Many long years ago – perhaps thirty-five? – I read an article describing what was being taught in schools in Palestine, and it made my blood run cold. I don’t recall what periodical it was in, but it certainly wasn’t anything on the right because back then (pre-internet) I wasn’t reading media on the right. It described students macerated in murderous hatred for Israel and Jews, and it was crystal clear that this was going to bear especially disastrous fruit some day.
And it did.
Little did I know at the time that something similar had started to happen to our own children – a bit muted, yes, but similar, although I only came to know about it later on. In America, it wasn’t just about hating Israel, although that formed a significant part of it. It was also about hating the US and western civilization.
This article (hat tip: commenter “miguel cervantes”) is an in-depth look at where this was done, how it was done, and by whom it was done:
Since 1981, American universities have accepted $13.1 billion from Qatar, Saudi Arabia, the UAE, and Kuwait (Bard, 2024). Qatar alone contributed nearly $6 billion. Roughly 73% of these contributions are worth approximately $10.7 billion. None of these billions have any publicly stated purpose despite federal disclosure requirements (Bard, 2024). …
Here’s what we do know. Saudi Arabia gave Georgetown’s Prince Alwaleed Bin Talal Center $20 million. The funding was structured to “follow” the center’s director. This gave the Saudi government effective control over who held the position (Middle East Forum, 2020). Qatar Foundation International sponsored K-12 teacher training sessions. They covered travel and expenses for American educators attending workshops on Middle East history (Institute for the Study of Global Antisemitism and Policy, March 2025). At least one donation explicitly funded a Palestinian Studies professorship at Brown. The position went to someone who supports boycotting Israel (Bard, 2024).
That was Doumani. His position didn’t exist until foreign money created it. His influence shaped the curriculum materials that were used in roughly 8,000 schools. Those materials reached approximately one million students annually. Brown ended the Choices Program in 2025. The university cited financial pressures and mounting criticism over the program’s Israel-Palestine materials as reasons for shutting it down.
The pattern repeats everywhere. Foreign governments fund academic positions. Universities fill those positions with scholars who share the donors’ worldviews. Those scholars create curriculum materials. The materials reach thousands of schools nationwide. Teachers trust them because they bear prestigious university names. Parents never question them because they don’t know the funding sources. Students absorb frameworks that were designed by foreign governments to advance foreign interests.
And it works. Research examining the years 2015 to 2020 found something striking. Institutions that accepted Middle Eastern funding experienced 300% more antisemitic incidents than institutions that didn’t accept such funding (Network Contagion Research Institute, 2024). Separate studies reached the same conclusion.
Seeds are dropped, and it spreads and spreads.
More:
The scholars it trained, the frameworks it promoted, the orthodoxy it enforced are now embedded throughout American academia. They’re training the next generation. It’s a self-perpetuating system that grows more extreme with each cycle.
These scholars don’t stay confined to Middle East Studies departments. They spread to Education departments where they train future K-12 teachers. They move into Schools of Social Work. They populate Ethnic Studies programs where they apply Middle East frameworks to American history. The infection metastasizes. Then it flows downstream to every institution these graduates enter.
Much much more at the link, including the influence of China.
We’ve seen the results. The generational aspect of the problem has been especially apparent after 10/7.
The author continues:
The few states that tried to implement reforms discovered they were attempting to drain an ocean with a bucket. The system is too large. Too interconnected. Too self-reinforcing for any incremental reform to work. It requires comprehensive action at the federal level. It requires sustained political will across multiple administrations. Anything less than that will fail.
The author goes on to recommend a comprehensive 10-point plan to reverse the course of this multi-faceted titanic perversion of US education. It’s hard to imagine we’ll muster the political will to do this, but something extremely drastic is necessary – long past necessary.
