Newsletter - Kol Hamercaz

2012
The Meaning behind the Words: Methodologies of Qualitative Research: Theory and Practice
Shkedi A. The Meaning behind the Words: Methodologies of Qualitative Research: Theory and Practice.; 2012. Buy itPDF icon Promotion Asher Shkedi Book
Teaching Contested Narratives
Bekerman Z, Zembylas M ed. Teaching Contested Narratives. (Bekerman Z, Zembylas M).; 2012.Abstract

In troubled societies narratives about the past tend to be partial and explain a conflict from narrow perspectives that justify the national self and condemn, exclude and devalue the 'enemy' and their narrative. Through a detailed analysis, Teaching Contested Narratives reveals the works of identity, historical narratives and memory as these are enacted in classroom dialogues, canonical texts and school ceremonies. Presenting ethnographic data from local contexts in Cyprus and Israel, and demonstrating the relevance to educational settings in countries which suffer from conflicts all over the world, the authors explore the challenges of teaching narratives about the past in such societies, discuss how historical trauma and suffering are dealt with in the context of teaching, and highlight the potential of pedagogical interventions for reconciliation. The book shows how the notions of identity, memory and reconciliation can perpetuate or challenge attachments to essentialized ideas about peace and conflict.

2011
Fenster E. Do the Rabbis of The Babylonian Talmud set Limits to AGADA?. The Melton Centre for Jewish Education. 2011.
Lerner S. Components of ethnic identity and identification among returning emigrants: The stories of Israeli children who grew up in the U.S and chose to return and live in Israel. The Melton Centre for Jewish Education. 2011.
Ben-Haim R. Gestures Learning Talmud with Ethnographic work on Hevruta Learning in Bait Midrash. The Melton Centre for Jewish Education. 2011.
Bilha A. Her family, his family: Religious adolescents views of the status of women in the family as a function of religious commitment, family origins and other stimuli. The Melton Centre for Jewish Education. 2011.
Harel-Atias N. Is pluralism a central component in the consideration of parents whose children were educated in Kol Haneshamah kindergartens when choosing a kindergarten for second or additional children?. The Melton Centre for Jewish Education. 2011.
Levin-Argaman L. Long-Term Educational Zionist Shlichut in the Diaspora-The Identity Profile of the Shaliah, Motivations for Going on Shlichut and expectations of it. The Melton Centre for Jewish Education. 2011.
Berman M. Pluralism in the religious-secular integrated education system in Israel: Prayer and prayer-parallels. The Melton Centre for Jewish Education. 2011.
Sacher T. They who Study Torah for its Own Sake?”An inquiry into the motivations of non-Religious Adults to engage in extended and Regular Jewish Studies. The Melton Centre for Jewish Education. 2011.
Cohen M. Three Presentations of the Jacob/Esau story, Genesis 25-27, and how they reflect different educational approaches to peshat, Biblical characters, and Bible studies. The Melton Centre for Jewish Education. 2011.
Eliram E. Rituals mediated by video conference. The Melton Centre for Jewish Education. 2011.
Kol Hamercaz
Kol Hamercaz. 2011;(January 2011).PDF icon Kol Hamercaz Jan2011.pdf
International Handbook of Jewish Education
Pomson A, Grant LD, Miller H ed. International Handbook of Jewish Education. (Pomson A, Grant LD, Miller H).; 2011. Buy itAbstract

The International Handbook of Jewish Education, a two volume publication, brings together scholars and practitioners engaged in the field of Jewish Education  and its cognate fields world-wide. Their submissions make a significant  contribution to our knowledge of the field of Jewish Education as we start the second decade of the 21st century.  The Handbook is divided broadly into four main sections: Vision and Practice: focusing on issues of philosophy, identity and planning –the big issues of Jewish Education.Teaching and Learning: focusing on areas of curriculum and engagementApplications, focusing on the ways that Jewish Education is transmitted in particular contexts, both formal and informal, for children and adults.Geographical, focusing on historical, demographic, social and other issues that are specific to a region or where an issue or range of issues can be compared and contrasted between two or more locations.This comprehensive collection of articles providing high quality content, constitutes a difinitive statement  on the state of Jewish Education world wide, as well as through a wide variety of lenses and contexts. It is written in a style that is accessible to a global community of academics and professionals.

International Handbook of Migration, Minorities and Education
Bekerman Z, Geisen T ed. International Handbook of Migration, Minorities and Education. (Bekerman Z, Geisen T). Springer Netherlands; 2011. Buy itAbstract

First international effort which challenges the discourse of culture in minority/migrant educational policy and practice

An important contribution to critical educational theory which focuses on ‘the social’ and ‘the in-between’.

Over 40 theoretical and empirical studies which cover more than 20 locations in Europe, America, Australia and Asia.

Migrants and minorities are always at risk of being caught in essentialized cultural definitions and being denied the right to express their cultural preferences because they are perceived as threats to social cohesion. Migrants and minorities respond to these difficulties in multiple ways — as active agents in the pedagogical, political, social, and scientific processes that position them in this or that cultural sphere. On the one hand, they reject ascribed cultural attributes while striving towards integration in a variety of social spheres, e.g. school and workplace, in order to achieve social mobility. On the other hand, they articulate demands for cultural self-determination. This discursive duality is met with suspicion by the majority culture. For societies with high levels of migration or with substantial minority cultures, questions related to the meaning of cultural heterogeneity and the social and cultural limits of learning and communication (e.g. migration education or critical multiculturalism) are very important. It is precisely here where the chances for new beginnings and new trials become of great importance for educational theorizing, which urgently needs to find answers to current questions about individual freedom, community/cultural affiliations, and social and democratic cohesion. Answers to these questions must account for both ‘political’ and ‘learning’ perspectives at the macro, mezzo, and micro contextual levels. The contributions of this edited volume enhance the knowledge in the field of migrant/minority education, with a special emphasis on the meaning of culture and social learning for educational processes.

Content Level » Research

Keywords » acceptance - adaptation - assimilation - belonging - conflict of cultures - cultural - culture - differences - education - educational research - emancipation - ethnic - exclusion - governance - heterogeneity - immigrants - integration - international - learning - learning process - migration - minorities - minority education - multiculturalism - networks - recognition - school policies - schooling - self-determination - social - social change - social cohesion - social learning - social limits - social mobility - socialisation - transculturality

Related subjects » Education & Language - Population Studies - Social Sciences

Download Table of contents / Sample pages 

PDF icon Handbook Chapter 2PDF icon 9789400714656-t1.pdf
2010
Galili-Schachter I. Hermeneutics in Teaching: The case of Jewish Thought. The Melton Centre for Jewish Education. 2010.
Wolf M. Negotiating the Boundary: Exploring Identities during Israel Experience Mifgashim. The Melton Centre for Jewish Education. 2010.
Ben-Dor D. Teaching about Christianity in Israel. The Melton Centre for Jewish Education. 2010.
A Beloved-Despised Tradition Modern Jewish Identity and Neo-Hasidic Writing at the Beginning of the Twentieth Century
Ross N. A Beloved-Despised Tradition Modern Jewish Identity and Neo-Hasidic Writing at the Beginning of the Twentieth Century. The Bialik Institute Publishing House; 2010. Buy itAbstract

רוס, ניחם, מסורת אהובה ושנואה: זהות יהודית מודרנית וכתיבה ניאו חסידית בפתח המאה העשרים, הוצאת אוניברסיטת בן גוריון בנגב, באר שבע תש"ע

הנה תמצית הספר

 

ספר זה בוחן אהדה רומנטית מודרנית לתנועה החסידית כפי שהופיעה בפתח המאה העשרים. כמו למשל בעיבודים אמנותיים חדשים לסיפורי חסידים או בהיסטוריוגרפיה מוקדמת של החסידות. החיבור מוצא מכנה-משותף אידיאולוגי ביצירות ניאו-חסידיות של מרטין בובר, י"ל פרץ, ברדיצ'בסקי והורדצקי ומציג את התדמית הרומנטית שהודבקה לחסידות כנסיון מגמתי לנסח בהשראתה של החסידות איפק אקטואלי של זהות יהודית אלטרנטיבית, מודרנית במהותה, ואנטי-רבנית

A Case Study of Jewish Day School Leadership: How Way Leads on the Way
Pomson A. A Case Study of Jewish Day School Leadership: How Way Leads on the Way. PEJE; 2010. Buy itAbstract

A Case Study of Jewish Day School Leadership: How Way Leads on to Way surfaces core challenges confronting Jewish day schools today: how schools can develop productive ways of working with one another and with other communal agencies; how leadership transition can enable the healthy renewal of institutions; how the conditions of financial sustainability might be cultivated in schools; and how day schools can contribute positively to the ecosystems of Jewish communal life. This groundbreaking publication was featured at the 2010 PEJE Assembly for Advancing the Jewish Day School Field.