Journal of Jewish Education最新文献

{"title":"Latin Jewish Families and Their Educational Choices: Navigating Multiple Identities","authors":"Ariela Ronay-Jinich","doi":"10.1080/15244113.2023.2243628","DOIUrl":"https://doi.org/10.1080/15244113.2023.2243628","url":null,"abstract":"ABSTRACT This study explores how Latin Jewish families navigate their intersecting identities as they make educational and other socialization choices for their children regarding heritage language and culture. Using a qualitative approach, the study focuses on six women, all mothers of young children living in San Francisco/Bay Area, who have chosen to transmit Jewish and Latin cultures and Spanish language to their children. Data analysis involved thematic coding and a grounded theory approach. The findings suggest that parents’ (in this case, mothers’) diasporic and minoritized cultural experiences play a large role in shaping their views, goals and practices for transmitting multiple diasporic cultures to their children. Understanding their choices offers Jewish educators and institutional leaders a critical view into better serving this Jewish demographic.","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":"43886946","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":"Stretched Too Thin: A Narrative Study of the Experiences of Early Career Principals in Jewish Day Schools","authors":"Maury Grebenau","doi":"10.1080/15244113.2023.2206060","DOIUrl":"https://doi.org/10.1080/15244113.2023.2206060","url":null,"abstract":"ABSTRACT Early career principals in Jewish day school are frequently unprepared for the role, contributing to attrition in school leadership. This narrative study explores the socialization of ten Jewish day school principals in the first three years of their first position. These leaders have similar feelings of being overwhelmed and unprepared as principals in other school contexts. They also experienced stress factors unique to Jewish day schools, exacerbating the challenges of socializing into their new role. In response, principals seek support structures within and outside of the school. Conscious cultivation of support may contribute significantly to principal retention.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44041105","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":"Morey Schwartz","doi":"10.1080/15244113.2023.2205788","DOIUrl":"https://doi.org/10.1080/15244113.2023.2205788","url":null,"abstract":"Portraits of Adult Jewish Learning offers much food for thought for what makes for effective adult Jewish learning. In her Introduction to the book, editor Diane Schuster invites us to embrace a significant paradigm shift in how we define adult Jewish learning. She suggests that we move away from defining adult Jewish learning as a group of learners gathered around a table, immersed in the study of Jewish texts. There are “many different kinds of tables of learning,” she suggests. “Rather than being unified by a common purpose or a single modality of Jewish education (such as beit midrash [study hall], a Hebrew class, or a talk by a rabbi), these learners sit at—or walk around in—or log onto—very different gathering places for study than we have seen before in research that scrutinizes Jewish education” (Schuster, 2022, p. 2). This greatly expanded definition will require, she suggests, a revised approach to research as well. Schuster cites Jon Levisohn who points out that “the customary standards by which past researchers have measured Jewish literacy are now obsolete and too confining . . . .This narrow model of literacy ignored the rich diversity of Jewish people in every community, as well as the many ways that different types of Jews acquired and transmitted knowledge about Judaism and a meaningful Jewish life” (Schuster, 2022, p. 3). Literacy is not to be measured by information absorbed but rather by knowledge gleaned by which adults can “produce their own meanings.” Portraits of Adult Jewish Learning offers a broad and varied collection of portraits of these different “tables” where adult Jewish learning is taking place. Eight sets of researchers share with readers their research on eight different settings for Jewish learning. From discussionfilled museum visits that lead to a sharing of information and insights (Chapter 1) to a reflective and generative deep-dive into the revision of a play whose script is reimagined by a multi-faith group of thoughtful thespians (Chapter 2), Portraits forces us to consider the many different ways that adult Jewish learning is taking place around us, and how we might translate the current life-experiences of Jews into profound learning experiences. Many of the portraits clearly represent alternative approaches to traditional text-study. Some, however, such as the portrait of the partnership between the Jewish Family and Children’s Services of San Francisco with the Shalom Hartman Institute (Chapter 5) and the Wexner Heritage Program’s curricular initiative on pluralism (Chapter 8) describe examples of using texts to frame educational experiences. Some portraits, like the Avodah Jewish Service Corps yearlong service experience (Chapter 3) and the Early Childhood educators learning trip to Israel (Chapter 4) take giant steps away from the traditional model of around-the-table text study and ask readers to expand our framework for what should be included under the umbrella of effective adult Jewish learnin","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46264570","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":"Four Approaches to the Instruction of Halakha, Jewish Law","authors":"Yaakov Jaffe","doi":"10.1080/15244113.2023.2216114","DOIUrl":"https://doi.org/10.1080/15244113.2023.2216114","url":null,"abstract":"ABSTRACT Jewish Schools spend a significant amount of time on the teaching of Halakha—Jewish Law, custom, and ritual. The practice is most prevalent in Orthodox schools, although in truth all Jewish schools spend some time on the instruction of this discipline. Schools differ widely as to the approach they take in the teaching of Halakha, and this submission investigates the different approaches taken to this teaching in Jewish Day schools, with a focus on real quantitative research as to Halakha education in Orthodox Schools.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48552729","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":"We Must Make Them Modern Orthodox: State Religious Education in Israel and Its Attitude to Mizrahi Religiosity in the Nineteen Eighties","authors":"Erez Trabelsi","doi":"10.1080/15244113.2023.2215949","DOIUrl":"https://doi.org/10.1080/15244113.2023.2215949","url":null,"abstract":"ABSTRACT The Israeli state-religious-education system (SRES) held an unfavorable view of Mizrahi religiosity in the 1980s. Text analyses of religious-education heads’ writings indicate that they saw Mizrahi religiosity as a primitive relic of the past and as a “low-level religiosity” and regarded Mizrahi students as uncommitted and compromising. The large numbers of Mizrahi students in the SRES and the “melting pot” ideology prevalent at the time led to a systemic view of Mizrahi students as “religiously disadvantaged”—that is, children whose religion was flawed but rectifiable, with the task of rectifying it entrusted to the system.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46462477","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":"Gray Matters in Institutional Ideology: How Ideological Dilemmas Affect Orthodox Teachers in North American Community Schools","authors":"E. Friedman","doi":"10.1080/15244113.2023.2188321","DOIUrl":"https://doi.org/10.1080/15244113.2023.2188321","url":null,"abstract":"ABSTRACT This paper looked at ideological dilemmas for Orthodox Bible teachers in pluralistic Jewish high schools in North America. A phenomenological approach was used to identify sources of tension and drew on data from 30 semi-structured interviews conducted with teachers of diverse Orthodox affiliations. Findings indicated that teacher tension resulted from inconsistencies in institutional lived and intellectual ideologies, with regard to hiring practices, goals and missions of the school, and curricular and pedagogical autonomy. Tensions were exacerbated by teachers’ outsider status, which caused them to have difficulty interpreting religious, cultural, and social nuances of the school context.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46631013","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":"Israel Education. Clarifying the Job to Be Done","authors":"Alex Pomson","doi":"10.1080/15244113.2023.2169504","DOIUrl":"https://doi.org/10.1080/15244113.2023.2169504","url":null,"abstract":"Benji Davis and Hanan Alexander (2023) have performed a valuable service in categorizing and deconstructing the “various understandings in the literature as to what it might mean for a Jewish learner outside of Israel to receive an Israel education” (p 8). The body of literature they muster, most of it published in the last 20 years, is astonishing in its size, certainly when compared with the relative paucity of English language scholarly work in other content domains of Jewish education, such as prayer, history, Talmud, and Bible. The proliferation of those understandings and the efforts to translate them into curriculum and educational programs surely betray the extent of anxiety about how to ensure that Israel has meaning for American Jews at a time when they are assumed to be increasingly distant from Israel. Davis and Alexander are not the first to employ the tools of philosophical analysis as a means to help educators navigate this congested field, but they are probably the first to do so by grounding their analysis in so extensive a review of literature. Twenty-five years ago, Eisen and Rosenak (1997) set out to distinguish between different ways of thinking about and educating about Israel with the goal of helping to address “the challenge of bringing Israel into the lives of American Jews” (p. iv). The challenges they depicted seem benign compared to those faced by educators today; essentially, how to “nourish possibilities and opportunities for true familiarity and encounter with Israel” (p. 35). They mention “complexity” just once, and then in relation to the inner life of the Jewish people, not with reference to the situation in Israel or the tasks of Israel education. Nevertheless, the conceptual distinctions they employ foreshadow some of those employed by Davis and Alexander. Their landscape includes Israel as “the land of Judaism,” “the land where Jews live as a people,” “a political entity,” “the land of Jewish culture,” and “a thriving western country, living a natural life.” Just over 10 years ago, Isaacs (2011) engaged in a similar exercise, developing a conceptual taxonomy “that describes and critiques the dominant paradigms of Israel education in theoretical and even ideological terms” (p. 483). He identifies what he calls six models: Classical Zionist; Israel Engagement; Jewish Peoplehood; Romantic/Realist; Classical Jewish Text; and Comparative. Isaacs's categories do not readily align with those of Davis and Alexander","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49327540","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":"Becoming A Cosmopolitan Patriot: A Perpetual Imagining of Israel Education","authors":"Jonathan Ariel","doi":"10.1080/15244113.2023.2169499","DOIUrl":"https://doi.org/10.1080/15244113.2023.2169499","url":null,"abstract":"ABSTRACT When Israel, Jewish identity and education are each in a state of profound flux, Israel education for Jews will necessarily be dynamic. In response, an orienting prism is proposed which seeks that Jews inquire appreciatively into Israel with diverse Israelis, whilst using historical thinking. The aim is that there emerge numerous ethical paths to realize patriotic dreams to participate actively in the cosmopolitan world, thus enabling Jewish flourishing.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44757606","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":"Identity Zionism as a Mature Zionist Approach to Israel Education","authors":"G. Troy","doi":"10.1080/15244113.2023.2174316","DOIUrl":"https://doi.org/10.1080/15244113.2023.2174316","url":null,"abstract":"ABSTRACT Identity Zionism as a Mature Zionist Approach to Israel Education Israel Education should be layered, accurate, factual, historical, and able to withstand the most exacting, objective scrutiny. But Israel Education, like all forms of Jewish education, should also instill pride, foster a sense of belonging, and inspire. ,Israel Education should cultivate a sense of Jewish citizenship, urging students, in Israel and throughout the Jewish world to take responsibility for themselves and their people. To achieve that, this article advances a vision of “Identity Zionism,” emphasizing that Zionism is not just a political stance or a movement, but a journey of the Jewish soul from deep from within the Jewish soul – and tradition. This approach is historically valid – just as Theodor Herzl’s Political Zionism addressed the Jewish Problems of the 1890s – anti-Semitism and assimilation – Identity Zionism addresses the most pressing Jewish problem – and Western problem of today – what the sociologist Emil Durkheim called “anomie.” Going far beyond Israel advocacy, Identity Zionism offers Jews a sense of community and a sense of purpose, while also respecting them as individuals. In so doing, Identity Zionism resonates with some of the latest analyses of what young modern Westerners are seeking, be they Jewish or non-Jewish.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44883200","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":"What's Love Got to Do With It: Reevaluating Attachment as the Goal of Israel Education","authors":"Jonah Hassenfeld","doi":"10.1080/15244113.2023.2169514","DOIUrl":"https://doi.org/10.1080/15244113.2023.2169514","url":null,"abstract":"ABSTRACT Everyone seems to agree that Israel education is complex. But all too often, the concept of “complexity” becomes a euphemism for the existence of unpleasant truths about Israel that challenge students' preconceived notions. I propose that instead of focusing on cutlivating attachemnt to Israel, Israel educators should offer students an account of Israeli history grounded in careful historical research while preserving a vision of the Jewish future that remains compatible with national pride. Drawing on the work of Richard Rorty, Maxime Rondinson and James Baldwin, I suggest a new perspective on some of the tensions in israel education. National pride can be maintained by presenting a narrative that honestly acknowledges a nation's past, but inspires students to strive for a better future.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46924598","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}