Literacy studies scholarship and pedagogy have not attended comprehensively to Jewish cultural literacies or the discursive operations of anti-Jewish hate. As a result, antisemitic rhetoric may be employed, strategically or accidentally, by people who do not see themselves as antisemitic--and who, regardless of their critical and cultural literacies, cannot accurately identify that rhetoric as such. In this article, I draw upon existing research, both mine and other scholars', as I explore how histories of Jewishness and antisemitism disrupt binary understandings of race, power, and partisanship; explicate how these disruptions complicate efforts to recognize and understand antisemitic rhetoric; and identify strategies for moving forward with greater awareness of antisemitism as a rhetorical system and deeply situated cultural ideology. This article gestures toward the development of teachers' and students' antisemitism literacy.