Abstract
What are North American Jewish day schools doing when they engage in Israel education, what shapes their practices, and to what ends? In this article, we report on a multi-method study inspired by these questions. Our account is organized around an analytical model that helps distinguish between what we call the vehicles, intensifiers, and conditions of day school Israel education. Our discussion explores the possibility that when it comes to Israel education, schools have shifted from a paradigm of instruction to one of enculturation. This shift, we suggest, is indicative of a generalized anxiety about students' commitments to Israel and about their capacity to advocate for Israel when they "come of age" at university.
| Original language | English |
|---|---|
| Pages (from-to) | 52-73 |
| Number of pages | 22 |
| Journal | Journal of Jewish Education |
| Volume | 76 |
| Issue number | 1 |
| DOIs | |
| State | Published - Jan 2010 |
Bibliographical note
Funding Information:Alex Pomson is a senior researcher at the Melton Centre for Jewish Education at the Hebrew University of Jerusalem. E-mail:[email protected] Howard Deitcher is a senior lecturer at the Melton Centre for Jewish Education at the Hebrew University of Jerusalem, and its former director. E-mail:[email protected] The research on which this paper is based was funded by the AVI CHAI Foundation and by the Schusterman and Jim Joseph Family Foundations through the iCenter.