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Editor(s): Zimmerman, Lynn W.
Date: 2014
Abstract: This volume examines how people in Poland learn about Jewish life, culture and history, including the Holocaust. The main text provides background on concepts such as culture, identity and stereotypes, as well as on specific topics such as Holocaust education as curriculum, various educational institutions, and the connection of arts and cultural festivals to identity and culture. It also gives a brief overview of Polish history and Jewish history in Poland, as well as providing insight into how the Holocaust and Jewish life and culture are viewed and taught in present-day Poland.

This background material is supported by essays by Poles who have been active in the changes that have taken place in Poland since 1989. A young Jewish-Polish man gives insight into what it is like to grow up in contemporary Poland, and a Jewish-Polish woman who was musical director and conductor of the Jewish choir, Tslil, gives her view of learning through the arts. Essays by Polish scholars active in Holocaust education and curriculum design give past, present and future perspectives of learning about Jewish history and culture.

Contents:

Introduction

Culture, Identity and Stereotypes

The Historical Context

Jewish Student NGOs in Present-Day Poland (1999–2013): Being Here by Piotr Goldstein

Jewish Studies and Holocaust Education at Polish Universities

The Center for Holocaust Studies at the Jagiellonian University in Kraków: Studies, Research, Remembrance by Jolanta Ambrosewicz-Jacobs, Elisabeth Büttner and Katarzyna Suszkiewicz

Holocaust Education in Polish Public Schools

The Legacy of the Holocaust in Poland and Its Educational Dimension by Piotr Trojański

NGOs and Their Role in Holocaust Education and Jewish Studies

Memory, Non-Memory and Post-Memory of the Holocaust: Coming Out of Amnesia in Post-Communist Poland? by Jolanta Ambrosewicz-Jacobs

Museums: Their Role in Holocaust Education and Jewish Studies

The Role of the Arts in Holocaust Education and Jewish Studies

Teaching About the Holocaust through Music by Izabella Goldstein

Jewish Culture Festivals in Poland

Conclusion
Author(s): Samson, Maxim G. M.
Date: 2018
Date: 2017
Abstract: Faith schools represent controversial aspects of England’s educational politics, yet they have been largely overlooked as sites for geographical analysis. Moreover, although other social science disciplines have attended to a range of questions regarding faith schools, some important issues remain underexamined. In particular, contestation within ethnic and religious groups regarding notions of identity have generally been ignored in an educational context, whilst the majority of research into Jewish schools more specifically has failed to attend to the personal qualities of Jewishness. The interrelationships between faith schools (of all kinds) and places of worship have also received minimal attention. In response, this investigation draws upon a range of theoretical approaches to identity in order to illustrate how Jewish schools are implicated in the changing spatiality and performance of individuals’ Jewishness. Central to this research is a case study of the Jewish Community Secondary School (JCoSS), England’s only pluralist Jewish secondary school, with more extensive elements provided by interviews with other stakeholders in Anglo-Jewry. Parents often viewed Jewish schools as a means of attaining a highly-regarded ‘secular’ academic education in a Jewish school, whilst also enabling their children to socialise with other Jews. In the process, synagogues’ traditional functions of education and socialisation have been co-opted by Jewish schools, revealing a shift in the spatiality of young people’s Anglo-Jewish identity practices. Furthermore, JCoSS, as well as many synagogues, have come to represent spaces of contestation over ‘authentic’ Jewishness, given widely varying conceptualisations of ‘proper’ Jewish practice and identity amongst parents, pupils and rabbis. Yet, although JCoSS offers its pupils considerable autonomy to determine their practices, such choice is not limitless, revealing an inherent dilemma in inclusivity. The thesis thus explores how different manifestations of Jewishness are constructed, practised and problematised in a school space (which itself is dynamic and contested), and beyond.
Date: 2013
Abstract: Монография представляет собой попытку реконструировать модели этнического, национально-гражданского и религиозного самосознания постсоветской еврейской молодежи, с привлечением собранного авторами полевого материала. В работе рассматривается, в чем проявляется еврейская идентичность молодых людей. Внимание уделяется таким темам, как формирование этнической самоидентификации и религиозный опыт еврейской молодежи; стремление разнообразных еврейских организаций сконструировать новую еврейскую идентичность на постсоветском пространстве; стиль жизни и формы проведения досуга молодежи; система ценностей молодых людей еврейского происхождения, включая их отношение к Государству Израиль и память о Холокосте.

Впервые воедино собраны материалы восьми исследований, проведенных авторами в течение последних десяти лет, и большая часть полученных данных публикуется впервые. Это позволяет получить доступ к беспрецедентно большому массиву информации и проанализировать исследовательские вопросы более углубленно, чем это когда-либо делалось прежде.

Книга может представлять интерес для социологов, этнологов, антропологов, культурологов и специалистов по иудаике, а также для широкого круга читателей, интересующихся современными проблемами еврейства
Author(s): Kahn-Harris, Keith
Date: 2018
Abstract: The Limmud Impact Study looks at how successful Limmud has been in taking people ‘one step further on their Jewish journeys’, what these journeys consist of and their wider impact on Jewish communities.

The study focuses on Limmud volunteers and draws on a survey of ten Limmud volunteer communities in eight countries - UK, USA, South Africa, Bulgaria, Hungary, Germany, Israel and Argentina - together with focus groups conducted with Limmud volunteers from around the world.

The findings provide clear evidence that Limmud advances the majority of its volunteers on their Jewish journeys, and for a significant proportion it takes them ‘further’ towards greater interest in and commitment to Jewish life.

Limmud’s principle impact on its volunteers lies in making new friends and contacts, encountering different kinds of Jews and enhancing a sense of connection to the Jewish people. For many Limmud volunteers, their experience has increased their Jewish
knowledge, their leadership skills and their involvement in the wider Jewish community. Involvement in Limmud therefore enhances both the desire to take further steps on their Jewish journeys, and the tools for doing so.

Limmud impacts equally on Jews regardless of denominationand religious practice. The younger the volunteers and the less committed they are when they begin their Limmud journeys, the further Limmud takes them. Those with more senior levels of involvement in Limmud report higher levels of impact on their Jewish journeys than other volunteers, as do those who had received a subsidy or training from Limmud.

Limmud volunteers often have difficult experiences and risk burnout and
exhaustion. While volunteers generally view the gains as worth the cost, Limmud
needs to pay attention to this issue and provide further support.
Author(s): Myers, Jo-Ann
Date: 2016
Abstract: Most Jewish day schools in the United Kingdom underperform in the teaching and
learning of Hebrew. Indeed, prominent figures in the UK Jewish establishment have
singled out the teaching of Ivrit (Modern Hebrew) in Jewish day schools as in need of
improvement. Former Chief Rabbi Lord Sacks argues that whilst children are undoubtedly
better educated Jewishly now than in the past, many challenges remain.
I contend that the physical separation between the Jewish Studies and the Hebrew
departments in Jewish day schools does a disservice to both by shutting the door to
crucial teaching and learning opportunities of Hebrew. I recommend that Jewish day
schools should be working towards breaking down these ‘barriers’. In the present
research, I address this issue from the perspective of my own interest, namely Hebrew
pedagogy. My research investigates the extent to which creating connections between
Biblical Hebrew and Modern Hebrew can enhance the teaching and learning of Hebrew in
Jewish day schools.
I employ an Action Research methodology within the context of a case study using
elements of Appreciative Inquiry and written through the lens of Autoethnography. From a
theoretical perspective, I draw on research regarding second and foreign language
acquisition and suggest that Ivrit cannot be separated from its religious, cultural and
historic framework. That is, while Hebrew is taught in the United Kingdom as a Modern
Foreign Language, I propose that we are in fact teaching a cultural language. This term
more aptly describes a modern living language bound up in a particular religion, culture
and time, as is Ivrit. Using the Hebrew root letters as the route to link Biblical and Modern
Hebrew, my research demonstrates that this integration can enhance the teaching and
learning of both. My case study shows that schools and teachers who choose to integrate
Biblical and Modern Hebrew can successfully embrace educational change, a process
which will require them to confront their belief systems as well as accepting new teaching
approaches and materials.
The Hebrew language has evolved, survived and thrived over the millennia and for me it is
the essence of Jewish survival.
Date: 2014
Abstract: In what ways do Jewish and Muslim faith schools in Britain play a role in promoting and contributing to community cohesion? What 21st-century skills around intercultural understanding do they foster?
This book examines the nuances of faith in school settings and draws on a case study of Jewish and Muslim faith schools. The authors show how these institutions play a role in sustaining their own religious heritage while also engaging with, and providing a place of safety from, the wider community. It sets this case study approach within an historical perspective on faith schools and their relationship with the state in the UK and Europe, and gives an overview of key debates on faith schools. Finally, it examines practical curricula suggestions that all schools can adopt to develop skills around tolerance and engagement to prepare students to live and lead in a diverse 21st century. The book conveys:

• the experiences of some Jewish and Muslim schools within England gathered from one-to-one interviews with teachers, parents, and community representatives, and from focus groups with children;
• a more detailed understanding of Jewish and Muslim concepts of community;
• perceptions of anti-Semitism and Islamophobia;
• alternatives for preparing children with the skills and knowledge needed in the 21st century; and
• the implications for policy and practice in faith schools and those not characterized by a religious ethos or affiliation.

This publication is for school leaders, teachers, teacher trainers, students, and parents. It will also interest government and non-government bodies relating to race relations and education

- See more at: https://www.ucl-ioe-press.com/books/faith-in-education/reaching-in-reaching-out/#sthash.l7da6c8n.dpuf
Author(s): Roth, David
Date: 2010
Abstract: This study is focused at understanding what is motivating children towards learning in a religious Jewish school? This particular context has the distinctive feature of a dual curriculum, namely the National Curriculum and a Jewish Studies curriculum. Given the span of learning which takes place in this educational context the researcher was interested to explore the motivational forces apparent in the school as perceived by school staff and children with relation to both curricula. A further interest was to explore whether 'learning' situated in a distinctive value-based context couched in a set of religious beliefs would impact on children's motivational orientations towards learning. Despite the numerous motivational theories which have developed and been applied to educational contexts over the last fifty years, the school researched is situated as part of a closed community where no significant research has taken place. Given the unique features of this educational setting the research has been conducted in a context-specific way. Framed in Constructivist Grounded Theory methodology (Charmaz 2006) the researcher has collected and analysed data, and being part of this community has been able to organise and interpret the generated themes underlying the motivational orientations which are dynamic in this community. Consistent with Grounded Theory methodology the theoretical framework was constructed through a rigorous analysis and organisation of data in a bottom-up way which lead to the following formulation: 'In the context of a religious Jewish school, learning is reinforced at every level as being of ultimate value'. This grounded theory was further broken down in terms of understanding its psychological underpinnings, drawing from social learning theory, ecosystemic perspective and moral psychology. This was further unpicked in terms of the Jewish literature pertaining to motivation and learning and in particular to its emphasis on the notion of respect to significant others and its impact on children's adaptation to cultural and religious influences. Apart from the fact that children are motivated towards learning in individual ways, this study highlights the impact of societal and systemic influences on motivational orientations towards learning. Although this has been demonstrated in a particular context, the researcher advocates the position that any school by virtue of being a social context will have environmental influences operating at a systemic level. Therefore, the findings generated from this study are shown to be generalisable to other educational contexts as well. Following the call of the Every Child Matters (2003) agenda, to improve the five major outcomes for children, it is fundamentally important to ensure that children are motivated to learn. It is hoped that this study which can be considered as a preliminary study of 'the influence of social processes on motivation' will be replicated across respective communities and educational contexts to demonstrate what the impact of these social processes are and how children's engagement and motivation towards learning can be enhanced.
Date: 1993
Abstract: The theoretical emphasis in this thesis is on the ideas that people have regarding
the sociocultural construct of human nature. Regarded as a construct whose form
and content is intrinsically connected to economic, historic and sociocultural factors,
the thesis attempts to explain how specific circumstances have caused the orthodox
Jewish community of Gateshead to re-negotiate and crystallize the concept of
human nature in their quest to live ethical and moral lives. In the last fifty years
this community has become known as a prominent centre for higher rabbinical
studies and attracts students from all over the world. Apart from its high
intellectual standards it has also gained a reputation as harbouring members who
are devoted to inter-personal ethics. The contention of this thesis is that the
community's level of compliance to such behaviours requires an awareness and a
well-defined notion of one's "inner" self and its various components that govern the
process of moral and ethical conduct.
Underpinning a wide range of sociocultural activities the thesis deals in particular
with the way in which ideas of human nature are inherent to the content and form
of indigenous educational theory. The process of child-rearing not only ensures the
reproduction of competent sociocultural members, it also aids the child in acquiring
an understanding of its "inner" self. The latter is in Gateshead defined as the locus
of personal and individual responsibility and is consequently vital in making the child
aware of its potentiality for moral conduct.
By carefully analyzing mother-child interactions it is revealed how the structure and
content of these interactions are organized by and expressive of inherent ideas
concerning the concept of human nature. Through active participation in these
interaction sequences the child is provided with an opportunity to construct and
acquire an understanding of itself as a moral agent.
Author(s): Frank, Fiona
Date: 2012
Abstract: This thesis casts new light on the immigrant experience, focusing on one extended Scottish Jewish family, the descendents of Rabbi Zvi David Hoppenstein and his wife Sophia, who arrived in Scotland in the early 1880s. Going further than other studies by exploring connections and difference through five generations and across five branches of the family, it uses grounded theory and a feminist perspective and draws on secondary sources like census data and contemporary newspaper reports with the early immigrant generations, oral testimony with the third and fourth generations and an innovative use of social networking platforms to engage with the younger generation. It explores Bourdieu’s theories relating to cultural and economic capital and the main themes are examined through the triple lens of generational change, gender and class. The thesis draws out links between food and memory and examines outmarriage and ‘return inmarriage’. It explores the fact that antisemitic and negative reactions from the host community, changing in nature through the generations but always present, have had an effect on people’s sense of their Jewish identity just as much as has the transmission of Jewish identity at home, in the synagogue, in Hebrew classes and in Jewish political, educational, leisure and welfare organisations. It makes an important link between gendered educational opportunities and consequent gendered intergenerational class shift, challenges other studies which view Jewish identity as static and illustrates how the boundary between ‘insider’ and ‘outsider’ is blurred: the Hoppenstein family offers us a context where we can see clearly how insider and outsider status can be self-assigned, ascribed by others, or mediated by internal gatekeepers.
Date: 2011
Date: 2009
Editor(s): Danieli, Yael
Date: 1998
Author(s): Boyd, Jonathan
Date: 2013
Abstract: In light of growing evidence of exogamy among Jews and diminishing levels of community engagement, the question of how to sustain and cultivate Jewish identity has become a major preoccupation in the Jewish world since the early 1990s. Among the numerous organisations, programmes and initiatives that have been established and studied in response, Limmud, a week-long annual festival of Jewish life and learning in the UK that attracts an estimated 2,500 people per annum and has been replicated throughout the world, remains decidedly under-researched. This study is designed to understand its educational philosophy. Based upon qualitative interviews with twenty Limmud leaders, and focus group sessions with Limmud participants, it seeks to explore the purposes of the event, its content, its social and educational processes, and contextual environment. It further explores the importance of relationships in Limmud's philosophy, and the place of social capital in its practice.

The study demonstrates that Limmud's educational philosophy is heavily grounded in the interaction of competing tensions, or polarities, on multiple levels. Major categorical distinctions drawn in educational philosophy and practice, and Jewish and general sociology, are both maintained and allowed to interact. This interaction takes place in a "hospitable and charged" environment – one that is simultaneously safe, respectful and comfortable, whilst also edgy, powerful and challenging - that allows the individual freedom to explore and navigate the contours of Jewish community, and the Jewish community opportunity to envelope and nurture the experience of the individual. The study suggests that the interaction of these competing forces, in the context of an intensive Jewish experience, may be an important feature of Jewish educational initiatives attempting to respond to the identity challenges described above. More generally, in detailing a contemporary educational model that sustains religious/ethnic identity whilst emphasising critical thought and openness to competing claims and ideas, it presents an approach that may be applicable in other religious and ethnic communities.