Constructivist perspectives on language, identity, and culture: Implications for Jewish identity and the education of Jews

Zvi Bekerman*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

13 Scopus citations

Abstract

This article reviews recent theoretical works in the field of language, identity, and culture with the aim of exploring their possible implications to the field of cultural ethnic education in general and more specifically in the area of Jewish education. The theories reviewed develop from within a social constructivist paradigm belonging to a high or postmodern perspective. The theories presented have the potential to encourage a serious and critical revision of the premises which support the work of those involved in cultural ethnic and Jewish education. More specifically, these theories could help educators interested in the creative and participatory development of Jewish and other ethnic religious groups to rethink the possible contents and processes of such an educational effort.

Original languageEnglish
Pages (from-to)462-473
Number of pages12
JournalReligious Education
Volume96
Issue number4
DOIs
StatePublished - 2001

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