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Date: 2018
Author(s): Hoření, Karina
Date: 2018
Abstract: Stereotypy o Romech a Židech v české společnosti. Jaké jsou a jak s nimi pracovat?

Jak funguje vzdělávání proti předsudkům v českých školách a jaké jsou příklady dobré praxe?

Tým ze Sociologického ústavu Akademie věd na datech z posledních let ukázal, jak jsou v české společnosti rozšířené stereotypy o Romech a Židech. Jedním ze zjištění je, že menší předsudky vůči Romům mají lidé, kteří se s nějakými Romy osobně znají.

Škola je jedním z nejdůležitějších míst, kde je možné pozitivně ovlivnit postoje mladých lidí. Tým Ústavu pro studium totalitních režimů se proto ptal učitelů a lektorů, jaké jsou jejich zkušenosti se vzděláváním k toleranci. Nabízíme doporučení, jak pomoci školám efektivně oslabovat předsudky.

Zjistili jsme, že předpokladem úspěchu je spolupráce celé školy. Další úspěšnou strategií je podpora setkávání žáků z různých sociálních skupin. Je rovněž třeba podporovat vzdělávání učitelů tak, aby dokázali ve třídě zvládat debatu o kontroverzních tématech.

Výsledky výzkumu jsme shrnuli do závěrečné zprávy, v níž najdete:

Kvalitativní i kvantitativní shrnutí současné praxe vzdělávání pro toleranci, realizovaných programů a jejich podpory.
Naše doporučení pro donory, jak efektivněji nastavit projektovou podporu, a pro školy a pedagogy, jak s předsudky ve škole lépe pracovat.
Rozsáhlou studii o postojích české společnosti vůči Romům a Židům.

Author(s): Hazan, Katy
Date: 2002
Abstract: This paper shows how from the start of the modern era to today, Jewish education always depended on the successive identity types to which the Jewish minority in France chose to belong. Following the heder of Jewish groups under the Ancien Régime, the consistorial schools followed Emancipation in the face of a concomitant and difficult challenge, namely promoting Jewish individuals in the community while acknowledging each individual’s religious specificity. Primarily a favorite means of regeneration for the poor and immigrants, this means of improvement reached the end of the 1930s in an unhappily weakened state as a result of the success of assimilation and the social secularization of society in general. Between the two world wars but mainly on the eve of World War Two, weaknesses began to appear in French Judaism as a whole along with yearnings for a more religious dimension of Jewish identity as well as a more favorable perspective on Zionism, even if many remained convinced Israelites. These yearnings were manifested in the emerging youth movements, mostly the French Israelite Boy Scouts, and the creation of the Maimonides College in Paris, which during the Occupation, experienced favorable conditions for their growth and the birth of new structures. However, this renewal was transient. Not until the 1960s and even more so in the 1970s did the development of Jewish educational opportunities flourish. The collapse of the French Israelite model was the fundamental cause of this new growth.
Author(s): Staetsky, L. Daniel
Date: 2019
Abstract: Communal anxieties about the possibility of an inadequate supply of secondary school places in Jewish schools in London have, on occasion, run high, and have occurred against a context of demographic changes and an increase in preference for Jewish schooling. These seemingly unpredictable dynamics have made planning very difficult and this new study helps to bring some empiricism to the table.

This statistical study, authored by JPR Senior Research Fellow, Dr Daniel Staetsky, and supported by Partnerships for Jewish Schools (PaJeS), uses an empirical approach to predict future levels of demand for mainstream Jewish secondary schools in and around London. Using Local Authority data to examine applications and admissions from 2011 to 2018, it projects forward to the academic year 2022/23 in order to support future planning.

It is a follow-up to previous work in this area, and it draws on observations from the field that allow us to assess the accuracy of that work and to extend our projections further into the future.

The study concludes that current levels of provision will be sufficient if the demand in the next four years remains at today’s levels. Whilst this is a possibility, two of three possible scenarios presented in the report suggest an increase in demand, at a level in which about fifty additional places will be required across the entire Jewish secondary school system in London. Given this projected scale of increase, the report recommends that schools should develop some flexibility in capacity to satisfy the increasing demand. That might mean preparedness to open an extra class, as and when required, rather than to open an entirely new school.
Date: 2017
Author(s): Samson, Maxim GM
Date: 2019
Author(s): Boyd, Jonathan
Date: 2019
Abstract: Produced by JPR on behalf of the Board of Deputies of British Jews, and authored by JPR Executive Director, Dr Jonathan Boyd, this statistical bulletin contains data on Jewish school enrolment in the UK for the academic years 2015/16 to 2017/18. It is intended to help community educators and policy makers monitor changing trends over time and to inform thinking about the development of the field.

The report confirms and adds to our existing understanding of enrolment, demonstrating again that more and more Jewish children are going to Jewish schools. The actual number has risen from about 5,000 in the 1950s to close to 35,000 today, a period which, by contrast, has also seen the UK Jewish population as a whole decline by about 30%. The most acute numerical increase has occurred over the past twenty years or so, with the total more or less doubling from about 17,000 in the mid-1990s to the level found today.

Amongst the key findings in the paper:

There were 34,547 Jewish children studying in Jewish schools in the academic year 2017/18.
This represents an increase of 3,633 children, or 11.8% since the last figures were published for the academic year 2014/2015.
This increase can be observed in both the mainstream and strictly Orthodox sectors: the mainstream sector had 1,666 more Jewish children in 2017/18 compared to 2014/15; the strictly Orthodox sector had an additional 2,367 children over the same period.
58% of Jewish children in Jewish schools are in strictly Orthodox schools; 42% in non-strictly Orthodox or ‘mainstream’ Jewish schools.
Three quarters of all Jewish children in Jewish schools are in the Greater London area or South Hertfordshire.
Enrolment in strictly Orthodox schools continues to increase dramatically over time, increasing by an estimated 166%, or over 12,000 children, since the mid-1990s.
The annual growth rate of the strictly Orthodox sector is estimated to be about 4.3%, compared to 3.1% in the mainstream sector.
The growth of the Jewish school sector is a reflection both of high fertility levels in the strictly Orthodox part of the Jewish community, and a growing interest in Jewish schooling within the more mainstream part of it. UK Jewish community leaders have focused considerable attention on Jewish schooling in recent years out of concerns about declining levels of Jewish knowledge and engagement. However, as these schools have developed, considerable attention has focused on general academic quality which has helped to attract higher numbers of pupils. In turn, as the choice of Jewish schooling has become more common, it has also grown in acceptability, pushing up numbers still further.
Date: 2002
Abstract: Весной и летом прошлого 2001 года социологическое бюро «Новой еврейской школы» провело опрос руководителей воскресных школ Российской Федерации. Полученные результаты оказались не просто неожиданными, они озадачивали, обескураживали...

Не желая искать соринку в чужом глазу, мы сочли исследование малоудачным, а причину этого усмотрели в несовершенстве собственных методов. Мы положили исследование «под сукно». Однако одна из его главных тем — тема взаимодействия воскресных и дневных еврейских школ — не утратила от этого своей актуальности. Она постоянно вставала в ходе дискуссий, которые проходили на наших семинарах, поднималась в письмах читателями нашего журнала и членами-корреспондентами Педагогического клуба НЕШ, всплывала в беседах с кормчими еврейского образования — экспертами-методистами, представителями различных академических и спонсорских структур.

В результате мы все же решились вынести на читательский суд собранные год назад материалы. Ибо постепенно нам стало ясно, что при всех своих недостатках проведенное исследование обладает одним важным достоинством: оно выявляет серьезную проблемную область, причем делает это аналитическими методами.

В основу этой статьи положен отчет, представленный социологическим бюро «НЕШ» на семинаре директоров воскресных школ СНГ и стран Балтии (Москва, 2001). Мы надеемся, что руководители и педагоги воскресных школ откликнутся на ее публикацию. Сейчас именно тот «исторический момент», когда ваши мнения могут сыграть важную роль в определении будущего еврейского образования, основного и дополнительного. Ждем ваших писем, друзья.
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.
Author(s): Lewis, Gwynneth
Date: 2014
Abstract: Over the last 130 years attendance by Jewish children at Jewish day schools in Britain has waxed and waned, until now, in the twenty-first century, attendance figures are similar to those of the 1880s, with almost 60 per cent of Jewish children attending a Jewish primary or secondary school. Recent research has examined this trend within the Jewish population as a whole, mainly concentrating on Jewish secondary schooling. Because of the impact this phenomenon has had on chederim and because of the fundamental differences between the different branches of Judaism, it is important for Jewish educators and leaders to understand what factors lie behind the choices that parents make when deciding on their children's schooling. This study investigates the reasons why parents who are affiliated to Progressive synagogues choose to send their children to Orthodox Jewish primary schools, concentrating on one Progressive community in the north of England in particular, and contrasting the data with that from two larger and older communities. The data was collected through the use of interviews and questionnaires, then analysed in relation to the history and size of the three communities and contrasted with the conclusions of previous studies. The findings suggest that the size and relative age and history of the principal community have had a significant influence on the attitudes of the parents toward the city's Jewish community and the importance of the role of the Orthodox Jewish primary school in maintaining that community, to the extent that the parents' social identity as 'Jews' is more important to them than their synagogue affiliation.
Author(s): Scholefield, Lynne
Date: 1999
Abstract: Interpreting culture as symbols, stories, rituals and values, the thesis explores the culture of a Jewish and a Catholic secondary school in a dialogical way. The survey of the literature in Chapter 1 identifies relevant school-based research and locates the chosen case-study schools within the context of the British 'dual system'. Chapter 2 draws on the theoretical and methodological literatures of inter-faith dialogue and ethnography to develop and defend a paradigm for the research defined as open-inclusivist and constructivist. The main body of the thesis (Chapters 3-5), based on field-work undertaken in 1996 and 1997, presents the two schools in parallel with each other. Chapter 3 describes the details of the case studies at 'St. Margaret's' and 'Mount Sinai' and my developing research relationship with each school. In Chapter 4 many different voices from each school are woven into two 'tales' about the schools' cultures. This central chapter has a deliberately narrative style. Chapter 5 amplifies the cultural tales through the analysis of broadly quantitative data gained from an extensive questionnaire administered to a sample of senior students in each school. It is the only place in the thesis where views and values from the two schools are directly compared. The final two chapters widen the horizon of the study. Chapter 6 presents voices which were not part of the original case studies but which relate, in different ways, to the culture of the two schools. Chapter 7, with theoretical ideas about Jewish schools and education, and Catholic schools and education, provides resources for further dialogue about culture within Judaism and Catholicism and for Jewish-Christian dialogue. The thesis ends with some reflections on possible implications of the two cultures for discussions about the common good in education.
Author(s): Perry-Hazan, Lotem
Date: 2016
Author(s): Ipgrave, Julia
Date: 2014
Date: 2010