Baroness Deech (CB)

My Lords, what a relief it was to hear the brilliant speech of the noble Baroness, Lady Fleet, for which I will always be grateful. I had hoped to avoid too much controversial material about antisemitism today, but it is impossible. I agree with the analysis of the noble Lord, Lord Pickles, about what happened during the war, but I think it amounts only to the possible removal of the word “Nazi” from Amendment 32, which I otherwise support. I also support Amendment 38A in the name of the noble Viscount, Lord Eccles. The question we have not asked is: what are we supposed to be learning from the learning centre? No one has ever told me. We know that it is to be about the British involvement in or reaction to the Holocaust, which is a far cry from the broad panorama of history outlined so well by the noble Lord, Lord Pickles. So I do not see why that has any bearing on the apparent plans for the so-called learning centre, which is just a small exhibition. I wonder what is meant when Britain’s politicians and the promoters of this project support Holocaust remembrance, memorials and “never again”, because what I see is ignorance of the history of antisemitism, as so eloquently set out by the noble Baroness, Lady Fleet, and the noble Lord, Lord Pickles. Unfortunately, as we all know, antisemitism is on the rise again, despite more than 300 memorials around the world. Sometimes, it seems as though the faster they go up, the more antisemitism grows. Antisemitism is to be found everywhere, sadly, even inside the Palace of Westminster. I am sorry to see that it has been hinted sometimes that it is antisemitic to oppose the memorial and learning centre. Far from it: the Jewish community is divided. Indeed, in some ways the memorial and learning provide a sort of fig leaf. It is all too easy to imagine an antisemite sitting in the front row of national Holocaust remembrance events, posing to have a photograph taken in Parliament, signing the book of remembrance and then going on to have tea with Hamas and say, “My friends, Hamas”, because, as the American author put it, everyone loves dead Jews; the living, not so much. Unfortunately, the words “Holocaust” and “genocide” have been globalised and are now tossed around as rather trivial concepts. It is a continuing threat, and four little rooms in Victoria Tower Gardens are hardly likely to cover a history of at least 2,000 years. What is the learning centre about? It is not about learning; it is an exhibition. The Holocaust was about the culmination of at least 2,000 years of antisemitism, largely fuelled by the Church, and its modern continuation in which Islamism plays a large part. I submit that the lessons of the Holocaust—if anything is to be learned from the learning centre—should be about the destruction of antisemitism. This means modifying any religious teaching that depicts the Jews as Christ killers—a teaching that I was subjected to at school—or as inferior or evil in any way. It also means, and this is difficult, treating Israel like any other country, many of which were established after the war to meet the independence demands of certain populations and which nearly all involved major displacements of existing populations and their subsequent picking up of their lives again—as did the parents of many in this Room. Only the Palestinians refuse to accept the international reality. One can combine the history of antisemitism and the situation of Israel today by pointing out that it is the only Jewish state in the world, and the only one guaranteed to protect Jews to the best of its ability and to grant them a safe haven. Note that all the genocides that have occurred recently are of people who were in a minority and lacked their own state and self-defence. I come to the importance of defining what is to be included in the learning centre and what one is supposed to learn from it. The Government do not seem to know. The 2015 report pointed out the uniqueness of the Holocaust and said that the learning centre would also help people understand the wider lessons of including it in other genocides. Then Mr Greenberg, who was involved in planning the layout of the learning centre, gave evidence to the public inquiry and said that it would include the murder of millions of Cambodians, Rwandans and Bosnians. But the noble Lord, Lord Greenhalgh, in reply to my Written Question of 12 February 2021 said that it would include all victims of Nazi persecution and subsequent genocides. Then the noble Baroness, Lady Scott of Bybrook, said on 10 May 2023, in answer to another Question of mine, that it would include Cambodia, Rwanda, Bosnia and Darfur. Other replies have said that inclusions remain to be considered and the noble Lord, Lord Khan, said on 20 March that: “The learning centre will look at subsequent genocides through the lens of the Holocaust”,—[Official Report, 20/3/25; col. GC 437.] whatever that means. We have no firm statement from any Government that it will be confined to the Jewish genocide and the politics of this have always been about including other genocides in government-funded Holocaust ventures, lest the Jewish genocide is treated as superior or exclusive. This matters because of the cheapening of the word “genocide” and its application to any loss of life that is widely deplored. Worse still, the new term negates the Jews. There are those who regard the 1948 exodus of Palestinians from Israel as a genocide and those who regard the deaths in Gaza as a genocide, disregarding the legal definition and the lack of intent. Germany has been accused of focusing too much on the Holocaust and of ignoring so-called colonial crimes and not allowing comparisons with the Holocaust. Almost unbelievably, the first version of this year’s invitation to Holocaust Memorial Day included the Gazans in the objects for commemoration. This aroused shock and dismay among many in the Jewish community and had to be withdrawn and the chair of the HMDT apologised. Apology is insufficient, because it shows a fundamental misunderstanding of the politics of genocide and its inversion. One cannot separate out HMDT and the other Holocaust establishment organisations from what is going on and Holocaust remembrance. Whatever happens in Gaza cannot be compared with the Holocaust. To place Israel’s self-defence on a continuum with, for example, the Einsatzgruppen during the war is to show the damage being done by the lack of scholarly input into the so-called learning centre: input from learned Jewish scholars who are not taking orders from politicians. The Holocaust is being used now to tell a nationalist or politically convenient story, and that is what the learning centre appears to be about, because it packages what happened in a box labelled 1939 to 1945 and the British reaction. It is time for the Jewish community to reclaim the memory of our unique tragedy and explain its antisemitic roots our way. These national Holocaust ceremonies are being used to defame Israel and divert attention away from the roots of antisemitic murder. The learning centre cannot compare with the scholarly output of, for example, the Weiner library, UCL, the National Holocaust Centre and the educational programmes of the 21 learning centres already in existence. If it goes on down this multi-genocide path, the allegations against Israel will get worse. One can only hope that those who are, as it were, the establishment and are responsible now for the national remembrance events will not be leading the contents and administration of the centre, if it is built. It has been assumed too readily, without evidence, that being exposed to the facts of the Holocaust prevents lapses into antisemitism, but it has not—it has failed. The late Lord Sacks explained how antisemitism now focuses on the one and only Jewish state. It is only a state of one’s own and the means of self-defence that stop genocide. If Israel had existed in 1938, which it did not because there was a British mandate, rather than in 1948, and if it had been able to take in refugees, rather than being blocked by the British, how many thousands or millions of lives might have been saved? Now we see the inversion of the words “Holocaust” and “genocide” against the Jews. I ask the Minister to explain exactly what we are supposed to learn from the learning centre and what genocides or Holocausts it will include?