Note on Transliteration Introduction. Jewish Schools, Jewish Communities: A Reconsideration ALEX POMSON and HOWARD DEITCHER Part I Insights from Public and General Education 1Building Community Within and Around Schools: Can Jewish Days Schools Measure Up? ELLEN B. GOLDRING 2From Control to Collaboration: Mapping School Communities across Diverse Contexts CLAIRE SMREKAR 3 Corporate Conservatism: On School, Community, and Democracy DEBORAH MEIER 4 A Response to Deborah Meier JOSHUA ELKIN 5 Community as a Means and an End in Jewish Education JON A. LEVISOHN Part II Cross-Cultural Insights 6 Do Jewish Schools Make a Difference in the Former Soviet Union? ZVI GITELMAN 7Jewish Pupils' Perspectives on Religious Education and Expectations of a Religious Community: A Case Study of the Jewish High School in Berlin CHRISTINE MA LLER 8 Mutual Relations between Shlihim and Local Teachers at Jewish Schools in the Former Soviet Union URIEL TA'IR and IRA DASHEFSKY 9 Community School versus School-as-Community: The Case of Bet El Community in Buenos Aires YOSSI J. GOLDSTEIN 10 Beyond the Community: Jewish Day School Education in Britain HELENA MILLER 11 Comparison of Attitudes, Behaviours and Values of French Jewish Families with Children Enrolled in Jewish Day Schools and Other School Systems ERIK H. COHEN 12 The School Ghetto AMI BOUGANIM Part III Insights through the Prism of Community 13 Relationships between Schools and Parents in Haredi Popular Literature in the United States YOEL FINKELMAN 14 The Impact of Community on Curriculum Decision-Making: A Case Study from a North American Jewish Day School ELI KOHN 15 Ideological Commitment in the Supervision of Jewish Studies Teachers: Which Community is Represented and Who Represents It? MICHAL MUSZKAT BARKAN and ASHER SHKEDI 16 Schooling for Change in the Religious World: An Educational Experiment amid Ethnic, Class, and Academic Hierarchies in a Religious Junior High School in Israel ILANA MARYLES SZTOKMAN 17 Home-Made Jewish Culture at the Intersection of Family Life and School ALEX POMSON and RANDAL SCHNOOR 18 Teacher Perspectives on Behaviour Problems: Background Influences on Behavioural Referral Criteria and Definitions of Rebellious Behaviour SCOTT J. GOLDBERG, BINYAMIN KROHN, and MICHAEL TURETSKY 19 Shabbatonim as Experiential Education in the North American Community Day High School JEFFREY S. KRESS and JOSEPH REIMER 20 Teaching Leadership through Town Meeting JAY DEWEY 21 Building Community in a Pluralist Jewish High School-- Balancing Risk and Safety, Group and Individual, in the Life of a School SUSAN L. SHEVITZ and RAHEL WASSERFALL Contributors Index.
(source: Nielsen Book Data)
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. The volume reframes day-school research in three ways. First, it focuses not just on the learner in the day-school classroom but sees schools as agents of and for the community. Second, it brings a truly international perspective to the study of day schools, viewing them in relation to the socio-cultural contexts from which they emerge and where they have impact. Third, it considers day-school education in relation to insights derived from the study and practice of non-parochial education. This cross-cultural and genuinely comparative approach to the study of Jewish schooling draws on research from the United States, the former Soviet Union, South America, and Europe, making it possible to arrive at important and original insights into parochial Jewish schooling. With contributions from outstanding scholars as well as practitioners of public education and of Jewish parochial schooling, the volume reveals conflicting conceptions of the social functions of schooling and also produces original insights into the capacity of schools to build community. The book is timely in that it studies questions about faith-based schooling and the public good that today are as much questions of public policy as they are of academic inquiry. It will appeal first and foremost to those with a particular interest in Jewish schooling but will also attract the attention of academics and professionals concerned with the place of parochial education in contemporary society. CONTRIBUTORS Ami Bouganim, Erik H. Cohen, Ira Dashefsky, Howard Deitcher, Jay Dewey, Joshua Elkin, Yoel Finkelman, Zvi Gitelman, Scott J. Goldberg, Ellen B. Goldring, Yossi J. Goldstein, Eli Kohn, Jeffrey S. Kress, Binyamin Krohn, Jon A. Levisohn, Ilana Maryles Sztokman, Deborah Meier, Helena Miller, Christine Muller, Michal Muszkat Barkan, Alex Pomson, Joseph Reimer, Randal Schnoor, Susan L. Shevitz, Asher Shkedi, Claire Smrekar, Uriel Ta'ir, Michael Turetsky, Rahel Wasserfall. (source: Nielsen Book Data)