Public funds lobbied, directed away from meaningful education
Jun 11, 2007 — When Representative Carolyn B. Maloney (D-NY), speaking at Stern College last spring noted that she had submitted legislation on funding for Holocaust education, Joseph Luders, PhD, David and Ruth Gottesman Assistant Professor of Political Science, saw a role for his students to play.
“I suggested that they pry it from the subcommittee, where it had died in previous Congresses,” Dr. Luders said. “Their job is to help the bill through the legislative obstacle course. I’m confident that they can make this happen.”
If passed, the Simon Wiesenthal Holocaust Education Assistance Act (HR 1092) will provide $2 million a year for five years to non-profit educational organizations to fund classes, conferences, educational materials, and teacher training to educate about the Holocaust.
Incoming sophomore Chaya Citrin, the project’s coordinator at Stern, said her 23-member group lobbied the House Subcommittee on Early Childhood, Elementary, and Secondary Education. When the bill was introduced to Congress in February, it had nine cosponsors, a number that had risen to 41 by the time of its referral to the subcommittee on June 5.
“The bill is not controversial and we don’t believe anyone will vote against it,” Citrin said. “But there are so many bills submitted to Congress, it will take a lot of pushing and drumming up of public support.”
The Yeshiva College contingent, headed by incoming senior Michael Goon, took on the Senate subcommittee. He reported that while the bill is still in committee, two sponsors—Senator Frank R. Lautenberg (NJ) and Senator Arlen Specter (PA)—have joined its original sponsor, Senator Robert Menendez (NJ).
In addition, students have solicited the support of religious, education, and human rights groups in each representative’s district and urged them to call for passage of the bill.
“It cultivates their leadership skills and teaches them that they are capable of bringing about positive political change,” Dr. Luders said, pointing out that students “button-holed” people on campus and set up tables with petitions and sample letters addressed to members of Congress.
“I’ve learned that getting involved in politics is time-consuming and requires a lot of effort,” says Citrin.