Key Takeaways
- Maya Hockey, a Jewish university student who immigrated from the United States to Australia as a child, described receiving explicit antisemitic threats on social media, including the coded phrase “Gastza joosh,” which translates to “gas the Jews.”
- She testified before the Royal Commission on Antisemitism and Social Cohesion that similar hateful remarks—such as “Heil Hitler”—were routinely directed at her by peers in both public and Christian schools, sometimes even by friends she considered close.
- Hockey explained that the persistent harassment forced her to conceal her Jewish identity at school, believing that keeping her background secret would shield her from further abuse.
- Her testimony highlights how antisemitism can infiltrate everyday school environments, affecting students’ sense of safety, belonging, and willingness to express their cultural or religious identity.
- The Royal Commission’s hearings aim to document such experiences, assess the prevalence of hate speech in educational settings, and recommend policies to strengthen social cohesion and protect minority communities.
Background of Maya Hockey’s Testimony
Maya Hockey appeared before the Royal Commission on Antisemitism and Social Cohesion to share personal experiences of antisemitic harassment she endured throughout her schooling in Australia. Born in the United States to a Jewish family, Hockey moved to Australia at a young age and attended a mix of public and Christian‑affiliated schools. Her testimony was part of a broader effort by the Commission to gather first‑hand accounts that illustrate how hateful ideologies manifest in everyday interactions, particularly among youth. By speaking publicly, Hockey hoped to shed light on the subtle yet damaging ways antisemitism can become normalized in school cultures, influencing both the victims and the broader student body.
The Specific Incident on Instagram
During her testimony, Hockey recounted a troubling episode that occurred after she posted a message on Instagram. A user responded with the phrase “Gastza joosh,” a deliberate misspelling of the German expression “Gasz die Juden,” which means “gas the Jews.” Although the wording was altered to evade detection by casual observers, Hockey immediately recognized its genocidal connotation. She described feeling a surge of fear and disbelief, noting that the message was not an isolated joke but a clear endorsement of violence against Jewish people. This incident exemplified how online platforms can be weaponized to spread hate, often using coded language to skirt moderation policies while still conveying a dangerous message to those who understand it.
Patterns of Antisemitic Remarks in School Settings
Beyond the Instagram episode, Hockey explained that antisemitic taunts were a recurring feature of her school life. She recalled hearing classmates shout “Heil Hitler” in hallways, cafeterias, and even during classroom discussions. These remarks were not limited to strangers; they sometimes came from friends she had trusted, which made the betrayal feel particularly painful. Hockey emphasized that the comments were often presented as “jokes” or “edgy humor,” yet they carried an underlying menace that left her feeling unsafe and alienated. The repetition of such language created an environment where antisemitism was tolerated, if not implicitly encouraged, by peer groups.
Emotional Impact and Coping Strategies
The relentless stream of hateful comments took a significant toll on Hockey’s emotional well‑being. She described having to “sit there and take it” while pretending that the abuse was normal—a coping mechanism she adopted to avoid drawing further attention to herself. Over time, the constant need to monitor her reactions and suppress her true feelings led to anxiety, hypervigilance, and a sense of isolation. Hockey noted that the psychological burden extended beyond the school grounds, affecting her confidence in social situations and her willingness to engage openly with peers about her heritage.
Decision to Conceal Her Jewish Identity
In response to the pervasive harassment, Hockey made a conscious decision to hide her Jewish identity while at school. She explained that she believed concealing her background would reduce the likelihood of being targeted, thinking that if others did not know she was Jewish, they would have less reason to direct antisemitic remarks at her. This strategy, however, came at a personal cost: she felt compelled to suppress a core aspect of her identity, leading to feelings of inauthenticity and internal conflict. Hockey’s experience underscores how victims of prejudice may resort to self‑erasure as a survival tactic, even though it undermines their sense of self‑worth and belonging.
Broader Implications for School Communities
Hockey’s testimony illuminates broader challenges faced by minority students in Australian educational settings. When hate speech becomes normalized, it erodes the principles of inclusivity and respect that schools are meant to uphold. The presence of antisemitic comments—whether overt or cloaked in humor—can discourage Jewish students from participating fully in academic and extracurricular activities, limit their willingness to report incidents, and perpetuate a climate of fear. Moreover, the phenomenon is not isolated to Jewish students; similar dynamics can affect other ethnic, religious, or cultural minorities, indicating a systemic issue that requires comprehensive intervention.
The Role of the Royal Commission
The Royal Commission on Antisemitism and Social Cohesion was established to investigate the prevalence, causes, and consequences of antisemitism in Australia, with a particular focus on how it manifests in schools, workplaces, and online spaces. By collecting testimonies like Hockey’s, the Commission aims to build an evidence‑based foundation for policy recommendations. These may include stronger anti‑harassment policies in educational institutions, improved training for teachers and staff on recognizing and addressing hate speech, and enhanced support services for affected students. The Commission’s work also seeks to promote public awareness campaigns that challenge antisemitic stereotypes and foster intercultural dialogue.
Recommendations for Preventing Future Incidents
Based on Hockey’s experience and similar accounts, several preventive measures emerge as critical. First, schools should implement clear, zero‑tolerance policies toward hate speech, coupled with consistent enforcement mechanisms. Second, curricula should incorporate education about the Holocaust, antisemitism, and the dangers of hate‑filled rhetoric, fostering empathy and critical thinking among students. Third, institutions must provide accessible reporting channels that protect whistleblowers from retaliation, ensuring that victims feel safe coming forward. Finally, fostering alliances between student groups, faith‑based organizations, and anti‑hate NGOs can create a supportive network that reinforces messages of respect and solidarity.
Conclusion: Moving Toward a More Inclusive Society
Maya Hockey’s candid testimony serves as a stark reminder that antisemitism remains a lived reality for many young people, even in multicultural societies like Australia. Her story highlights the personal anguish caused by hateful comments, the coping strategies victims adopt, and the broader societal costs when such prejudice goes unchecked. By amplifying voices like Hockey’s within the Royal Commission’s inquiry, Australia has an opportunity to confront these challenges head‑on, enact meaningful reforms, and cultivate school environments where every student—regardless of religion or ethnicity—can learn, grow, and express their identity without fear. The path forward demands collective vigilance, education, and a steadfast commitment to upholding the values of dignity and social cohesion for all.