“Realizing I’m Sephardi”: Navigating Prayer and Curricular Discontinuities in Majority-Ashkenazic Day Schools

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH
E. Rand
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引用次数: 0

Abstract

ABSTRACT Many American Jewish day schools, where most staff and students adhere to Ashkenazic traditions, perpetuate the normativity of Ashkenazic practice and culture, both reflecting and reinforcing the status of Sephardic communities as “minorities within a minority.” This article draws on Sephardic adults’ recollections of the “Ashkenormative” aspects of their K-12 experiences to explore whether and how discontinuities between the home and school religious practices of Sephardic students contribute to their sense of belonging in school within a broader Jewish American landscape. Findings demonstrate how seemingly insignificant classroom interactions and institutional policies can inform the attitudes of minority adolescents towards themselves, their families, and their communities; and how these attitudes continue to develop throughout late adolescence and into adulthood.
“意识到我是塞法迪”:引导大多数阿什肯纳兹走读学校的祈祷和课程中断
许多美国犹太走读学校的大多数教职员工和学生都坚持德系犹太人的传统,使德系犹太人的习俗和文化的规范性得以延续,这既反映了也加强了西班牙系犹太人社区作为“少数民族中的少数民族”的地位。本文利用西班牙系成年人对他们K-12经历的“阿什克规范”方面的回忆,探讨西班牙系学生家庭和学校宗教实践之间的不连续性是否以及如何在更广泛的犹太美国景观中促进他们在学校的归属感。研究结果表明,看似无关紧要的课堂互动和制度政策如何影响少数民族青少年对自己、家庭和社区的态度;以及这些态度如何在青春期后期和成年期继续发展。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Jewish Education
Journal of Jewish Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
0.70
自引率
75.00%
发文量
15
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