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Vive la Diffe´rance : Jewish women teachers' constructions of ethnicity and identity and their experiences of anti-Semitism in secondary schools
Author(s): Haynes, Michelle
Date: 2003
Topics: Jewish Teachers, Schools: Non-Jewish, Antisemitism, Main Topic: Antisemitism, Interviews
Abstract: Through unstructured conversations with 22 Jewish women teachers who work in non-denominational inner-city state schools, the author explored their experiences of racism and anti-Semitism and how they construct their ethnicity. The themes of difference, differance, differing and deferring came to the foreground, interweaving themselves in the women's understandings of their lives. Despite their experiences and feelings of isolation, the women had opted to work in non-denominational schools and to construct their identity across difference/s. As hard as it was not being 'one of the lads', it was preferred to being 'the same as everyone else'. In this article the author discusses the nature of these differences and attempts an exploration of the reality of Derrida's concept of differance for members of ethnic minorities when they feel a sense of un-belonging in the prevailing habitus and culture and experience what has been termed 'everyday racism'.
Reported schooling experiences of adolescent Jews attending non-Jewish secondary schools in England
Author(s): Moulin, Daniel
Date: 2015
Topics: Teenagers, Jewish Pupils, Jewish Schools, Interviews, Jewish Children In Mainstream Schools, Schools: Seconday / High Schools, Main Topic: Education
Abstract: This article explores the reported schooling experiences of 28 adolescents attending non-Jewish English secondary schools who self-identified as Jews. Their reported school peer-interactions suggest Jews attending non-Jewish schools may face several challenges from members of non-Jewish peer groups, including anti-Semitism. Their reported experiences of classroom worlds, on the other hand, suggest that curricula and pedagogical methods could be perceived to exacerbate these challenges. These findings are discussed in relation to two on-going educational debates: the provision of state-funded faith schools, and the debate about the nature and purpose of the curriculum subject Religious Education in non-faith schools.