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Jewish Community Education: Continuity and Renewal Initiatives in British Jewry 1991-2000

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Jewish Community Education: Continuity and Renewal Initiatives in British Jewry 1991-2000 University of Huddersfield Repository Graham, Roy Jewish community education: continuity and renewal initiatives in British Jewry 1991-2000 Original Citation Graham, Roy (2011) Jewish community education: continuity and renewal initiatives in British Jewry 1991-2000. Doctoral thesis, University of Huddersfield. This version is available at http://eprints.hud.ac.uk/id/eprint/14070/ The University Repository is a digital collection of the research output of the University, available on Open Access. Copyright and Moral Rights for the items on this site are retained by the individual author and/or other copyright owners. Users may access full items free of charge; copies of full text items generally can be reproduced, displayed or performed and given to third parties in any format or medium for personal research or study, educational or not-for-profit purposes without prior permission or charge, provided: • The authors, title and full bibliographic details is credited in any copy; • A hyperlink and/or URL is included for the original metadata page; and • The content is not changed in any way. For more information, including our policy and submission procedure, please contact the Repository Team at: [email protected]. http://eprints.hud.ac.uk/ JEWISH COMMUNITY EDUCATION: CONTINUITY AND RENEWAL INITIATIVES IN BRITISH JEWRY 1991-2000 ROY GRAHAM A THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF EDUCATION HUDDERSFIELD UNIVERSITY SUBMITTED MAY 2011 ACKNOWLEDGEMENTS “First find yourself a teacher and only then go to the books.” Talmud The School of Education and Professional Development staff has been outstanding. Professors Cullingford and Halstead provided exemplary supervision, combining inspiration with expert professional support; Drs Oliver, Sanderson and Brady guided me through the course work and Dr Salter nudged me over the finishing line; and Suzanne Brown was always there to patiently lead me through the administration. “Thou shalt not go up and down as a talebearer among thy people;” Vayikra (Leviticus) 19:16 “Report a thing in the name of who said it.” Pirkei Avot (Ethics of the Sages) 6:6 I am hugely indebted to all of those who gave their time and so willingly agreed to be interviewed or engaged in discussion as they shared their recollections, insights and thoughts. I believe I have done all that was reasonably possible to guard against causing harm to anyone’s good name or reputation by way of quotation or misrepresentation in my writing. Similarly, I have attempted to respect the obligation to appropriately credit the ideas and statements of others. Wherever I thought there was a possibility of damage I either left out the relevant material, or made quotations non-attributable, or otherwise disguised the source. If any offence has been inadvertently caused then I do apologise to those concerned. I have also tried to rely on the data that has been collected as evidence in the presentation of my research and its findings, but any mistakes are entirely my own responsibility. “Leading the Jewish people is not easy – we are a divided, obstinate, highly individualistic people who have cultivated faith, sharp-wittedness and polemics to a very high level.” (Shimon Peres, President of Israel) “Community Service is as valued as study of Torah.” Mishnah Berurah During the course of this research, I have been fortunate to study and meet many Jewish community lay and professional leaders and without exception I found them to be totally committed, dedicated, well-intentioned and driven by Jewish values. “From all my teachers I gained understanding.” Tehillim (Psalms) 119:99 So many friends, colleagues and students in Israel, Britain and around the Jewish world have also contributed immeasurably to my thinking on these topics and I am very grateful for having had the opportunity to spend time with all of them. “Rabbi Tarfon taught: “It is not your responsibility to finish the work, but you are not free to desist from it either”.” Pirkei Avot 2:16 I am indebted to the work of others who I have studied and quoted and leave further work to future researchers, particularly those who will be better placed to assess the long term impact of the initiatives studied here. I would also like to express my thanks to the Jewish Agency for Israel and the UJIA who sponsored my research through a professional development grant and I confirm that they did not interfere with my research in any way. “Rabbi Yehuda taught that forty days before a male child is born a voice from Heaven announces whose daughter he is going to marry” Talmud Sotah 2a (origin of Beshert – ‘destined mate’ (and roughly translated as ‘soul mate’) Most importantly, with thanks and much love to Cazza! Finally, to my parents – I hope they enjoyed the surprise. 2 COPYRIGHT 1. The author of this thesis (including any appendices and/or schedules to this thesis) owns any copyright in it (the “Copyright”) and he has given The University of Huddersfield the right to use such Copyright for any administrative, promotional, educational and/or teaching purposes. 2. Copies of this thesis, either in full or in extracts, may be made only in accordance with the regulations of the University Library. Details of these regulations may be obtained from the Librarian. This page must form part of any such copies made. 3. The ownership of any patents, designs, trade marks and any and all other intellectual property rights except for the Copyright (the “Intellectual Property Rights”) and any reproductions of copyright works, for example graphs and tables (“Reproductions”), which may be described in this thesis, may not be owned by the author and may be owned by third parties. Such Intellectual Property Rights and Reproductions cannot and must not be made available for use without the prior written permission of the owner(s) of the relevant Intellectual Property Rights and/or Reproductions. 3 “Educate the child in accordance with its way, so that even when old the child will not depart from it.” Mishlei (Proverbs) 22:6 “Children are not the people of tomorrow, but people today. They are entitled to be taken seriously. They have a right to be treated by adults with tenderness and respect, as equals. They should be allowed to grow into whoever they were meant to be. The unknown person inside each of them is our hope for the future.” Janusz Korczak “What we cannot yet achieve, our children or grandchildren may be able to. Education is the conversation across the generations, and no civilisation has cherished it more than Judaism.” Chief Rabbi Lord Sacks (2005) 4 JEWISH COMMUNITY EDUCATION: CONTINUITY AND RENEWAL INITIATIVES IN BRITISH JEWRY 1991-2000 ROY GRAHAM MAY 2011 ABSTRACT In the 1990s, the leadership of organised, mainstream British Jewry was preoccupied with the challenge of Jewish continuity. Essentially, there were two narratives: a dominant one emphasising the dangers of assimilation and the decline of the community and a second, emerging narrative highlighting opportunities for, and indicators of, revival. During 1991- 2000, attempts were made to establish a centrally-coordinated, national framework for mainstream Jewry: this inquiry focused upon Jewish Continuity (1993-98) and UJIA Jewish Renewal (1997-2000 – it continued to operate thereafter). The context of British Jewry was examined for the purposes of the study. Thereafter, the research presented an analysis of the historiographical implications, addressing ontological and epistemological issues. Positivist and post-modernist approaches were contrasted and a qualified and cautious positivist approach was adopted, recognising the concerns of more relativist/interpretative perspectives. The methodologies of interviewing and documentary analysis were also examined in terms of hermeneutic issues and practical application. It also considered the research areas of triangulation, validity, reliability, reflexivity and ethical concerns. In addition, the data-gathering process was recorded and explained. A documentary analysis was conducted with unrestricted access to the available primary organisational documents. A literature review revealed a limited body of writing specific to these events and developments. The purposive interview sample comprised thirty-five semi- structured interviews with lay and professional leaders from the organisations themselves and their partners; expert informants were also included in the sample. The Findings emerged around the following themes: Vision and Planning; Organisation and Implementation; Leadership Roles and Personalities; and the Challenges of Cross- communalism, Relations with Communal Partner Organisations, Funding and Communications and Expectations. Finally, the Conclusion was presented within the following framework: assessment of the current situation; presentation of an inspiring vision and purpose; clear articulation of compelling messages; motivate and mobilise key community leadership; develop a fundraising plan; assemble the right personnel and leadership in appropriate decision-making structures; negotiate obstacles and challenges; identify and address key stakeholders and partners; establish the educational model and operational approach; generate an implementation plan based on evidence-based strategic planning; create operational structures; encourage and enthuse people around the initiative. The research has implications and insights for youth and community education and community development practitioners, as well as academic value. 5 6 CONTENTS
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