀人。作者声明无利益冲突。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
11.50
自引率
13.80%
发文量
139
期刊介绍: Gender, Work & Organization is a bimonthly peer-reviewed academic journal. The journal was established in 1994 and is published by John Wiley & Sons. It covers research on the role of gender on the workfloor. In addition to the regular issues, the journal publishes several special issues per year and has new section, Feminist Frontiers,dedicated to contemporary conversations and topics in feminism.
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