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Date: 2018
Date: 2014
Abstract: In de zomer van 2013 publiceerde Onderzoeksbureau Panteia in opdracht van de Anne Frank
Stichting het onderzoeksrapport ‘Antisemitisme in het Voortgezet Onderwijs’ (Wolf e.a., 2013). Dit
onderzoek gaf een kwantitatief (cijfermatig) beeld van de omvang en aard van dit probleem.
Uit dit onderzoek kwam naar voren dat een derde van de docenten het voorafgaande jaar
antisemitische incidenten had meegemaakt in de klas. Het ging veelal om ongerichte scheld- en
schreeuwpartijen. Daders waren meestal jongens en meestal autochtoon. Vaak was er sprake van
een voetbalcontext. Allochtone leerlingen waren, gerelateerd aan hun aandeel in de totale
leerlingpopulatie, relatief oververtegenwoordigd.
Dit heldere, maar tevens complexe beeld van uitingen van antisemitisme in het voortgezet onderwijs
gaf antwoord op een aantal vragen. Voor het eerst kon op basis van een representatief onderzoek een
goed inzicht gegeven worden over de globale aard en omvang van dit probleem. In de schriftelijke
vragenlijst is echter gebruik gemaakt van een aantal vooraf gedefinieerde globale categorieën, die de
respondenten konden aankruisen. Daardoor is weliswaar een helder beeld ontstaan, maar zijn er
geen details over achtergronden van daders, motieven en dergelijke beschikbaar. Om nadere details
van deze antisemitische incidenten te verkrijgen en voor meer inzicht in de achtergronden van
incidenten en daders is een aanvullende kwalitatieve schets gemaakt door onderzoekers van de Anne
Frank Stichting. In een eerste verkenning op dit thema zijn een aantal gesprekken gevoerd met
jongeren en met docenten over antisemitisme: Wat wordt er op scholen precies over of tegen Joden
geroepen? Waarom doen jongeren dat? En waar komt dat vandaan? Hoe zien de docenten de
uitlatingen van hun leerlingen? Hoe gaan docenten hiermee om?
In dit verslag geven we de uitkomsten van deze verkennende gesprekken weer. Vanwege de
kleinschalige opzet zijn deze uitkomsten niet te generaliseren. Daarbij benadrukken we dat, als
vervolg op de survey van Panteia, verder kwalitatief onderzoek nodig is om uitspraken te kunnen
doen. Zo zal de Anne Frank Stichting in 2014 uitgebreid onderzoek gaan doen naar domeinen waar
jongeren hun opvattingen hebben (aan)geleerd om zo beter de motieven voor antisemitische
uitlatingen te kunnen duiden.
Voorliggend rapport omvat een eerste verkenning om na te gaan wat er zoal speelt op school en wat
mogelijke achtergronden van antisemitische incidenten zijn
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
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): Moulin, Daniel
Date: 2013
Abstract: The increasing diversity of societies is one of the most important educational issues of the globalised era. However, while some attention has been paid to the schooling experiences of racial, ethnic and immigrant minorities in Western societies, little research has been conducted with religious adolescents.
This thesis explores the complexities of religious adolescents’ experiences of English secondary schools. As an exploratory study, I employed an emergent research design carrying out loosely-structured, group and single interviews at eleven places of worship to investigate the schooling experiences of 99 adolescent Christians, Jews and Muslims. In order to interpret their reported experiences, I applied a theoretical model based on the Students’ Multiple World Framework in conjunction with concepts of religious identity negotiation and construction.
The interview data show how Christians, Jews and Muslims negotiate their religious identities in the context of the numerous challenges presented by secondary schools in a religiously plural and largely secular society. In classroom worlds participants perceived their religious traditions to be distorted, inaccurately or unfairly represented. In peer worlds participants reported that they could experience prejudice, and criticism of their beliefs. Christians, Jews and Muslims reported two principal management strategies in the face of these challenges, either: declaring their religious identity openly, or by masking it in public.
The findings of this study are highly relevant to debates about the role of religion in education, including those concerning faith and Church schools and the nature and purpose of the curriculum subject Religious Education.
Date: 2017
Date: 2009
Abstract: This research was commissioned by The Pears Foundation and the Department for Children, 
Schools and Families (DCSF). The aims were to examine when, where, how and why the 
Holocaust is taught in state-maintained secondary schools in England, and to inform the 
design and delivery of a continuing professional development (CPD) programme for teachers 
who teach about the Holocaust. A two-phase mixed methodology was employed. This 
comprised an online survey which was completed by 2,108 respondents and follow-up 
interviews with 68 teachers in 24 different schools throughout England. 
The research reveals that teachers adopt a diverse set of approaches to this challenging and 
complex subject. In the report, teachers’ perceptions, perspectives and practice are presented 
and a range of challenges and issues encountered by teachers across the country are explicitly 
identified. The research shows that, although most teachers believe that it is important to 
teach about the Holocaust, very few have received specialist professional development in this 
area. It also shows that many teachers find it a difficult and complicated subject to teach, and 
that they both want and need support to better equip them to teach about the Holocaust 
effectively. 
The report is the largest endeavour of its kind in the UK in both scope and scale. The authors 
hope it will be of considerable value to all those concerned with the advancement and 
understanding of Holocaust education both in the UK and internationally 
Date: 2016