Journal of Jewish Education最新文献

{"title":"Jewish Sunday Schools: Teaching Religion in Nineteenth-Century America <i> <b>Jewish Sunday Schools: Teaching Religion in Nineteenth-Century America</b> </i> , by Laura Yares, New York, New York University Press, 2023, 264 pp., $39.00 (hardback), ISBN 978-1479822270","authors":"Zev Eleff","doi":"10.1080/15244113.2023.2267935","DOIUrl":"https://doi.org/10.1080/15244113.2023.2267935","url":null,"abstract":"","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134973926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Other Dual Curriculum: Jewish Community High School Students’ Reflections on What Counts as “Jewish” Learning","authors":"Ari Y. Kelman, Ilana M. Horwitz, Abiya Ahmed","doi":"10.1080/15244113.2023.2258236","DOIUrl":"https://doi.org/10.1080/15244113.2023.2258236","url":null,"abstract":"ABSTRACTResearch on Jewish day schools has long focused on the challenges they face in managing the tension between the “Jewish” and “general” components of their “dual curriculum.” Interviews with 34 graduating seniors of a private, community Jewish high school found that students experienced another dual curriculum within the school’s approach to Jewish Studies. This other dual curriculum points to the central tension of liberal Jewish education, which is caught between two approaches: one that is fundamentally discursive, deliberative, and inquiry based and one that is essentially instructional and normative.KEYWORDS: Dual curriculumJewish day schoolslearningstudents AcknowledgmentsThe authors would like to thank our partners at Hillel High and the school’s graduating class of 2018, who gave us so much time and energy, and allowed us to conduct this study. We also wish to extend our gratitude to our research partners on the project, Marva Shalev Marom and Jeremiah Lockwood, and to the anonymous readers of the article’s first draft, whose insightful comments helped us focus our key insights.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 “Brad,” “Hillel High School,” and the names assigned to any other participant in this study are pseudonyms intended to maintain the anonymity of participants and the community. This project was conducted under the supervision of the Stanford University Institutional Review Board and corresponds with all guidelines pertaining to the ethical treatment of human subjects, including the maintenance of their anonymity.Additional informationNotes on contributorsAri Y. KelmanAri Y. Kelman is Associate Professor and the Jim Joseph Chair in Education and Jewish Studies at the Graduate School of Eduation at Stanford University.Ilana M. HorwitzIlana M. Horwtiz is Assistant Professor and Fields-Rayant Chair in Contemporary Jewish Life at Tulane University.Abiya AhmedAbiya Ahmed is Director of the Markaz Resource Center and Associate Dean of Students at Stanford Unviersity.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135345425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Editor’s Note","authors":"Ilana Horwitz, Mijal Bitton","doi":"10.1080/15244113.2023.2243827","DOIUrl":"https://doi.org/10.1080/15244113.2023.2243827","url":null,"abstract":"Published in Journal of Jewish Education (Vol. 89, No. 3, 2023)","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138517720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Learning to Learn with a Havruta: Pragmatic and Ethical Facets","authors":"Esty Teomim-Ben Menachem, Elie Holzer","doi":"10.1080/15244113.2023.2239384","DOIUrl":"https://doi.org/10.1080/15244113.2023.2239384","url":null,"abstract":"ABSTRACT What are students’ perceptions of havruta learning after osmotic socialization? This osmosis is achieved solely by observing and emulating behaviors from other havruta learners. Perceived benefits include improvement of thinking and social skills and correcting misunderstandings, whereas challenges include the limitation of one’s freedom and a sense of missing additional learning opportunities. Particularly relevant for educators seeking to cultivate intentional havruta practices among students., these findings underline the need for a nuanced pedagogy that is highly attentive to students’ spontaneous discovery of pragmatic and ethical insights, as well as how enhancement of the ethical dimension of havruta may support students’ engagement with personal challenges in this learning format.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48807328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“It’s Funny to Stand at the Siren”: Children’s Perspectives of Holocaust Martyrs’ and Heroes’ Remembrance Day","authors":"S. Manzura","doi":"10.1080/15244113.2023.2224128","DOIUrl":"https://doi.org/10.1080/15244113.2023.2224128","url":null,"abstract":"ABSTRACT The article summarizes a study that examined the perspective of kindergarten children on Holocaust Remembrance Day as expressed in the discourse events of children with kindergarten teachers and early childhood education students during Holocaust Day in state kindergartens in Israel in a variety of localities. The article focuses on the kindergarten children’s attitude to visual-material representations in physical space that are integrated into the ceremony, conversation, and story. Analyzing the discourse raised a variety of themes that include the children’s feelings, thoughts, and ideas, from which understandings and implications can be extracted for educational practice.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59880488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Realizing I’m Sephardi”: Navigating Prayer and Curricular Discontinuities in Majority-Ashkenazic Day Schools","authors":"E. Rand","doi":"10.1080/15244113.2023.2242964","DOIUrl":"https://doi.org/10.1080/15244113.2023.2242964","url":null,"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.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44310492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Eat, Pray, Wait: The Informal Israeli Jewish Education of Ethiopian Youth Awaiting Aliyah","authors":"Marva Shalev Marom","doi":"10.1080/15244113.2023.2242516","DOIUrl":"https://doi.org/10.1080/15244113.2023.2242516","url":null,"abstract":"ABSTRACT For Jewish Ethiopian refugees at the Tikvah summer camp in Gondar, Ethiopia, Jewish informal education keeps their dreams of Jerusalem alive while simultaneously reinforcing Israeli gatekeeping practices. The ethnic and religious ideologies underlying Israeli nation-building and statecraft surface in the campers’ exterritorial encounter with Israel’s vision of an “ideal” Jew. Through a collaborative, community-based approach, this study provides a holistic representation of Tikvah as a world suspended between Israeli socialization and informal Jewish education, exposing the distance between the diverse traditions and identities of Jews across the world and Israel’s reconfiguration of what it means to be a “Jew.”","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43040316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Book Review","authors":"Joshua S. Ladon","doi":"10.1080/15244113.2023.2240684","DOIUrl":"https://doi.org/10.1080/15244113.2023.2240684","url":null,"abstract":"","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43743249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Fraying Connection: Israeli-American Perspectives on Diasporic Hebrew Learning Through and Beyond Jewish Education","authors":"H. Kober","doi":"10.1080/15244113.2023.2239385","DOIUrl":"https://doi.org/10.1080/15244113.2023.2239385","url":null,"abstract":"ABSTRACT In this hybrid ethnographic case study, I explore how a cadre of Israeli-American parents in Los Angeles navigate the local Hebrew education landscape to seek linguistic resources for their children. I examine how participants envision Hebrew learning and determine the roles of Jewish, Israeli-serving, and public schools in transmitting Hebrew language, Judaism, and Israeli identity. Participants’ perspectives on the vitality and utility of American Jewish institutions mediate their interest in various Hebrew learning offerings, surfacing cues that signal an institution’s trustworthiness. This paper expands discourse on Hebrew education by foregrounding Israeli-heritage individuals’ concerns regarding diasporic Hebrew learning.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46775788","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Polin: Studies in Polish Jewry Volume 30; Jewish Education in Eastern Europe","authors":"Glenn Dynner","doi":"10.1080/15244113.2023.2243192","DOIUrl":"https://doi.org/10.1080/15244113.2023.2243192","url":null,"abstract":"Commentators like Nathan Nata Hannover and Abraham Joshua Heschel have famously extolled the East European Jewish emphasis on education. “Throughout the dispersion of Israel there was nowhere so much learning as in the land of Poland,” wrote Hannover in the wake of the 1648 massacres. In Eastern Europe, recalled Heschel in the wake of the Holocaust, even poor Jews were like “intellectual magnates [who] possess a wealth of ideas and of knowledge, culled from little-known passages in the Talmud.” While such posttrauma depictions tend to elide acute problems like limited educational opportunities for women and the widening traditionalist-secularist divide during the twentieth century, there is little doubt that East European Jews placed education at the top of their value system. Despite the centrality of education, argues Eliyana Adler in her introduction to Polin 30, it continues to be treated by scholars “separately or as a symptom or effect rather than a cause of change and development.” The contributors to Polin 30, in contrast, “demonstrate that there is much more to be discovered and provide models of how to integrate the study of education into Jewish history” (p. 6). Indeed, the contributors provide rich insights into the crucial yet underdeveloped subject. What strikes the reader most is the sheer variety of educational experiments during Eastern and East Central European Jewish modernity. Education helps explain the dynamism of these communities on the eve of the Holocaust. As Geoffrey Claussen shows, even traditionalist Jewish education experienced disruption and fracture as new musar yeshivas added secular studies and intensive ethics to the older Talmudo-centric curriculum. The next contributors address Hungarian regions, demonstrating that the secularist-traditionalist divide in education occurred there earlier. These chapters are followed by valuable contributions to the study of Jewish education in the late 19th-century-Tsarist Empire. Vassili Schedrin provides a masterful essay on how the emergence of Russian Jewish historiography was an essentially pedagogical undertaking that sought to inculcate a sense of the “pathos” and a “national Jewish component with universal human civilization” by including rebels and heretics alongside paragons of piety (p. 126). Victoria Khiterer addresses Jewish education in the fraught case of Kiev, highlighting the typical imperial Catch-22: “when the Russification desired by tsarist authorities succeeded among wealthy Jewish circles, the Russian government reversed its policy” by means of higher quotas aimed at “preventing an influx of Jews into secondary schools and universities.” As restrictions on Jewish schools remained in place, “Kiev’s Jews were deprived of the right to either Jewish or general education” (p. 178). Brian Horowitz revisits debates about the heder","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42492670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}