TY - THES T1 -

Marital Bicultural Identities: The Case of Religious - Secular Mixed Couples in Israel

T2 - The Melton Centre for Jewish Education Y1 - In Preparation A1 - Micha Belzer AB -

The increased contact between diverse cultures in recent years has precipitated growing interest in research on biculturalism. Due to migration, globalization, travel, media and electronic communication, people have closer acquaintance with diverse cultures and ethnic groups than ever before (Nguyen & Benet-Martínez, 2007). This fact is increasingly of more significance in the study of contemporary identity formation. Scholars have been interested in biculturalism as a prime illustration of the modern phenomenon of identity negotiation against the backdrop of the availability of social identities, the fluidity of social interactions and the multiplicity of choice available to the individual who comes into contact with more than one culture. This research aims to examine the process of bicultural identity negotiation within the specific context of the bicultural couple, extending and adapting two existing models of bicultural assessment from the bicultural individual and applying it to the bicultural couple: the bi-dimensional acculturation model (Berry, 1990, 1997, 2003) and the Bicultural Identity Integration model – BII (Benet-Martínez, 2010). The new conceptualization and measurement will be applied to religious-secular mixed couples in Israel - 'bicultural' Israeli couples in which one spouse defines him/herself as religious and the other as secular. Specifically, the study will examine the relationships between the level and patterns of marital bicultural identities and three central psychological aspects of marital functioning: (a) marital satisfaction (b) the level of differentiation of self, and (c) conflict resolution styles. This study will employ questionnaires measuring aspects of marital functioning which are existing validated measures widely used in marital research. The questionnaires derived from the new conceptualizations of biculturalism put forward in this study will be developed within the framework of the research, based on a preliminary qualitative phase using an exploratory mixed methods design (Creswell, 2005). Examining religious-secular bicultural couples is of particular relevance in the Israeli context, where there are deep divides between the religious and secular subgroups, but also a great deal of shared interaction and exchange in day to day life. In some sense, bicultural couples reflect on a small scale the broader cultural divides within Israeli society, and hence their study promises interesting and highly relevant insights with regard to Israeli society at large. Examining the patterns of interaction that contribute to strong relationships amongst couples who must bridge cultural divides within their marriages and resolve conflict stemming not only from personal, but from cultural differences as well, may have theoretical implications for conflict resolution within the broader society suffering from cultural alienation amongst different subgroups.

JF - The Melton Centre for Jewish Education N1 -

Year of Entry

2010

Publications

העברה בין דורית ביחסי אבות עם בניהם המתבגרים. ירושלים: ירושלים, 2006
http://hufind.huji.ac.il/Record/HUJ001486438

נוכחות האב במשפחה: חשיבות הקשר בין אב ובנו המתבגר - מיכה בלזר
בתוך כתב העת עמדו"ת ד' "המשפחה בעין הסערה".
http://hufind.huji.ac.il/Record/HUJ001499533

Contact

  • micha.belzer@gmail.com

Occupation:

My studies and my work are related
ER - TY - THES T1 -

Study of the formation of the characters of Esau and Zipporah in the biblical narrative and in the Legends of the Sages as a gateway for investigation of the cultural attitude to the stranger...

T2 - The Melton Centre for Jewish Education Y1 - In Preparation A1 - Akiva Hameiri AB -

The objective of the thesis, is to understand the structuring of the cultural attitude to the stranger as it transpires from the literary formation of Esau and Zipporah in the biblical narrative and the Midrashic narrative as a basis for educational perception in the field of Jewish teaching. As educators, involved in the mediation of Jewish texts to their students, we wish to investigate not only what the attitude is to the stranger characters who appear in the narrative but rather also what this attitude can teach us about the appropriate educational method when we come to deal with the attitude to male and female stranger characters in general.

JF - The Melton Centre for Jewish Education N1 -

Year of Entry

2008

Contact

Occupation:

My studies and my work are related
ER - TY - THES T1 - The Rabbinic culture of learning in the light of the dialogues in their literature. T2 - The Melton Centre for Jewish Education Y1 - Forthcoming A1 - Shimon Fogel AB -

I study the history of early rabbinic higher education and culture of learning, as it reflected in their literature and in comparison to their contemporary non-Jewish environment. I am specifically interested in the "Orders of discourse" as they can be reconstructed through the analyzes the dialogues between masters and disciples.

JF - The Melton Centre for Jewish Education ER - TY - JOUR T1 - דרשות על פרשת השבוע: האקטואליות של תורת משה - חלק ב Y1 - 2017 A1 - Eliezer Shweid AB -

פרטים ומידע על הספר והמחבר.

ER - TY - MGZN T1 - Kol Hamercaz Y1 - 2017 IS - 21 ER - TY - BOOK T1 - דרשות על פרשת השבוע: האקטואליות של תורת משה - חלק א Y1 - 2016 A1 - Eliezer Shweid AB -

הספר הוא ספר חמישי בסדרה.

 

פרטים ומידע על הספר והמחבר.

ER - TY - BOOK T1 - כלים שלובים Y1 - 2016 A1 - Ehud Loz AB -

הספר הוא ספר שלישי שיצא בשיתוף עם מרכז מלטון לחינוך יהודי באוניברסיטה העברית.

פרטים ומידע על הספר והמחבר.

ER - TY - BOOK T1 - מ"שיח לוחמים" אל "ארון הספרים היחודי" Y1 - 2016 A1 - Gad Opaz AB -

הספר השני שיצא בסדרה.

פרטים ומידע על הספר והמחבר.

ER - TY - BOOK T1 - מדרש קהלת רבה א'-ו' Y1 - 2016 A1 - Menachem Hirshman AB -

 

מדרש קהלת רבה א'-ו'

מהדורה ביקורתית על פי כתבי יד וקטעי גניזה עם מבוא, מסורת המדרש, חילופי נוסח ופירוש

מאת מנחם הירשמן

בסיועו של שאול ברוכי

מדרש קהלת רבה הוא מדרש שנערך בארץ ישראל במאה השישית או בראשית המאה השביעית. הוא מכיל את התמודדותם של חז"ל עם אחד הספרים המאתגרים במקרא, והינו אוצר יקר של מחשבת חז"ל על האדם ועל המוות והשמחה. המדרש מופיע כאן לראשונה במהדורה ביקורתית על פי כתבי יד וקטעי גניזה עם מבוא ופירוש יחד עם מדרש קהלת זוטא.

 

PB - מפעל המדרש שליד מכון שכטר למדעי היהדות CY - Jerusalem ER - TY - MGZN T1 - Kol Hamercaz Y1 - 2016 IS - 21 ER - TY - BOOK T1 - It's Our Challenge. A Social Entrepreneurship Approach to Jewish Education Y1 - 2016 A1 - Jonathan Mirvis PB - Youcaxton Publications CY - Oxford & Shrewsbury ER - TY - BOOK T1 - Visions in Action. Selected Writings. Y1 - 2016 A1 - Seymour Fox ED - Jonathan Cohen PB - Keter Press CY - Jerusalem ER - TY - BOOK T1 - The Halakhah as an Event Y1 - 2016 A1 - Avinoam Rosenak AB -

The Halakha is not just a body of literature; it is also a cultural event. It follows then that the philosophy of Halakha must address the happening of the Halakha. Surprisingly, till now philosophers of Halakha have not addressed this dimension of the event or the happening of the Halakha. The articles in this book are an attempt at facing this challenge. But this is not simple because herein lies a paradox. If the event or the happening is something that lies outside the confines of what is captured in the written word, the effort to write about it is one that must take us on a fascinating journey between what is possible and what perhaps is not.
What is the nature of the Halakha as an event? What is the knowledge contained in this dimension of the Halakha that defies conceptualization in the written word? How does the insight that the Halakha is principally an event dramatically affect the philosophy of the Halakha?
As we have said, philosophers of the Halakha have not addressed this question before and the authors in this collection – scholars and researchers from a wide range of fields – are all facing it for the first time bringing to it a wide range of tools from fields as varied as philosophy, Jewish thought, performance, cinema, group dynamics, cognition, gender studies and more. Together they offer us a new discourse and framework for conceptualizing the philosophy of the Halakha.

PB - Magnes Press CY - Jerusalem UR - http://www.magnespress.co.il/Book/%D7%94%D7%9C%D7%9B%D7%94+%D7%9B%D7%94%D7%AA%D7%A8%D7%97%D7%A9%D7%95%D7%AA.aspx?name=%D7%94%D7%9C%D7%9B%D7%94+%D7%9B%D7%94%D7%AA%D7%A8%D7%97%D7%A9%D7%95%D7%AA&code=45-171056 ER - TY - MGZN T1 - Kol Hamercaz Y1 - 2015 IS - 20 ER - TY - BOOK T1 -

הוראת תרבות ישראל: בין הערכי לרלוונטי

Y1 - 2015 A1 - Michael Rosenak AB -

רוזנק, מ' (2015). הוראת תרבות ישראל: בין הערכי לרלוונטי. ירושלים: מרכז מלטון; תל אביב: מכון מופ"ת.

מטרתו של הספר לעורר דיון מעמיק בדרכי ההוראה של המקורות והמסורת היהודית, ולהעשיר דיון זה בהצגת גישת ההוראה הערכית-רלוונטית למורים ולמחנכים בחינוך היהודי הפורמלי ובחינוך הבלתי פורמלי. גישה זו נועדה לעורר דיאלוג בין התלמידים לבין המקורות והמסורת, בין התלמידים לבין עצמם ובינם לבין המחנכים. אך יותר מכך, הגישה הערכית-רלוונטית מבקשת לעורר דיאלוג בין ציבורים בעלי תפיסות יהודיות שונות, להציע שפה יהודית הולמת, אותנטית ורלוונטית, תחת מכנה משותף תוכני-ערכי ומתוך כבוד והערכה הדדית, בלי שאיש יחוש כאילו הוא ויתר מראש על השקפתו. כל אחד ואחת יחוש כי הוא מוצא עצמו מועשר בהשקפותיהם של האחרים. הספר כולל גם רעיונות ודוגמאות ליישום העקרונות החינוכיים הלכה למעשה.

על המחבר

פרופ' מיכאל רוזנק ז"ל, שלימד שנים רבות במרכז לחינוך יהודי ע"ש מלטון באוניברסיטה העברית, ייסד תחום אקדמי חדש ומוכר כיום בארץ ובעולם כ"פילוסופיה של החינוך היהודי". הספר שמונח לפנינו משמש דוגמה ייחודית ליצירה בתחום זה, המשלבת עומק אקדמי עם אוריינטציה חינוכית מובהקת. בכך הוא משקף נאמנה את מפעל החיים של פרופ' רוזנק, אשר היכרותו האינטימית עם המקורות הקנוניים של המורשת היהודית, ידיעותיו הרבות במחשבת ישראל לדורותיה, וכן התמצאותו בספרות החינוכית על כל ענפיה, שימשו כמשאבים נאמנים בכינון תחום חשוב זה. (פרופ' מנחם בן ששון, נשיא האוניברסיטה העברית בירושלים)

האוניברסיטה העברית בירושלים – המרכז לחינוך יהודי ע"ש מלטון, מכון מופ"ת והוצאת רכס הוציאה לאור סדרה חדשה "הספרייה לחינוך יהודי ע"ש מיכאל רוזנק". זהו הספר הראשון שיצא בסדרה זו.

ER - TY - BOOK T1 - הוראת תרבות ישראל - בין הערכי לרלוונטי Y1 - 2014 A1 - Michael Roznak AB -

האוניברסיטה העברית בירושלים – המרכז לחינוך יהודי ע"ש מלטון, מכון מופ"ת והוצאת רכס הוציאה לאור סדרה חדשה "הספרייה לחינוך יהודי ע"ש מיכאל רוזנק". זהו הספר הראשון שיצא בסדרה זו. 

פרטים ומידע על הספר והמחבר.

ER - TY - THES T1 -

Aspects in the Application of Martin Buber's Philosophy to Early Childhood Education

T2 - The Melton Centre for Jewish Education Y1 - 2014 A1 - Israela Ravid JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

Does the Bar Mitzva ceremony (at the age of 13) at the Western Wall Plaza serves as a 'Rite of Passage' for the Non-Religious Israeli Jew

T2 - The Melton Centre for Jewish Education Y1 - 2014 A1 - Aviv Wishkovsky JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

Teaching Midrash Hazal in the Secular Environment. Action Research in the Teaching of Jewish Culture in the State-run Settlement Education System

T2 - The Melton Centre for Jewish Education Y1 - 2014 A1 - Rina Ran JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

Teaching Miracles in Public Education in Israel An Action-research in teaching Bible in the non –religious school

T2 - The Melton Centre for Jewish Education Y1 - 2014 A1 - Michael Tal-El JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

The Concept of Child and Childhood as a Basis for the Educational Philosophy of Rabbi Avraham Yitzchak Kook

T2 - The Melton Centre for Jewish Education Y1 - 2014 A1 - Leah Zand JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

The Rabbinic Treatment of the Biblical Stories of Barren Women as an Educational Tool for Giving Expression to Varied Voices Regarding the Status of Women

T2 - The Melton Centre for Jewish Education Y1 - 2014 A1 - Rinat Safania-Schwartz JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

Bible Teaching Through Active Learning

Y1 - 2014 A1 - Mor Amitai ER - TY - MGZN T1 -

Kol Hamercaz

Y1 - 2014 VL - 19 IS - June 2014 ER - TY - BOOK T1 -

Speaking in the plural - The Challenge of Pluralism for Jewish Education (Vol. 14)

Y1 - 2014 AB -

The use of the term “pluralism” has become widespread in the context of Jewish education. The articles in this volume are a contribution to our understanding as researchers and educators, and to the development of a language which can deepen educational and research discourse. The volume seeks to mark out some of the educational dilemmas, possible educational aims as well as some of the costs and benefits that arise from the encounter between Jewish education and pluralism.

A number of articles contain reflections on the idea of pluralism, making conceptual distinctions between pluralism and related themes such as tolerance and relativism. Articles in the philosophical section of the book propose a basis for the connection (or opposition) between Jewish education and pluralism. The book’s next main section – one that focuses on theory and pedagogy - proposes educational theories concerned with pluralism and discusses their pedagogical potential. It also includes the reflections of practitioners whose work, in a variety of educational settings, is animated by a commitment to pluralism and, at the same time, is challenged by it. The last section of the book brings together empirical studies that describe and analyze the practices of pluralistic Jewish education. Bringing together these studies, which represent a wide range of disciplines and approaches, brings into focus the multiple ways of describing and analyzing the expression of, and responses to, pluralism in Jewish education in Israel and abroad. 

ER - TY - BOOK T1 -

The Gift of the Land and the Fate of the Canaanites in Jewish Thought

Y1 - 2014 ED - Katell Berthelot ED - Joseph David ED - Marc Hirshman AB -

This volume of essays presents a compelling and comprehensive analysis of the intriguing issue of the gift of the land of Israel and the fate of the Caananites as presented in diverse biblical sources. Jewish thought has long grappled with the moral and theological implications and challenges of this issue. Innovative interpretive strategies and philosophical reflections were offered, modified, and sometimes rejected over the centuries. Leading contemporary scholars follow these threads of interpretation offered by Jewish thinkers from antiquity to modern times.

UR - https://global.oup.com/academic/product/the-gift-of-the-land-and-the-fate-of-the-canaanites-in-jewish-thought-9780199959808?cc=il&lang=en& ER - TY - THES T1 -

Attitudes of Bible teachers in the state education system towards traditionally – oriented students and to manifestations of traditional viewpoints in the classroom

T2 - The Melton Centre for Jewish Education Y1 - 2013 A1 - Merav Binyamin JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

"From carrying stretcher to carrying school bags"

Analysis of the leadership style and transition of officers and commanders in the IDF who became school principals

T2 - The Melton Centre for Jewish Education Y1 - 2013 A1 - Lior Gorfinkel JF - The Melton Centre for Jewish Education ER - TY - MGZN T1 -

Kol Hamercaz

Y1 - 2013 VL - 17 IS - July 2013 ER - TY - MGZN T1 -

Kol Hamercaz

Y1 - 2013 VL - 16 IS - March 2013 ER - TY - MGZN T1 -

Kol Hamercaz

Y1 - 2013 VL - 18 IS - November 2013 ER - TY - BOOK T1 -

Covenant and Community

Y1 - 2013 A1 - Michael Rosenak AB -

These six elegant and beautifully written essays remind the reader of the power of ideas and the great depth of Michael Rosenak's thinking. Investigating key themes of his long and distinguished career as teacher, scholar, mentor and philosopher, Rosenak touches upon some of the core issues of contemporary Jewish life and teases out the implications for education in our time. As always, he asks the most interesting questions and guides his readers along a path of understanding and exploration.

UR - http://www.publishersrow.com/ebookshuk/cart/shopproductdetail.asp?id=8977&1363237200000 ER - TY - THES T1 -

Doing Talmud: An ethnographic study in a religious school in Israel

T2 - The Melton Centre for Jewish Education Y1 - 2012 A1 - Aliza Segal JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

Ritual and Text in the Context of Holiness: Ways of Establishing Gender Identity of Boys and Girls Ages Two to Five in Ultra-Orthodox Preschool

T2 - The Melton Centre for Jewish Education Y1 - 2012 A1 - Shulamit Mantzora JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

School-community partnerships of a Jewish day school: a comparative case study

T2 - The Melton Centre for Jewish Education Y1 - 2012 A1 - Tracy Kaplowitz JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

Uncovering new paradigms of role modeling: The case of aliyah – An exploration of significant others as agents of socialization in the ideological decision to migrate to Israel

T2 - The Melton Centre for Jewish Education Y1 - 2012 A1 - Daniel Roze JF - The Melton Centre for Jewish Education ER - TY - MGZN T1 -

Kol Hamercaz

Y1 - 2012 IS - January 2012 ER - TY - MGZN T1 -

Kol Hamercaz

Y1 - 2012 IS - September 2012 ER - TY - MGZN T1 -

Kol Hamercaz

Y1 - 2012 IS - June 2012 ER - TY - BOOK T1 -

The child is a person: Janusz Korczak’s educational thought

Y1 - 2012 A1 - Marc Silverman AB -

A broad consensus exists among people familiar with Janusz Korczak’s life, work and writings regarding the fact that he was a very gifted, original and exceptional pedagogue – one of the twentieth century’s most outstanding humanist educators. This consensus notwithstanding, Korczak is not usually considered a world-class educational theorist or philosopher. A concentrated attempt to consolidate and formulate his educational positions and practices into a philosophical-educational theory, based on an analysis and interpretation of his literary and pedagogical works, is absent in Hebrew works on Korczak’s educational thought and humanist legacy. This book aspires to fill  this void. Acknowledging and working through the highly narrative style of Korczak’s writings, this book seeks to conceptualise his educational thought. It systematically presents Korczak’s world-view and the educational theory derived from it; it depicts his rich and innovative array of educational practices and endows them with philosophical analysis and interpretation.

Respect for the child as a person, as a full-fledged, ever-growing human being, constitutes the very heart and core of his educational thought. In Korczak’s eyes, the open, direct and sincere demonstration of such respect to children by educators is a precondition for the very possibility to educate children and engender positive changes in their personalities.

The narrative of the book includes the analysis and interpretation of many passages from Korczak’s numerous, rich and diverse writings. Selections from his works for the readers’ exploration are offered at the end of each chapter, accompanied by suggestions of issues for possible discussion.

The book addresses a wide audience including master educators, master teachers, educators, teachers, students and all intelligent, reflective and critical people interested in furthering their knowledge and understanding of decisive cultural-educational issues of our time. The encounter with Korczak’s educational thought and practices is likely to contribute to our current educational thinking and practice and assist us in our quest for compelling responses to central educational questions that concern and challenge us today.

Dr. Marc Silverman is a senior lecturer in the Hebrew University’s School of Education and Melton Centre for Jewish Education. He teaches, researches, writes and publishes articles in two main interrelated educational fields: moral, progressive, radical and Jewish educational thought; and the intellectual history, sociology and ideologies of current Jewish cultural and educational movements and trends.

ER - TY - BOOK T1 -

The Meaning behind the Words: Methodologies of Qualitative Research: Theory and Practice

Y1 - 2012 A1 - Asher Shkedi UR - http://www.narralizer.com/Portals/0/book.pdf ER - TY - BOOK T1 -

Teaching Contested Narratives

Y1 - 2012 ED - Zvi Bekerman ED - Michalinos Zembylas AB -

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.

ER - TY - THES T1 -

Do the Rabbis of The Babylonian Talmud set Limits to AGADA?

T2 - The Melton Centre for Jewish Education Y1 - 2011 A1 - Evida Fenster JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

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

T2 - The Melton Centre for Jewish Education Y1 - 2011 A1 - Shirly Lerner JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

Gestures Learning Talmud with Ethnographic work on Hevruta Learning in Bait Midrash

T2 - The Melton Centre for Jewish Education Y1 - 2011 A1 - Reuven Ben-Haim JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

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

T2 - The Melton Centre for Jewish Education Y1 - 2011 A1 - Admanit Bilha JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

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?

T2 - The Melton Centre for Jewish Education Y1 - 2011 A1 - Nitza Harel-Atias JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

Long-Term Educational Zionist Shlichut in the Diaspora-The Identity Profile of the Shaliah, Motivations for Going on Shlichut and expectations of it

T2 - The Melton Centre for Jewish Education Y1 - 2011 A1 - Lior Levin-Argaman JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

Pluralism in the religious-secular integrated education system in Israel: Prayer and prayer-parallels

T2 - The Melton Centre for Jewish Education Y1 - 2011 A1 - Michal Berman JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

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

T2 - The Melton Centre for Jewish Education Y1 - 2011 A1 - Tova Sacher JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

Three Presentations of the Jacob/Esau story, Genesis 25-27, and how they reflect different educational approaches to peshat, Biblical characters, and Bible studies

T2 - The Melton Centre for Jewish Education Y1 - 2011 A1 - Michelle Cohen JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

Rituals mediated by video conference

T2 - The Melton Centre for Jewish Education Y1 - 2011 A1 - Eitan Eliram JF - The Melton Centre for Jewish Education ER - TY - MGZN T1 -

Kol Hamercaz

Y1 - 2011 IS - January 2011 ER - TY - BOOK T1 -

International Handbook of Jewish Education

Y1 - 2011 ED - Alex Pomson ED - Lisa D. Grant ED - Helena Miller AB -

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.

UR - http://www.amazon.com/International-Handbook-Education-Handbooks-Religion/dp/9400703538 ER - TY - BOOK T1 -

International Handbook of Migration, Minorities and Education

Y1 - 2011 ED - Zvi Bekerman ED - Thomas Geisen AB -

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 

PB - Springer Netherlands UR - http://www.springer.com/education+%26+language/book/978-94-007-1465-6 ER - TY - THES T1 -

Hermeneutics in Teaching: The case of Jewish Thought

T2 - The Melton Centre for Jewish Education Y1 - 2010 A1 - Inbar Galili-Schachter JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

Negotiating the Boundary: Exploring Identities during Israel Experience Mifgashim

T2 - The Melton Centre for Jewish Education Y1 - 2010 A1 - Minna Wolf JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

Teaching about Christianity in Israel

T2 - The Melton Centre for Jewish Education Y1 - 2010 A1 - David Ben-Dor JF - The Melton Centre for Jewish Education ER - TY - BOOK T1 -

A Beloved-Despised Tradition Modern Jewish Identity and Neo-Hasidic Writing at the Beginning of the Twentieth Century

Y1 - 2010 A1 - Nicham Ross AB -

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

PB - The Bialik Institute Publishing House UR - http://www.bialik-publishing.co.il/product_info.php?products_id=1471&osCsid=d2d452 ER - TY - BOOK T1 -

A Case Study of Jewish Day School Leadership: How Way Leads on the Way

Y1 - 2010 A1 - Alex Pomson AB -

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.

PB - PEJE UR - http://peje.org/old/index.php/publications-a-media/books-and-articles ER - TY - BOOK T1 -

At Home in the World: Human nature, ecological thought and education after Darwin

Y1 - 2010 A1 - Eilon Schwartz AB -

Challenging conventional understanding of humans as selfish and competitive at their core, At Home in the World asserts that we have evolved as a profoundly social species, biologically related to the rest of the natural world, and at home on the only planet for which we are adapted to live. Eilon Schwartz traces the history of Darwinism, examining attempts of the nineteenth and twentieth centuries to apply Darwin's theories to educational philosophy and analyzing trends since the reemergence of Darwinism toward the end of the twentieth century. Identifying with the Darwinian interpretations of Peter Kropotkin, John Dewey, and Mary Midgley, Schwartz argues for a compelling educational philosophy rooted in our best scientific understandings of human nature.

PB - Suny Press UR - http://www.sunypress.edu/p-4796-at-home-in-the-world.aspx ER - TY - BOOK T1 -

Jewish Day Schools Worldwide: Achievements, Challenges and Aspirations

Y1 - 2010 A1 - Howard Deitcher A1 - Alex Pomson ER - TY - BOOK T1 -

Where's my Miracle?

Y1 - 2010 A1 - Morey Schwartz AB -

At one time or another every person of faith asks himself questions like these: What must I do to deserve some Divine intervention in my life? Is there anyone really listening to my prayers? When do miracles happen, and when do they not? Where s my miracle? Am I not worthy? Here is a fresh, new, thought-provoking approach to the eternal mystery of the miracle, based on the multiple texts found in Jewish tradition as well as lessons learned from experience. The Al Aksa Intifada and its bloody consequences serve as backdrop for the many important messages about belief contained in this book. The Intifada forced Jews and rabbinic leaders to actively confront the difficult philosophical questions that arose in the wake of continual, random acts of violence in Israel. Having made aliyah just weeks before the onset of the bloody violence, the author took note of the reactions of survivors and spiritual leaders throughout the years of violence and was struck with the pat, simplistic, and often not-well-thought-out reactions and explanations offered by Israeli spiritual leaders to give meaning and purpose to the violence. Rabbi Morey Schwartz, an only child, orphaned by age twenty, has spent more than twenty years searching for a satisfying answer to his personal misfortune. Searching traditional Jewish responses, he never found a response that addressed his need to believe in a benevolent, merciful and all-powerful divine being, while simultaneously honoring what he considers his right to understanding. To believe in a God that was less than all-powerful seemed pointless, and to accept that we just cannot understand seemed to be meaningless. The author, is a graduate of Yeshiva University and Bernard Revel Graduate School, and musmach of the Rabbeinu Yitzchak Elchanan Theological Seminary. During his twelve years in the American rabbinate, helping others to deal with suffering and loss, the author found himself expressing a refreshing theological approach to this question, one which has helped countless individuals work through these difficult issues in their own lives. The book provides a look at the way the sages dealt with the suffering of the innocent throughout the centuries, providing the reader with easy to read rabbinic texts arranged in a text and counter-text format, for the purpose of presenting multiple Jewish approaches to some very difficult questions. In addition, the author provides a new, inspiring way of looking at the whole business of miracles. The age-old idea that miracles arise for those who deserve them is reconsidered, and a whole new perspective on the function and incidence of miracles is proposed. Any person of any faith will want to read these words and ponder the Divine s role in our lives, in the good times and the bad. This book will become a source of great comfort to Jews looking for alternative Jewish approaches to suffering and to God s role in suffering. This book is a must for those who counsel, for they above all need to be sympathetic to the deep sensitivities of those who seek consolation.

PB - Gefen Publishing House UR - http://www.amazon.com/Miracle-Exploring-Traditions-Dealing-Tragedy/dp/9652294845 ER - TY - THES T1 -

An analysis of Rabi Yehuda Leon Ashkenazi's educational approach through confronting the question: Could Rabi Ashkenazi's educational approach be considered as a Jewish educational philosophy according to Michael Rozenak's criteria..

T2 - The Melton Centre for Jewish Education Y1 - 2009 A1 - Hadas-Chaya Halevy JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

And before Honor-Humility: The Ideal of Humanity in the Moral Language of the Sages"

T2 - The Melton Centre for Jewish Education Y1 - 2009 A1 - Richard Lewis JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

Approaches to teaching Jewish Philosophy: A case study of a TeacherTraining Program for Jewish Subjects

T2 - The Melton Centre for Jewish Education Y1 - 2009 A1 - Michal Pundyk JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

Exhibiting the Holocaust: A Comparative Analysis of the Permanent Exhibits in Yad Vashem & the United States Holocaust Memorial Museum

T2 - The Melton Centre for Jewish Education Y1 - 2009 A1 - Yehudit Singer JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

Experiences of Judaism: Formative Jewish experiences and processes among pre-service teachers in the field of Jewish studies

T2 - The Melton Centre for Jewish Education Y1 - 2009 A1 - Yehudit Ofer JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

Returning To The Own Borders: A Social Anthropological Study of Contemporary Messianic Jewish Identity in Israel

T2 - The Melton Centre for Jewish Education Y1 - 2009 A1 - Keri Warshawsky JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

Teaching Biblical Miracle Stories in Israeli State Religious Schools

T2 - The Melton Centre for Jewish Education Y1 - 2009 A1 - Ruth Walfish JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

The approach to teaching the Bible: A Case Study of student-teachers in the Training Program for outstandingstudents

T2 - The Melton Centre for Jewish Education Y1 - 2009 A1 - Keren Nuriel-Katz JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

The Masorti Jew - Major components identity and their transmission to the future generation

T2 - The Melton Centre for Jewish Education Y1 - 2009 A1 - Iris Tsirolnik JF - The Melton Centre for Jewish Education ER - TY - MGZN T1 -

Kol Hamercaz

Y1 - 2009 IS - December 2009 ER - TY - BOOK T1 -

Jewish Day Schools, Jewish Communities: A Reconsideration

Y1 - 2009 ED - Alex Pomson ED - Howard Deitcher AB -

About 350,000 Jewish children are currently enrolled in Jewish day schools, in every continent other than Antarctica. This is the first book-length consideration of life in such schools and of their relationship both to the Jewish community and to society as a whole. It provides a rich sense of how community is constructed within Jewish schools, and of how they contribute to or complicate the construction of community in the wider society...

PB - Littman Library Of Jewish Civilization UR - http://www.amazon.com/Jewish-Day-Schools-Communities-Reconsideration/dp/1904113745/ref=sr_1_1?s=books&ie=UTF8&qid=1321180769&sr=1-1 ER - TY - BOOK T1 -

Peace Education in Conflict and Post-Conflict Societies: Comparative Perspectives

Y1 - 2009 ED - Claire McGlynn ED - Zvi Bekerman ED - Michalinos Zembylas ED - Tony Gallagher AB -

While the number and range of international peace programmes continues to proliferate, there is a marked absence of interdisciplinary and comparative research to guide academic development and inform practice in this challenging arena. It is these deficits that the present volume aims to address. This collection of peace education efforts in conflict and post-conflict societies brings together an international group of scholars to offer the very latest theoretical and pedagogical developments for long term solutions.

PB - Palgrave Macmillan UR - http://www.amazon.com/Peace-Education-Conflict-Post-Conflict-Societies/dp/0230608426/ref=sr_1_1?s=books&ie=UTF8&qid=1321180802&sr=1-1 ER - TY - BOOK T1 -

The Stabilization of Rabbinic Culture, 100 C.E. -350 C.E.: Texts on Education and Their Late Antique Context

Y1 - 2009 A1 - Marc Hirshman AB -

Drawing on the great progress in Talmudic scholarship over the last century, The Stabilization of Rabbinic Culture is both an introduction to a close reading of rabbinic literature and a demonstration of the development of rabbinic thought on education in the first centuries of the Common Era. In Roman Palestine and Sasanid Persia, a small group of approximately two thousand Jewish scholars and rabbis sustained a thriving national and educational culture. They procured loyalty to the national language and oversaw the retention of a national identity. This accomplishment was unique in the Roman Near East, and few physical artifacts remain. The scope of oral teaching, however, was vast and was committed to writing only in the high Middle Ages. The content of this oral tradition remains the staple of Jewish learning through modern times. Though oral learning was common in many ancient cultures, the Jewish approach has a different theoretical basis and different aims. Marc Hirshman explores the evolution and institutionalization of Jewish culture in both Babylonian and Palestinian sources. At its core, he argues, the Jewish cultural thrust in the first centuries of the Common Era was a sustained effort to preserve the language of its culture in its most pristine form. Hirshman traces and outlines the ideals and practices of rabbinic learning as presented in the relatively few extensive discussions of the subject in late antique rabbinic sources. The Stabilization of Rabbinic Culture is a pioneering attempt to characterize the unique approach to learning developed by the rabbinic leadership in late antiquity.

PB - Oxford University Press UR - http://www.amazon.com/Stabilization-Rabbinic-Culture-100-350/dp/0195387740 ER - TY - THES T1 -

Narrating Identity: Young Jewish Adults in Contemporary Poland

T2 - The Melton Centre for Jewish Education Y1 - 2008 A1 - Katarzyna Reszke JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

An analysis of the educational thought of Emmanuel Levinas and its embodiment in his Talmudic Readings in the light of the educational thought of Paulo Freire

T2 - The Melton Centre for Jewish Education Y1 - 2008 A1 - Itamar Tass JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

Jewish women and religious ritual - as understood by (their) Jewish men

T2 - The Melton Centre for Jewish Education Y1 - 2008 A1 - Jamie Salter JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

Now I am "bein Hazmanim"- The religious identity of unmarried religious women

T2 - The Melton Centre for Jewish Education Y1 - 2008 A1 - Gali Nahari JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

The connection between knowledge acquisition and position-taking in the study of “the sanctity of Jerusalem for the three monotheistic religions”

T2 - The Melton Centre for Jewish Education Y1 - 2008 A1 - Margalit Levitan-Oz JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

The development of Bible Curriculum in State Schools: content, influences and meanings

T2 - The Melton Centre for Jewish Education Y1 - 2008 A1 - Orit Kochavi JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

The perceptions of parents regarding the transmission of the Jewish tradition to their children in the traditional eastern Jewish sector

T2 - The Melton Centre for Jewish Education Y1 - 2008 A1 - Eliyahu Zohar JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

Trauma discourse between the first and second generations of the Holocaust in Israeli theater

T2 - The Melton Centre for Jewish Education Y1 - 2008 A1 - Einat Lifshitz-Peri JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

Ve-Anveihu: God's Beauty and Love in Rabbinic Thought

T2 - The Melton Centre for Jewish Education Y1 - 2008 A1 - Maoz Yacov JF - The Melton Centre for Jewish Education ER - TY - MGZN T1 -

Kol Hamercaz

Y1 - 2008 IS - April 2008 ER - TY - BOOK T1 -

Back to School: Jewish Day School in the Lives of Adult Jews

Y1 - 2008 A1 - Alex Pomson A1 - Randal Schnoor AB -

Beyond the walls of their synagogues, Jewish adults are creating religious meaning in new and diverse ways in a range of unconventional sites. In Back to School, authors Alex Pomson and Randal F. Schnoor argue that the Jewish day school serves as one such site by bringing adults and children together for education, meeting, study, and worship-like ceremonies. Pomson and Schnoor suggest that day school functions as a locus of Jewish identity akin to the Jewish streets or neighborhoods that existed in many major North American cities in the first half of the twentieth century.

Back to School began as an ethnographic study of the Paul Penna Downtown Jewish Day School (DJDS) in Toronto, a private, religiously pluralistic day school that balances its Jewish curriculum with general studies. Drawing on a longitudinal study at DJDS, and against the backdrop of a comparative study of two other Toronto day schools as well as four day schools from the U.S. Midwest, Pomson and Schnoor argue that when parents choose Jewish schools for their children they look for institutions that satisfy not only their children's academic and emotional needs but also their own social and personal concerns as Jewish adults. The authors found an uncommon degree of involvement and engagement on the part of the parents, as genuine friendships and camaraderie blossomed between parents, faculty, and administrators. In addition, the authors discovered that parents who considered themselves secular Jews were introduced to or reacquainted with the depth and meaning of Jewish tradition and rituals through observing or taking part in school activities.

Sitting on the cusp between the disciplines of education and the sociology of contemporary Jewish life, Back to School offers important policy implications for how Jewish day schools might begin to re-imagine their relationships with parents. Jewish parents, Jewish studies scholars, as well as researchers of educational and social trends will enjoy this evocative volume.

PB - Wayne State University Press UR - http://www.amazon.com/Back-School-Jewish-Lives-Adults/dp/0814333834 ER - TY - BOOK T1 -

Mirror Images: Popular Culture and Education

Y1 - 2008 ED - Diana Silberman-Keller ED - Zvi Bekerman ED - H. Giroux ED - Nicholas Burbules AB -

"Few books capture as clearly the critical place and influence of popular culture on education. Silberman-Keller, Bekerman, Giroux, and Burbules have launched a collaboration that helps educators understand the learning process outside the confines of classroom pedagogy but provides the conditions of possibility for improving schools. Its expert contributors travel through social experiences that no educator can take for granted any longer as extra-curricular. If schooling is education of the whole person then this book takes us one step closer to that transformation." —Zeus Leonardo, University of California, Berkeley

PB - Peter Lang Publishing Inc. UR - http://www.amazon.com/Mirror-Counterpoints-Studies-Postmodern-Education/dp/1433102307/ref=sr_1_1?s=books&ie=UTF8&qid=1321180722&sr=1-1 ER - TY - BOOK T1 -

Modes of Educational Translation

Y1 - 2008 ED - Jonathan Cohen ED - Elie Holzer AB -
We are proud to present our readers with Volume 13 of our series: Studies in Jewish Education. This volume is concerned with the possibility of “translating” insights derived from areas of knowledge sometimes thought to be outside the purview of education – to issues and problems on the agenda of educational thinkers, researchers and practitioners.
As we have learned from our teachers, Prof. Seymour Fox, of blessed memory, and Prof. Michael Rosenak (may he be granted many more years of fruitful creativity) – “translating” from philosophical systems or lead concepts, from principles deriving from the tradition of Jewish thought, or from cultural visions – to educational thought and practice,is a most complex matter. Some prefer to work in the “normative” mode, wherein normative world views are “translated” from fundamental philosophical “principles” to educational “ideals,” “goals” and “means.”
In the transition from one category to the next, however, certain terms must necessarily be modified or reinterpreted. This process is both enriching and impoverishing – as certain understandings are inevitably “lost” in translation even as other insights are gained. Others prefer to work in the “deliberative” mode, beginning from symptoms of malaise emanating from the field of educational practice, accessing world-views and disciplines of knowledge in order to arrive at an informed formulation of the “problem,” then generating alternative solutions to the “problem” – alternatives from among which some will be chosen for implementation and others, perhaps just as promising, will have to be discarded or shelved. For those who feel more at home in this mode – world-views, concepts, disciplines and cultural visions do not function as overarching norms, but rather as “resources,” drawn upon to the degree that they are seen to address problems as experienced by those affected by them. As if this were not complex enough, Prof. Rosenak has reminded us that neither mode – normative or deliberative – is, or should be sufficient unto itself.
On the one hand, normative discourse that does not also have its “ears tothe ground,” picking up on current educational problems and addressing them in terms intelligible to those who suffer from them, will end up being sterile and hortatory. Deliberative discourse, on the other hand,is always anchored in normative assumptions, without which one could not articulate what it is about the “problem” that is “problematic,” or in need of amelioration. According to Rosenak, there must be a constant, dialectical interaction between the normative and deliberative modes if educational issues are to be addressed both honestly and intelligently.
UR - http://melton.huji.ac.il/images/stories/pdf/studies13.pdf ER - TY - BOOK T1 -

Modes of Educational Translation (Vol. 13)

Y1 - 2008 ED - Jonathan Cohen ED - Elie Holzer AB -
We are proud to present our readers with Volume 13 of our series: Studies in Jewish Education. This volume is concerned with the possibility of “translating” insights derived from areas of knowledge sometimes thought to be outside the purview of education – to issues and problems on the agenda of educational thinkers, researchers and practitioners.
As we have learned from our teachers, Prof. Seymour Fox, of blessed memory, and Prof. Michael Rosenak (may he be granted many more years of fruitful creativity) – “translating” from philosophical systems or lead concepts, from principles deriving from the tradition of Jewish thought, or from cultural visions – to educational thought and practice,is a most complex matter. Some prefer to work in the “normative” mode, wherein normative world views are “translated” from fundamental philosophical “principles” to educational “ideals,” “goals” and “means.”
In the transition from one category to the next, however, certain terms must necessarily be modified or reinterpreted. This process is both enriching and impoverishing – as certain understandings are inevitably “lost” in translation even as other insights are gained. Others prefer to work in the “deliberative” mode, beginning from symptoms of malaise emanating from the field of educational practice, accessing world-views and disciplines of knowledge in order to arrive at an informed formulation of the “problem,” then generating alternative solutions to the “problem” – alternatives from among which some will be chosen for implementation and others, perhaps just as promising, will have to be discarded or shelved. For those who feel more at home in this mode – world-views, concepts, disciplines and cultural visions do not function as overarching norms, but rather as “resources,” drawn upon to the degree that they are seen to address problems as experienced by those affected by them. As if this were not complex enough, Prof. Rosenak has reminded us that neither mode – normative or deliberative – is, or should be sufficient unto itself.
On the one hand, normative discourse that does not also have its “ears tothe ground,” picking up on current educational problems and addressing them in terms intelligible to those who suffer from them, will end up being sterile and hortatory. Deliberative discourse, on the other hand,is always anchored in normative assumptions, without which one could not articulate what it is about the “problem” that is “problematic,” or in need of amelioration. According to Rosenak, there must be a constant, dialectical interaction between the normative and deliberative modes if educational issues are to be addressed both honestly and intelligently.
ER - TY - BOOK T1 -

Cultural Education-Cultural Sustainability: Minority, Diaspora, Indigenous and Ethno-Religious Groups in Multicultural Societies

Y1 - 2008 ED - Zvi Bekerman ED - Ezra Kopelowitz AB -

This volume is a path-breaking contribution to the study of efforts of diaspora, indigenous, and minority groups, broadly defined, to use education (formal and informal) to sustain cultural continuity while grappling with the influences and demands of wider globalizing, nationalizing, or other homogenizing and assimilatory forces. Particular attention is given to groups that use educational elements other than second-language teaching alone in programs to sustain their particular cultural traditions. The focus of the book on cultural sustainability changes the nature of questions posed in multicultural education from those that address the opening of boundaries to issues of preserving boundaries in an open yet sustainable way.

As forced and elective immigration trends are changing the composition of societies and the educational systems within them -- bringing a rich diversity of cultural experience to the teaching/learning process -- diaspora, indigenous, and minority groups are looking more and more for ways to sustain their cultures in the context of wider socio-political influences. This volume is a first opportunity to consider critically multicultural efforts in dialogue with educational options that are culturally particularistic but at the same time tolerant.

Academics will find this an excellent reference book. Practitioners will draw inspiration in learning of others’ efforts to sustain cultures, and will engage in critical reflection on their own work vis-à-vis that of others. Teachers will realize they do not stand alone in their educational efforts and will uncover new strategies and methodologies through which to approach their work.

PB - Routledge UR - http://www.amazon.com/Cultural-Education-Sustainability-Ethno-Religious-Multicultural/dp/0415995906/ref=sr_1_1?s=books&ie=UTF8&qid=1321180690&sr=1-1 ER - TY - MGZN T1 -

Kol Hamercaz

Y1 - 2007 IS - September 2007 ER - TY - MGZN T1 -

Kol Hamercaz

Y1 - 2007 IS - January 2007 ER - TY - BOOK T1 -

The Hebrew Language in the Era of Globalization

Y1 - 2007 ED - Nava Nevo ED - Elite Olshtein AB -

12th volume of the series "Studies in Jewish Education"

Editors: Nava Nevo and Elite Olshtain

The Hebrew University Magnes Press, Jerusalem

The book 'The Hebrew Language in the Era of Globalization' is designed for researchers, for teachers of Hebrew in educational frameworks, and for those who love the language, and allows for a comprehensive study of varied aspects of the language. The book brings to center stage research issues regarding Hebrew in its cultural, social, and linguistic contexts, discusses the state of Hebrew in Israel and in the world, and looks into current curricula for the teaching of Hebrew as a second language. The book is comprised of three sections. The first section covers the following topics: The state of Hebrew in the context of Israel-Diaspora relations; Hebrew in European and American universities; the dilemma of the language of prayer; challenges that the modern reader confronts in a classical text; linguistic and socio-linguistic trends in modern Hebrew; achievements of new immigrant students in academic Hebrew; the theoretical basis for the development of curricula for the teaching of Hebrew as a first and second language; and language policy in a multi-lingual and multi-cultural society such as Israel. The second section presents the new curriculum for learners of Hebrew in the Arab sector as well as curricula for the teaching of Hebrew in the Diaspora for kindergarten children, elementary school students and junior-high and high school students. The third section expresses concern about the future of Hebrew both inIsrael and in the Diaspora in the era of globalization.

The book is unique in that it combines theory and practice; deals with different representation of Hebrew - as a first, second, and heritage language; relates to learners of different ages and of a number of different populations – native speakers of Hebrew, new immigrants, the Arab sector in Israel, and Jewish communities in the Diaspora.

ER - TY - BOOK T1 -

The Hebrew Language in the Era of Globalization (Vol. 12)

Y1 - 2007 ED - Nava Nevo ED - Elite Olshtein AB -

The book 'The Hebrew Language in the Era of Globalization' is designed for researchers, for teachers of Hebrew in educational frameworks, and for those who love the language, and allows for a comprehensive study of varied aspects of the language. The book brings to center stage research issues regarding Hebrew in its cultural, social, and linguistic contexts, discusses the state of Hebrew in Israel and in the world, and looks into current curricula for the teaching of Hebrew as a second language. The book is comprised of three sections. The first section covers the following topics: The state of Hebrew in the context of Israel-Diaspora relations; Hebrew in European and American universities; the dilemma of the language of prayer; challenges that the modern reader confronts in a classical text; linguistic and socio-linguistic trends in modern Hebrew; achievements of new immigrant students in academic Hebrew; the theoretical basis for the development of curricula for the teaching of Hebrew as a first and second language; and language policy in a multi-lingual and multi-cultural society such as Israel. The second section presents the new curriculum for learners of Hebrew in the Arab sector as well as curricula for the teaching of Hebrew in the Diaspora for kindergarten children, elementary school students and junior-high and high school students. The third section expresses concern about the future of Hebrew both in Israel and in the Diaspora in the era of globalization.

The book is unique in that it combines theory and practice; deals with different representation of Hebrew - as a first, second, and heritage language; relates to learners of different ages and of a number of different populations – native speakers of Hebrew, new immigrants, the Arab sector in Israel, and Jewish communities in the Diaspora.

ER - TY - BOOK T1 -

Addressing Ethnic Conflict through Peace Education: International Perspectives

Y1 - 2007 ED - Zvi Bekerman ED - Claire McGlynn AB -

The volume brings together an outstanding group of international scholars from the field of peace/co-existence education and education for social cohesion to build understanding of the impact of sustained educational efforts towards peace, co-existence and reconciliation in countries emerging from protracted conflict. It explores the impact of innovative long term methods of pursuing peace and reconciliation such as the creation of integrated schools and/or policy whose central aim is the celebration of diversity and rejection of prejudice in countries where prolonged interracial or interethnic conflict has scarred society.

PB - Palgrave Macmillan UR - http://www.amazon.com/Addressing-Ethnic-Conflict-through-Education/dp/1403971684 ER - TY - BOOK T1 -

Philosophers and Scholars: Wolfson, Guttmann and Strauss on the History of Jewish Philosophy

Y1 - 2007 A1 - Jonathan Cohen AB -

Jonathan Cohen brings together the views of three of the greatest scholar-thinkers in the area of Jewish philosophy of the twentieth century, Harry Austryn Wolfson (1887-1974), Julius Guttmann (1880-1950), and Leo Strauss (1899-1973). Each thinker's construction of Jewish philosophy is presented through individual definitions of Judaism and philosophy, understandings of its historical development, and analyses of the canons used in interpretations of Jewish philosophical texts.

UR - http://www.amazon.com/Philosophers-Scholars-Wolfson-Guttmann-Philosophy/dp/0739119990/ref=sr_1_1?ie=UTF8&qid=1410776233&sr=8-1&keywords=jonathan+cohen+philosophers+and+scholar ER - TY - THES T1 -

Food and Feasting as Indicators of Religious and Social Status in the World of the Sages

T2 - The Melton Centre for Jewish Education Y1 - 2006 A1 - Ruhama Weiss JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

Ideological Encounters: Case Studies of Teacher Supervision in Jewish Education

T2 - The Melton Centre for Jewish Education Y1 - 2006 A1 - Michal Muszkat-Barkan JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

Lag Ba’omer – the revival of festival by the Zionist movement and the formative role of youth-movements in its development

T2 - The Melton Centre for Jewish Education Y1 - 2006 A1 - Dr. Michael Gillis JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

Multilingual Children's Perceptions of Self and Others: An Ethnographic Case Study of English Language Teaching in an Arabic-Hebrew Bilingual School

T2 - The Melton Centre for Jewish Education Y1 - 2006 A1 - Julia Shlam-Salman JF - The Melton Centre for Jewish Education ER - TY - MGZN T1 -

Kol Hamercaz

Y1 - 2006 IS - August 2006 ER - TY - BOOK T1 -

Learning in Places: The Informal Education Reader

Y1 - 2006 A1 - Diana Silberman-Keller ED - Nicholas Burbules ED - Zvi Bekerman AB -

Learning in Places is a concerted effort undertaken by an outstanding group of international researchers to create a resource book that can introduce academic, professional and lay readers to the field of informal learning/education and its potential to transform present educational thinking. The book presents a wealth of ideas from a wide variety of disciplinary fields and methodological approaches covering multiple learning landscapes—in museums, workplaces, classrooms, places of recreation—in a variety of political, social and cultural contexts around the world. Learning in Placespresents the most recent theoretical advances in the field; analyzing the social, cultural, political, historical and economical contexts within which informal learning develops and must be critiqued. It also looks into the epistemology that nourishes its development and into the practices that characterize its implementation; and finally reflects on the variety of educational contexts in which it is practiced.

UR - http://www.amazon.com/Learning-Places-Counterpoints-Postmodern-Education/dp/0820467863/ref=sr_1_1?s=books&ie=UTF8&qid=1321180256&sr=1-1 ER - TY - THES T1 -

Attitudes of Religious Education Towards Family Life Education

T2 - The Melton Centre for Jewish Education Y1 - 2005 A1 - Bruria Samet JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

An experiment at the Experimental School in a different kind of learning: Exploring commitment and responsibility

T2 - The Melton Centre for Jewish Education Y1 - 2005 A1 - Sammy Press JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

Elementary School Teachers' Knowledge about Bible in National Religious Schools: A Case Study

T2 - The Melton Centre for Jewish Education Y1 - 2005 A1 - Nechama Kalmenovitz JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

Ever-continuous spiritual inspiration and free-choice: Theory and enactment in Menahem Brinker's vision of secular-Jewish education

T2 - The Melton Centre for Jewish Education Y1 - 2005 A1 - Matan Barak JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

Model of pluralistic Jewish education: a collective case study of three Keshet schools

T2 - The Melton Centre for Jewish Education Y1 - 2005 A1 - Ronit Charust JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

Portrayals of Death in Russian language adaptations of Bible Stories for Children

T2 - The Melton Centre for Jewish Education Y1 - 2005 A1 - Vassalisa Shkolovsky-Kurdy JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

The influence of shlichut (working as an emissary) in American summer camps on individuals' Jewish identities

T2 - The Melton Centre for Jewish Education Y1 - 2005 A1 - Tova Gar JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

The Water Cistern and the overflowing Fountain-Literary Representations of Rabbinic Personalities as a Reflection of Educational Philosophy

T2 - The Melton Centre for Jewish Education Y1 - 2005 A1 - Leah Rosental JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

Teaching Talmud in a religious school: an Ethnographic study

T2 - The Melton Centre for Jewish Education Y1 - 2005 A1 - Aliza Segal JF - The Melton Centre for Jewish Education ER - TY - THES T1 -

מיפוי "ספרות כוונות" לסידור התפילה

T2 - The Melton Centre for Jewish Education Y1 - 2005 A1 - Ariel Fogelman JF - The Melton Centre for Jewish Education ER - TY - MGZN T1 -

Kol Hamercaz

Y1 - 2005 IS - June 2005 ER - TY - MGZN T1 -

Kol Hamercaz

Y1 - 2005 IS - December 2005 ER - TY - BOOK T1 -

Languages and Literatures in Jewish Education (Vol. 11)

Y1 - 2005 ER - TY - BOOK T1 -

Multiple Case Narrative: A Qualitative Approach to Studying Multiple Populations

Y1 - 2005 A1 - Asher Shkedi AB -

This book introduces a methodology for the construction of a comprehensive narrative description and narrative-based theory from the study of multiple populations. The book has two parallel foci. On the one hand, it is a conceptual treatise, focusing on the principles of the Multiple Case Narrative. On the other hand, it also has a practical "how-to" focus with a step-by-step guide to conducting a Multiple Case Narrative. The book is accessible and comprehensive and addresses both those in the field as well as those with little background in the methodologies of narrative study and qualitative research. This book is also relevant to those who are interested in other qualitative varieties like single and collective narrative inquiry, single and collective case study, as well as ethnography, because each of the procedures and techniques described here can be easily utilized for conducting other types of qualitative research.

UR - http://www.amazon.com/Multiple-Case-Narrative-Qualitative-Populations/dp/9027226474/ref=sr_1_1?ie=UTF8&qid=1341827290&sr=8-1&keywords=multiple+case+narrative ER - TY - MGZN T1 -

Kol Hamercaz

Y1 - 2004 UR - http://melton.huji.ac.il/images/stories/pdf/May2004.pdf IS - May 2004 ER - TY - MGZN T1 -

Kol Hamercaz

Y1 - 2004 UR - http://melton.huji.ac.il/images/stories/pdf/December2004.pdf IS - December 2004 ER - TY - BOOK T1 -

In Search of a Jewish Paideia (Vol. 10)

Y1 - 2004 ER - TY - MGZN T1 -

Kol Hamercaz

Y1 - 2003 IS - March 2003 ER - TY - MGZN T1 -

Kol Hamercaz

Y1 - 2003 UR - http://melton.huji.ac.il/images/stories/pdf/October2003.pdf IS - October 2003 ER - TY - BOOK T1 -

Tree of Life: Tree of knowledge - Conversations with the Torah

Y1 - 2003 A1 - Michael Rosenak AB -

Viewing education through the prism of the Torah, Tree of Life, Tree of Knowledgetakes the reader through the stages of learning, growth, and self-development that characterize human lives. The journey begins with education as it happens in the home, moves on to the institutions of society, especially schools, and then on to the questions of identity and commitment which constitute the hidden agenda of "informal educational networks." The self-education of the individual is explored: When does one "grow up"? What is really worth knowing? How does one cope with memories, illness, and anticipation of what lies ahead? This book examines some of the millennial conversation in an attempt to discover an educational philosophy in the Torah that can be relevant to life in the contemporary world. --This text refers to an out of print or unavailable edition of this title.

UR - http://www.amazon.com/Tree-Life-Knowledge-Conversations-Torah/dp/0813365619 ER - TY - BOOK T1 -

Understanding the Bible in Our Times (Vol. 9)

Y1 - 2003 ER - TY - BOOK T1 -

On Second Thought: Tradition and Modernity in Jewish Contemporary Education

Y1 - 2003 A1 - Michael Rosenak PB - The Hebrew University Magnes Press / The Center for Jewish Educational Thought, Lifshitz Academic College CY - Jerusalem ER - TY - BOOK T1 -

The Gaon of Vilna: The Man and his Image

Y1 - 2002 A1 - Immanuel Etkes AB -

"A pathbreaking book in Jewish Studies. Etkes is careful to separate the man himself from the mythic role he later came to occupy in the modern Jewish landscape. This emphasis upon 'image,' and not only upon the 'man,' gives the Etkes volume a unique and broad flavor."--David Ellenson, author of Between Tradition and Culture

"Etkes probes the image and reception of the Vilna Gaon in the movements he spawned (Haskalah) and opposed (Hasidism) and provides a sophisticated sense of the dynamism and power of historical images in forging battle lines in the highly fractious world of nineteenth-century Eastern European Jewish culture."--David N. Myers, author of Re-Inventing the Jewish Past

UR - http://www.amazon.com/Gaon-Vilna-Man-His-Image/dp/0520223942 ER - TY - MGZN T1 -

Kol Hamercaz

Y1 - 2002 IS - June 2002 ER - TY - BOOK T1 -

Teaching Classical Rabbinic Texts (Vol. 8)

Y1 - 2002 ER - TY - BOOK T1 -

Origins: The Beginnings of Jewish Educational Institutions (Vol. 7)

Y1 - 1994 ER - TY - BOOK T1 -

Teaching Jewish Values: A case of curriculum development, (V. 6)

Y1 - 1992 ER - TY - BOOK T1 -

Educational Issues and Classical Jewish Texts, Volume 5

Y1 - 1990 ER - TY - BOOK T1 -

Studies in Jewish Education, Volume 4

Y1 - 1989 ER - TY - BOOK T1 -

Studies in Jewish Education, Volume 3

Y1 - 1987 ER - TY - BOOK T1 -

Studies in Jewish Education, Volume 2

Y1 - 1984 ER - TY - BOOK T1 -

Studies in Jewish Education, Volume 1

Y1 - 1983 ER -