Leonard Petlakh
Leader of the Israel Clubs in NYC

A) What qualities make the nominee deserving of the Z3 Bridge Builder Award?

Under Leonard Petlakh’s leadership, Israel Clubs in Brooklyn and Manhattan public schools have effectively addressed the generational gap in understanding Israel. Many students, exposed to one-sided narratives from social media, lack an unbiased space to learn about Israel and its complexities. The Israel Clubs at Brooklyn Technical, Millennium, Leon M. Goldstein, and School of the Future High Schools provide inclusive forums where Jewish and non-Jewish students can engage with topics like antisemitism and cultural identity.
Leonard has fostered partnerships with groups such as the Muslim Student Union and Black Student Union to encourage cross-cultural dialogue, breaking down barriers and promoting understanding. Events like letter-writing campaigns for Israeli soldiers and cultural celebrations connect students on a human level beyond politics.

The clubs are responsive to current events, such as adapting after the October 7th attacks to provide balanced discussions on the Israel-Hamas conflict. This adaptability ensures the clubs remain relevant, addressing student needs in real time.
Leonard emphasizes student leadership, giving participants ownership of planning and events helping to cultivate a new generation of informed leaders.

By addressing the generational gap and fostering dialogue, the Israel Clubs have become crucial platforms for students to form opinions and navigate complex issues, making Leonard’s work impactful and sustainable.

B) In what ways has the nominee demonstrated exceptional leadership and commitment to their work in bridging divides?

Under Leonard's guidance, the Israel Clubs have developed into effective platforms for dialogue, education, and cultural exchange among students from diverse backgrounds. His leadership has created spaces where Jewish and non-Jewish students can engage in open discussions about Israel’s culture, history, and complex geopolitical issues. The clubs aim to bridge generational gaps and provide balanced education on Israel, allowing students to explore topics like antisemitism and cultural identity in a supportive and inclusive environment.

A key element of the Israel Clubs' success is the role of the shlichim (emissaries), who, under Leonard’s direction, facilitate bi-weekly sessions at various schools. These shlichim lead interactive activities that present students with an authentic view of Israel, counteracting misconceptions and providing valuable insight into the country's culture and people. Leonard’s leadership ensures that the shlichim are empowered to deliver high-quality, engaging educational experiences that help students connect on a deeper level.
In addition to fostering education, Leonard’s leadership emphasizes student empowerment. He encourages students to take active leadership roles within the clubs, allowing them to plan and execute events under the guidance of the shlichim. This approach helps develop students’ leadership skills while ensuring that the clubs remain student-driven and responsive to their needs.
Leonard’s adaptability has also played a crucial role in the ongoing success of the Israel Clubs. Under his direction, the program has evolved to remain relevant to students' interests and concerns. The clubs offer a safe environment for students to explore various perspectives, ensuring that they feel heard and supported.

Through Leonard’s leadership and the dedicated work of the shlichim, the Israel Clubs have become vital spaces for learning, dialogue, and personal growth. His commitment to fostering inclusivity, student leadership, and thoughtful engagement with Israel has helped bridge divides and build mutual understanding among students from various backgrounds.

C) How has the nominee's work impacted the Jewish community and beyond?

Under Leonard’s leadership, the impact of the Israel Clubs has extended beyond the Jewish community, fostering cross-cultural engagement and understanding among students from various backgrounds. By creating spaces for education about Israel that are open to both Jewish and non-Jewish students, Leonard has built a model that promotes inclusivity and bridges gaps in knowledge and perception. His approach has empowered Jewish students to feel confident in their identity while providing non-Jewish students with opportunities to learn and engage with Israel in a respectful and open environment.

The Israel Clubs have not only strengthened the Jewish community but also created a platform for mutual respect and dialogue with broader communities. Leonard’s work has helped dispel misconceptions about Israel and Judaism, promoting a deeper understanding of these topics in diverse school settings. This educational outreach has had a profound effect on students, equipping them with the tools to engage in meaningful, informed discussions about Israel and Jewish culture, fostering empathy and cooperation across different cultural and religious lines.

Additionally, Leonard’s work has instilled a sense of leadership among participants, both within the Jewish community and beyond. By encouraging students to take on active roles in organizing events and leading discussions, he has empowered a new generation of leaders equipped to continue bridging divides and fostering inclusivity. This leadership development has had a ripple effect as students bring the skills and understanding gained through the Israel Clubs back to their communities, further amplifying the impact.