INTERNATIONAL HANDBOOK OF International Handbooks of Religion and Education

VOLUME 5

Aims & Scope

The International Handbooks of Religion and Education series aims to provide easily accessible, practical, yet scholarly, sources of information about a broad range of topics and issues in religion and education. Each Handbook presents the research and professional practice of scholars who are daily engaged in the consideration of these religious dimensions in education. The accessible style and the consistent illumination of theory by practice make the series very valuable to a broad spectrum of users. Its scale and scope bring a substantive contribution to our understanding of the discipline and, in so doing, provide an agenda for the future.

For further volumes: http://www.springer.com/series/7477 International Handbook of Jewish Education

Edited by

Helena Miller UJIA, London, UK

Lisa D. Grant Hebrew Union College-Jewish Institute of Religion, New York, NY, USA and

Alex Pomson Hebrew University, ,

123 Editors Helena Miller Prof. Lisa D. Grant United Jewish Israel Appeal (UJIA) Hebrew Union College 37 Kentish Town Road Jewish Institute of Religion NW1 8NX London Brookdale Center United Kingdom 1 West 4th St. [email protected] 10012 New York NY USA [email protected] Prof. Alex Pomson Hebrew University of Jerusalem Melton Centre for Jewish Education Mount Scopus Jerusalem Israel [email protected]

ISSN 1874-0049 e-ISSN 1874-0057 Printed in 2 parts ISBN 978-94-007-0353-7 e-ISBN 978-94-007-0354-4 DOI 10.1007/978-94-007-0354-4 Springer Dordrecht Heidelberg London New York

Library of Congress Control Number: 2011922526

© Springer Science+Business Media B.V. 2011 No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work.

Printed on acid-free paper

Springer is part of Springer Science+Business Media (www.springer.com) Preface

This International Handbook of Jewish Education represents a major step in the maturation of a field of human endeavor that stretches back thousands of years yet is entirely contemporary. The editors of these volumes are to be congratulated for assembling a broad and deep series of papers that examine Jewish education from every conceivable perspective in every venue in which it is practised. And for the first time in a volume of this sort, they have gone beyond the United States and Israel, the two major Jewish communities of today, to explore Jewish education as a global phenomenon. For readers with little familiarity with Jewish education, the chapters in this Handbook provide an introduction to the present moment in this ancient yet mod- ern field of human activity. They will learn about issues facing Jewish schools and about the many and varied settings in which formal and informal Jewish educa- tion take place. For readers with an interest in religious education in other faith traditions, this volume provides insights that transcend Jewish education and shed light on the transmission of religious culture more broadly. These readers will read about the philosophical questions confronting Jewish education, and they will learn about organizational structures and perspectives on curriculum and planning that have implications for education in their own faith traditions. And for readers famil- iar with Jewish education from personal or professional experience, this volume provides a “state of the art hologram” of Jewish education by studying the field from every conceivable angle. By looking at questions of content, at issues in vari- ous national contexts, and at persistent challenges facing Jewish education, they can transcend the knowledge they have from their own experience and move to a much deeper, more textured and holistic understanding of Jewish education. All of these readers hold in their hands a gift designed by the editors and crafted by the scholars and practitioners who share their knowledge and wisdom in this Handbook. Jewish education, the focus of this Handbook, is an enterprise that is as old as the Jewish people and yet entirely contemporary in its forms and functions. The , the Five Books of Moses, is replete with dicta to “teach your children diligently” about the mores of the Jewish people and to “tell your child” the historic narrative of the Jewish people. As a result, Jewish education has topped the agenda of whenever and wherever they lived. Since the destruction of the Second Temple in

v vi Preface the time of the Romans, the Jewish academy, first in Yavneh, later in Babylonia and throughout the Jewish world, became the premier Jewish institution. While other cultures valued philosophers and kings, Jewish culture valued scholars. In modern times, too, Jewish life has centered around Jewish learning. Emancipation and enlightenment vaulted Jews into modernity and opened secular learning to them in ways rarely possible in earlier times. And yet, Jewish learning remained central to Jewish culture and to the Jewish people. Zionism, the national movement to establish a Jewish homeland in the ancient land of the Jewish peo- ple, was propelled by writers steeped in Jewish learning. Reform, the religious movement to modernize and universalize , was led by thinkers with deep Jewish learning. Modern Orthodoxy, Conservative Judaism and other modernist movements were also guided by Jews for whom Jewish learning was of paramount importance in their lives and their very beings. Even in the Ghettos and camps of occupied Europe during World War II and , Jewish learning continued. Following the destruction of European Jewry, Jewish communities throughout the world renewed their interest in Jewish learning. In Israel, the new state devel- oped both secular and religious national educational systems. In the United States, American Jews moved to the suburbs and created new educational systems in the congregations they were creating for the new post-War Jewish community. And in the rest of the world, Jewish communities struggled to remake their educational sys- tems in the wake of the two watershed events of the twentieth century, the Holocaust and the founding of the State of Israel. New forms of Jewish education flourished in the latter half of the twentieth century: Day schools expanded beyond the Orthodox world and established a foothold as an alternative form of schooling to the predominant Sunday Schools and afternoon Hebrew Schools; Jewish camping took its place alongside Jewish school- ing as a valued means of educating the young; programs became widespread in universities everywhere; Jewish museums, many but certainly not all devoted to the Holocaust, sprung up in cities throughout the world; and travel to Israel and other sites of Jewish life, history, and culture were offered to teens, young adults, families, and seniors. At the dawn of the twenty-first century, new forms of Jewish education abound within existing organizational structures, in new community-based venues outside the structures of the organized Jewish commu- nity, and as entrepreneurial startups founded by enterprising individuals expressing their passions. The inventive spirit behind this flourishing of new forms of Jewish education has barely been tampered by the economic downturn of recent years. As the institutional forms of Jewish education have multiplied, so too have the tasks assigned to Jewish education. Whereas in earlier times, Jewish schools could focus on the study of the Jewish textual tradition, by the latter half of the twentieth century schools took on many of the functions previously fulfilled by families, neighborhoods, and other community agencies. The main focus of Jewish education—even in schools but certainly in informal programs—shifted from con- tent learning to the development of Jewish identity. Since the family often did not have the tools to support what children were learning and how they were develop- ing in Jewish schools, schools began to re-envision themselves as places for Jewish Preface vii learning and growing for the whole family. Since children often did not have other opportunities to celebrate Jewish holidays or experience , schools took on these roles, too. Since children were saturated by values from the broader culture, schools began to see themselves as places where Jewish values could be experi- enced and transmitted, even when—and perhaps especially when—those values ran counter to the values of the dominant culture. Amid this increasingly complex environment comes the current volume. Its breadth is stunning: It addresses the contemporary realities facing Jewish educa- tion in all its complexity. Using the tools of a multiplicity of academic disciplines, exploring Jewish education in a wide range of national, religious, and institutional contexts, and addressing a wide variety of elements of the Jewish educational enter- prise, these volumes bring together many of the leading scholars and practitioners of Jewish education to illuminate the contemporary state of thought and action in the field. These volumes ask—and frequently answer—the most provocative questions about Jewish education at the beginning of the twenty-first century. While it might have been tempting for the editors to categorize those questions by academic dis- cipline (e.g., history, philosophy, sociology ) or by educational venue (day school, congregational school, camp) or by area of educational activity (e.g., curriculum, teaching, administration), they have rejected easy categorization in favor of a more nuanced approach. In the opening section of the Handbook, they have placed together questions about the relationship of schools to their communities, the ways in which education affects identity and spirituality, how curriculum can be cre- ated, the ways in which Jewish thought can affect educational practice, and how understanding history can enrich our understanding of the present. By reading this opening chapter, the reader can develop a textured understanding of some of the major contextual factors that can enrich the ways in which educators conceptualize their work. The section on teaching and learning which follows raises questions about the teaching of a wide variety of disciplines in Jewish settings. Questions about the teaching of various genres in the canon of the Jewish textual tradition (Bible and rabbinics) form the core of this chapter, and these chapters provide advances in the thinking about these time-honored curricular areas. This section also addresses questions about other content areas not rooted in a single genre of text: Holocaust, Israel, history, and . This section also raises provocative questions about other curricular areas, some like the arts which have been part of Jewish education for at least a century, but others which are quite new curricular topics: environmentalism, travel, and Jewish peoplehood, and digital media. The third section of the Handbook boldly makes the statement implicit in other sections but quite explicit here: Schooling is not synonymous with education. In American education, a parallel notion is often referred to as the “Bailyn-Cremin” hypothesis. Drawing on the work of noted historians Bernard Bailyn and Lawrence Cremin, this view suggests that many institutions of society, notably the media, fam- ily, neighborhoods, and churches and synagogues, participate in the education of children even though they are not part of the apparatus of schooling. This section of viii Preface the Handbook presents a variation on the theme in Jewish education: Jewish schools for children and adolescents are joined in the Jewish educational enterprise by a variety of other institutions including early childhood education programs for chil- dren younger than school age, universities and adult learning programs for Jews who are beyond school age, programs for parents of school-aged children, and a whole host of venues of “informal education.” And Jewish education takes also place in one-on-one mentoring and in special community-wide programs. Of particular note is that Jewish education addresses special issues related to gender and intermarriage as well as the unique needs of special needs learners. The , in its Orthodox and liberal manifestations, is also presented here as a form of Jewish education that goes beyond the norm of Jewish education in the congregational set- ting. This section makes a major contribution by focusing also on the education of educators, from the “pre-service” stage to ongoing professional development. (Of particular note here is the inclusion of as part of the education profession.) Finally, the Handbook concludes with a section devoted to the global character of the Jewish people and, therefore, of Jewish education. While not neglecting the United States and Israel, the Handbook widens its lens by examining Jewish edu- cation in Europe, Australia, Canada, Latin America, and the Former Soviet Union. This section is a warning against provincialism to everyone interested in Jewish education. Readers of this International Handbook of Jewish Education will be well rewarded for investing their time exploring the riches it offers. They will be informed about the triumphs and challenges facing Jewish education. They will be stimulated to think about Jewish education in new ways. And most important, they will be inspired by the possibilities Jewish education offers for enhancing the lives of individuals, strengthening the vitality of the Jewish community, and stimu- lating value-based actions to improve the state of the world we share with the rest of humanity. Michael Zeldin Contents of Part One

Introduction ...... 1 Helena Miller, Lisa D. Grant, and Alex Pomson

Section One: Vision and Practice Analytic Philosophy of Education and Jewish Education: The Road Not Taken ...... 11 Barry Chazan Community Engagement: The Challenge of Connecting Jewish Schools to the Wider Community ...... 29 Helena Miller Culture: Restoring Culture to Jewish Cultural Education ...... 47 Zvi Bekerman and Sue Rosenfeld Curriculum Development: What We Can Learn from International Curricula ...... 63 Roberta Louis Goodman and Jan Katzew Curriculum Integration in Jewish Day Schools: The Search for Coherence ...... 83 Mitchel Malkus Gender and Jewish Education: “Why Doesn’t This Feel So Good?” .. 99 Tova Hartman and Tamar Miller Historiography of American Jewish Education: A Case for Guarded Optimism ...... 117 Jonathan Krasner Janush Korczak’s Life and Legacy for Jewish Education ...... 143 Marc Silverman Jewish Identities: Educating for Multiple and Moving Targets ..... 163 Stuart Charmé and Tali Zelkowicz

ix x Contents of Part One

Jewish Identity and Jewish Education: The Jewish Identity Space and Its Contribution to Research and Practice ...... 183 Gabriel Horenczyk and Hagit Hacohen Wolf Jewish Identity: Who You Knew Affects How You Jew—The Impact of Jewish Networks in Childhood upon Adult Jewish Identity ...... 203 Steven M. Cohen and Judith Veinstein Jewish Thought for Jewish Education: Sources and Resources ..... 219 Jonathan A. Cohen Philosophy of Jewish Education: Some Thoughts ...... 237 Michael Rosenak Planning for Jewish Education in the Twenty-First Century: Toward a New Praxis ...... 247 Jonathan S. Woocher Pluralism in Jewish Education ...... 267 Bryan Conyer Post Modernism Paradoxes: After Enlightenment – Jewish Education and the Paradoxes of Post Modernism ...... 285 Hanan Alexander Spirituality: The Spiritual Child and Jewish Childhood ...... 301 Michael J. Shire Visions in Jewish Education ...... 319 Daniel Pekarsky

Section Two: Teaching and Learning Art: Educating with Art Without Ruining It ...... 339 Robbie Gringras Arts and Jewish Day School Education in North America ...... 355 Ofra A. Backenroth Bible: Teaching the Bible in Our Times ...... 373 Barry W. Holtz Environment: Jewish Education as if the Planet Mattered ...... 389 Eilon Schwartz Havruta: What Do We Know and What Can We Hope to Learn from Studying in Havruta? ...... 407 Elie Holzer and Orit Kent Hebrew Language in Israel and the Diaspora ...... 419 Nava Nevo Contents of Part One xi

History: Issues in the Teaching and Learning of Jewish History ..... 441 Benjamin M. Jacobs and Yona Shem-Tov Holocaust Education ...... 461 Simone Schweber Israel Education: Purposes and Practices ...... 479 Alick Isaacs Israel Travel Education ...... 497 Scott Copeland Jewish Peoplehood Education ...... 515 David Mittelberg Life Cycle Education: The Power of Tradition, Ritual, and Transition . 541 Howard Deitcher Other Religions in Jewish Education ...... 561 Michael Gillis : Making a Case for Talmud Pedagogy—The Talmud as an Educational Model ...... 581 Marjorie Lehman and Jane Kanarek Technology: The Digital Revolution That Is Shaping Twenty-First-Century Jewish Education—A Fleeting Snapshot from the First Decade ...... 597 Brian Amkraut Travel as a Jewish Educational Tool ...... 615 Erik H. Cohen Travel: ‘Location Location Location’ – A Practitioner’s Perspectives on Diaspora Jewish Travel ...... 633 Jeremy Leigh

Contents of Part Two

Section Three: Applications Academic Jewish Studies in North America ...... 657 Judith R. Baskin Adult Jewish Learning: The Landscape ...... 669 Lisa D. Grant and Diane Tickton Schuster Congregational Schools ...... 691 Isa Aron Day Schools in the Liberal Sector: Challenges and Opportunities at the Intersection of Two Traditions of Jewish Schooling ...... 713 Alex Pomson Day Schools in the Orthodox Sector – A Shifting Landscape ...... 729 Shani Bechhofer Early Childhood Education ...... 749 Michael Ben-Avie, Ilene Vogelstein, Roberta Louis Goodman, Eli Schaap, and Pat Bidol-Padva Experiential Jewish Education: Reaching the Tipping Point ...... 767 David Bryfman Gender: Shifting from “Evading” to “Engaging”—Gender Issues and Jewish Adolescents ...... 785 Shira D. Epstein Informal Education: The Decisive Decade – How Informal Jewish Education Was Transformed in Its Relationship with Jewish Philanthropy ...... 805 Joseph Reimer Intermarriage: Connection, Commitment, and Community ...... 825 Evie Levy Rotstein

xiii xiv Contents of Part Two

Learning Organisations: Learning to Learn – The Learning Organisation in Theory and Practice ...... 843 Susan L. Shevitz Limmud: A Unique Model of Transformative Jewish Learning ..... 861 Raymond Simonson Mentoring: Ideological Encounters – Mentoring Teachers in Jewish Education ...... 879 Michal Muszkat-Barkan Parents and Jewish Educational Settings ...... 901 Jeffrey S. Kress Practitioner Enquiry and Its Role in Jewish Education ...... 917 Alex Sinclair Preparing Teachers for Jewish Schools: Enduring Issues in Changing Contexts ...... 937 Sharon Feiman-Nemser Professional Development of Teachers in Jewish Education ...... 959 Gail Zaiman Dorph Professional Development: Vini, Vidi, Vici? Short-Term Jewish Educators Trips to Israel as Professional-Development Programs .... 981 Shelley Kedar Rabbis as Educators: Their Professional Training and Identity Formation ...... 1001 Lisa D. Grant and Michal Muszkat-Barkan Special Education: “And You Shall Do That Which Is Right and Good . . .” Jewish Special Education in North America: From Exclusion to Inclusion ...... 1021 Rona Milch Novick and Jeffrey Glanz Teacher Education: Ensuring a Cadre of Well-Qualified Educational Personnel for Jewish Schools ...... 1041 Leora Isaacs, Kate O’Brien, and Shira Rosenblatt Ultra-Orthodox/Haredi Education ...... 1063 Yoel Finkelman

Section Four: Geographical American-Jewish Education in an Age of Choice and Pluralism ..... 1087 Anglo-Jewish Education: Day Schools, State Funding and Religious Education in State Schools ...... 1105 David Mendelsson Contents of Part Two xv

Australia: The Jewel in the Crown of Jewish Education ...... 1125 Paul Forgasz and Miriam Munz Canada: Jewish Education in Canada ...... 1141 Michael Brown Europe: Education of Adult Jewish Leaders in a Pan-European Perspective ...... 1155 Barbara Lerner Spectre Europe: Something from (Almost) Nothing – The Challenges of Education in European Communities – A Personal Perspective . . . 1167 Steve Israel Former Soviet Union: Jewish Education ...... 1183 Olga Markus and Michael Farbman France: Jewish Education in France ...... 1203 Ami Bouganim Israel: State Religious ...... 1219 Zehavit Gross Israel: Innovations in Secular Schooling in Israel ...... 1235 Yehuda Bar Shalom and Tamar Ascher Shai Latin America – Jewish Education in Latin America: Challenges, Trends and Processes ...... 1253 Yossi Goldstein and Drori Ganiel – Social Integration and Religious Identity ...... 1271 Henny van het Hoofd Author Index ...... 1289 Subject Index ...... 1295

About the Editors

Helena Miller is the Director of Research and Evaluation at the UJIA, London. She has a PhD in Jewish Education from London University, and has taught in schools and higher education for many years. Previously, she was the Director of Education at Leo Baeck College, London. She oversees the inspection of Jewish schools in the UK. Publications include “Changing the Landscape: Pluralist Jewish Education in the UK”, Tel Aviv University 2011, “Supplementary Jewish Education in the UK: Facts and Issues of the Cheder System”, International Journal of Jewish Educational Research, February 2010, Accountability through Inspection: Monitoring and Evaluating Jewish Schools London: Board of Deputies of British Jews and Meeting the Challenge: the Jewish Schooling Phenomenon in the UK, The Oxford Review of Education, December 2001, as well as books on teaching visual arts, Craft in Action (Stenor Books 1986) and The Magic Box (Torah Aura 1992). Helena is currently co-chair of Limmud International, on the Advisory Board of the Institute of Jewish Policy Research, and an associate editor of the Journal of Jewish Education.

Lisa D. Grant is Associate Professor of Jewish Education at the Hebrew Union College—Jewish Institute of Religion, New York. She has a PhD in Jewish Education from the Jewish Theological Seminary of America. Her research and teaching focus on adult Jewish learning, the professional development of - educators, and the place of Israel in American Jewish life. She has published widely in a range of academic journals, books, and teaching guides. She is lead author of A Journey of Heart and Mind: Transformational Learning in Adulthood (JTS Press, 2004) with Diane Schuster, Meredith Woocher and Steven M Cohen, and author of Aytz Hayim Hi, a two year curriculum guide for Adult Bat Mitzvah (Women’s League of Conservative Judaism, 2001). Lisa is immediate past chair of the Network for Research in Jewish Education and serves on the executive committee of the Israel Association for Research in Jewish Education. She is currently working on a book on Israel Engagement for 21st Century North American Jews.

xvii xviii About the Editors

Alex Pomson is a senior researcher at the Melton Centre for Jewish Education at the Hebrew University, Jerusalem. He trained in History at the University of Cambridge and received his PhD in Religious education from the University of London in 1994. He was founding head of Jewish Studies at King Solomon High School, London. From 1996 to 2004. He served as an associate professor of Jewish Teacher Education at York University, Toronto, where he coordinated York’s Jewish Teacher Education Programme. He is past Chair of the Network for Research in Jewish Education. He completed a longitudinal study funded by the Social Sciences and Humanities Research Council of the Canadian Government, published in 2008, as a co-authored book, Back to School: Jewish day school in the lives of adult Jews.Hismost recent book, published by the Littman Library of Jewish Civilisation, is a co-edited volume, Jewish schools, Jewish communities: A reconsideration. About the Authors

Hanan Alexander is Professor of Education at the University of Haifa where he heads the Center for Jewish Education. He is also the Goldman Visiting Professor of Education at the University of California, Berkeley.

Brian Amkraut is Provost and Professor of Judaic Studies at Siegal College of Judaic Studies, in Cleveland, Ohio. His areas of expertise include twentieth-century Germany, Zionism, and contemporary American Jewry.

Isa Aron is Professor of Jewish Education at HUC-JIR, Los Angeles, founding director of the Experiment in Congregational Education and co-author of Sacred Strategies: How Functional Congregations Become Visionary (Alban Press, 2010).

Tamar Ascher Shai is a lecturer at David Yellin Teacher’s College in Jerusalem and holds a PhD dealing with belief systems in teaching and teacher training.

Ofra A. Backenroth, Ed.D is the associate dean of the William Davidson Graduate School of Jewish Education at the Jewish Theological Seminary in New York, and an adjunct assistant professor of Jewish Education.

Yehuda Bar Shalom serves as Chair of Education at the David Yellin College in Jerusalem. His research work deals mainly with multicultural education and innovative educational models.

Judith R. Baskin is Knight Professor of Humanities and Associate Dean, College of Arts and Sciences, University of Oregon, and was President of the Association for Jewish Studies between 2006 and 2008.

Shani Bechhofer, PhD is an assistant professor at the Azrieli Graduate School of Jewish Education & Administration, and a Senior Fellow of the Institute for University-School Partnership, University.

Zvi Bekerman teaches anthropology of education at the School of Education and the Melton Center, Hebrew University. His research interests are in the study of cultural, ethnic, and national identity, including identity processes and negotiation during intercultural encounters and in formal/informal learning contexts.

xix xx About the Authors

Michael Ben-Avie, PhD is a recognized expert on education and research as co- editor, with colleagues at the Yale Child Study Center, of six books on educational change and child development. Pat Bidol-Padva is the Executive Director of the Jewish Early Childhood Initiative (JECEI) and a core faculty member of the American University—NTL’s Organisation Development and Change Master’s Program. Ami Bouganim is a writer and philosopher, publishing mainly in French. He has been involved in Jewish education as a researcher, planner, and teacher, mainly in Israel and France. Michael Brown is Professor Emeritus of History, Humanities, and Hebrew, the for- mer director of the Centre for Jewish Studies and a founder of the Jewish Teacher Education Programme at York University in Toronto. David Bryfman is the Director of the new Center for Collaborative Leadership at the Jewish Education project in New York. He has written various articles, blog entries and twitter feeds on Jewish adolescents, Israel education, technology and experiential Jewish Education. Stuart Charmé is Professor of Religion at Rutgers University (Camden). He is currently completing a book on Jewish identity and cultural authenticity. Barry Chazan is Professor of Education Emeritus at the Hebrew University of Jerusalem. He is founding International Director of Education of Birthright Israel and Professor of Education at Spertus College. Erik H. Cohen, PhD, is a researcher, educational policy advisor, and senior lec- turer at the School of Education at Bar-Ilan University in Israel. He works on education, Jewish identity, youth culture, tourism and migration, in an international comparative approach. Jonathan A Cohen is currently Chair of the Department of Education at the Hebrew University of Jerusalem. He also teaches at the Melton Center and the Mandel Leadership Institute. Steven M. Cohen is Research Professor of Jewish Social Policy at HUC-JIR, and Director of the Berman Jewish Policy Archive @ NYU Wagner (www.BJPA.org). Bryan Conyer is currently serving as Deputy Principal of Jewish Life, Emanuel School, Sydney, Australia. He has completed a PhD at the University of Sydney, focusing upon pluralism in Jewish Education. Scott Copeland is an Israeli educator and tour guide. He is Director of Israel Travel Education at MAKOM—the Israel Engagement Network sponsored by the Jewish Agency for Israel. Howard Deitcher is a Senior Lecturer at the Melton Centre for Jewish Education at the Hebrew University of Jerusalem, and its previous director. About the Authors xxi

Gail Zaiman Dorph is the director of the Mandel Teacher Educator Initiative, a program to develop educational leaders who can design and implement high- quality professional development for teachers, principals, and other educational professionals. Shira D. Epstein, Ed.D is an Assistant Professor of Jewish Education at the Jewish Theological Seminary. Michael Farbman currently serves Temple Emanuel of Greater New Haven, CT. His previous positions include West London Synagogue, St. Petersburg, Russia and Washington Hebrew Congregation in Washington DC. Sharon Feiman Nemser is the Mandel Professor of Jewish Education at Brandeis University and the director of the Mandel Center for Studies in Jewish Education. Yoel Finkelman is a lecturer in the Interdisciplinary Graduate Program in Contemporary Jewry at Bar Ilan University, and teaches Talmud and Jewish Thought in numerous contexts around Jerusalem. Paul Forgasz teaches Jewish history at Monash University’s Australian Centre for Jewish Civilisation and also lectures in school leadership and in Jewish education at the university’s Faculty of Education. Drori Ganiel is the head of educational, welfare and community services in the city of Eilat, Israel. He served for a number of years as the head of human resources in the education department of the Jewish Agency for Israel. Michael Gillis is a senior lecturer and director of academic programs at the Melton Centre for Jewish Education at the Hebrew University of Jerusalem. Jeffrey Glanz holds the Stanley and Raine Silverstein Chair in Professional Ethics and Values in Jewish Education at the Azrieli Graduate School of Jewish Education and Administration at . Yossi Goldstein is a teacher and tutor at the Melton Center for Jewish Education, Hebrew University of Jerusalem, and a lecturer at the Vashem Institute on Holocaust Studies and Education. Roberta Louis Goodman is Director of Research and Standards for JECEI (Jewish Early Childhood Education Initiative) and an Adjunct Associate Professor of Jewish Education at Siegal College of Judaic Studies in Cleveland, Ohio. Lisa D. Grant is Associate Professor of Jewish Education at the Hebrew Union College-Jewish Institute of Religion, New York. Her research and teaching focus on adult Jewish learning and the place of Israel in American Jewish life. Robbie Gringras is a British-Israeli writer, performer, and educator who works as an artist-in-residence with Makom in Jerusalem. Zehavit Gross is a senior lecturer and the head of graduate program of Policy and Leadership in Informal Education Systems in the School of Education, Bar-Ilan xxii About the Authors

University, Israel. Her main area of specialization is Socialization Processes among adolescents. Tova Hartman teaches gender studies and education at Bar Ilan University. Her writings include articles on gender, religion, and education. She is the author of Appropriately subversive: Modern mothers in traditional religions, 2002, and Feminism encounters traditional Judaism: Resistance and accommodation, 2007. Barry W. Holtz is Dean of the William Davidson Graduate School of Jewish Education and the Theodore and Florence Baumritter Professor of Jewish Education at the Jewish Theological Seminary, New York. Elie Holzer serves as an assistant professor of education at Bar Ilan University and as a senior research associate at the Mandel Center for Studies in Jewish Education at Brandeis University. He has published a series of research articles related to havruta text study. Gabriel Horenczyk is Associate Professor at the School of Education, and the Director of the Melton Centre for Jewish Education, the Hebrew University of Jerusalem. Alick Isaacs teaches at the Melton Centre for Jewish Education at the Hebrew University and at the Hebrew University’s Rothberg School for Overseas Students. He also is a research fellow at the Hartman Institute’s Kogod Centre for Contemporary Jewish Thought. Leora Isaacs, PhD, is Vice-President for Programs and Organizational Learning and Director of the Learnings and Consultation Center at JESNA in New York. Steve Israel is a Jewish educator living in Jerusalem. He teaches and trains in Israel and in different Diaspora communities. Benjamin M. Jacobs is assistant professor of social studies education and assistant director of the Programs in Education and Jewish Studies at ’s Steinhardt School of Culture, Education, and Human Development. Jane Kanarek is Assistant Professor of Rabbinics in the Rabbinical School of Hebrew College, where she teaches Talmud, Midrash, and halakhah. Jan Katzew, PhD, works at the Union for in New York where he has guided and supported curricular initiatives for congregational schools, early childhood programs, day schools, camps, and adult learning institutes. Shelley Kedar, MA, is Director of the School for Jewish Peoplehood Studies within Beit Hatfutsot. She served as Director of Professional Development at the Leo Baeck Education Center and as a Jewish educational emissary in the UK. Orit Kent is a Senior Research Associate at the Mandel Center for Studies in Jewish Education, where she directs the Beit Midrash Research Project and lectures in the DeLeT/MAT program at Brandeis University, Massachusetts. About the Authors xxiii

Jonathan Krasner is Assistant Professor of the American Jewish Experience at HUC-JIR in New York, and author of the book The Benderly Boys and the Making of American Jewish Education (UPNE, 2011). Jeffrey S. Kress is Assistant Professor and Chair of the Department of Jewish Education at the Jewish Theological Seminary of America. Marjorie Lehman is Assistant Professor of Talmud and Rabbinics at the Jewish Theological Seminary, New York. She writes extensively about the Ein Yaakov,a sixteenth-century collection of Talmudic aggadah, Gender and Jewish Studies and about Talmudic Pedagogy. Jeremy Leigh is Director of ‘Jewish Journeys’ (Initiatives in Jewish Travel); author of various books on this topic; and a lecturer at the Hebrew Union College in Jerusalem. Mitch Malkus serves as Head of School of the Rabbi Jacob Pressman Academy of Temple Beth Am in Los Angeles, California. Olga Markus holds an MA in Religious Education; she served as Senior Educator at West London Synagogue, WUPJ in Russia, and most recently as Educator-in- residence at Washington Hebrew Congregation in Washington, DC. David Mendelsson was born and raised in London. His book Jewish Education in England 1944Ð1988 will be published by Peter Lang in 2011. He is on the faculty of Hebrew Union College (Jerusalem Campus) and the Rothberg International School of the Hebrew University of Jerusalem. Helena Miller is Director of Research and Evaluation at UJIA, London. She over- sees the inspection of Jewish education in Jewish schools in the UK and has published on Jewish art education, the history of Jewish education in the UK and pluralism in Jewish schools. Tamar Miller is a consultant to the Fetzer Institute’s department of Religious and Spiritual Pathways in Kalamazoo, Michigan, USA. She manages the Albert E. Marks Charitable Trust for Social Justice and Peace-building, and creates training programs for Track II: An Institute for Citizen Diplomacy in San Francisco. David Mittelberg is Senior Lecturer, Graduate Faculty, Oranim, Academic College of Education in Israel, and has published articles on ethnicity, migration, gender, tourism, kibbutz education, and the sociology of American and Australian Jewry. Miriam Munz, PhD, is a research associate at Monash University in Melbourne and has worked in Australian Jewish schools for a period of 20 years. Michal Muszkat-Barkan, PhD, is Head of the Department of Education and Professional Development at Hebrew Union College-Jerusalem, and of the MA pro- gram in Pluralistic Jewish Education, in partnership with the Melton Center of the Hebrew University of Jerusalem. xxiv About the Authors

Nava Nevo is a lecturer at the Melton Centre for Jewish Education and the Department of Teacher Education, the Hebrew University of Jerusalem. Her exper- tise is in Hebrew as a second language, sociolinguistics, and student achievements assessment. Rona Milch Novick is the associate professor at the Azrieli school at Yeshiva University and director of its Fanya Gottesfeld Heller division of Doctoral Studies. Kate O’Brien, MA, is Senior Research Writer at the Berman Center for Research and Evaluation at JESNA in New York. Daniel Pekarsky is a professor in both Educational Policy Studies and Jewish Studies at the University of Wisconsin-Madison, and is a continuing consultant on Jewish education to the Mandel Foundation. Alex Pomson is a Senior Researcher at the Melton Centre for Jewish Education at the Hebrew University of Jerusalem. Joseph Reimer is Associate Professor of Jewish Education and Director of the Institute for Informal Jewish Education at Brandeis University, Massachusetts. Michael Rosenak is Mandel Professor of Jewish Education at the Hebrew University (emeritus). Shira Rosenblatt, PhD, is Associate Director of the Berman Center for Research and Evaluation at JESNA in New York. Sue Rosenfeld, a teacher at the Michlala Jerusalem College for Women and Hebrew University’s Melton Center for Jewish Education, is interested in the processes of learning and identity. Evie Levy Rotstein is Director of the Leadership Institute for Congregational Educators, an interdenominational project jointly sponsored by Hebrew Union College-Jewish Institute of Research and the Jewish Theological Seminary. She is also an adjunct professor at the HUC New York School of Education. Eli Schaap is Program Officer for Education and Research at the Steinhardt Foundation for Jewish Life, USA. His current main focus is on early Jewish childhood and Hebrew language charter schools. Diane Tickton Schuster is a Visiting Senior Research Fellow at HUC-Los Angeles. Her research focuses on adult and experiential Jewish learning. She is currently writing about Jewish choral singers and conductors. Simone Schweber is the Goodman Professor of Education and Jewish Studies at the University of Wisconsin-Madison. Her research focuses on Holocaust education in different kinds of schooling environments. Yona Shem-Tov, a Wexner Graduate Fellowship Alumna, is a doctoral candidate at New York University where she is writing about citizenship education in Jewish and Muslim American schools. About the Authors xxv

Susan L Shevitz, professor (emeritus) at Brandeis University in Jewish Education, Boston, MA, USA, consults to many organizations, teaches rabbinic students and educators, and conducts research at the intersection of Jewish education, leadership and organizational behavior. Michael Shire is the Vice-Principal of Leo Baeck College, London, and Director of the Department of Jewish Education. He has a PhD in Jewish Education from the Hebrew Union College, Los Angeles. Eilon Schwartz is a faculty member at the Melton Centre for Jewish Education of Hebrew University of Jerusalem, and the Director of the Heschel Center for Environmental Learning and Leadership, in Tel Aviv. Marc Silverman PhD, Melton Centre for Jewish Education academic faculty member, Hebrew University of Jerusalem, specializing in progressive, radical, and moral educational thought, Janush Korczak’s legacy and Jewish cultural-educational ideologies today. Raymond Simonson has a BA (Hons) in Jewish Studies, an MA in Applied Anthropology and Community and Youth Work, and has held key roles in Informal Jewish Education for the Jewish Agency, UJIA and Limmud. Alex Sinclair, PhD, is lead researcher for Makom, the Israel engagement think tank at the Jewish Agency for Israel, and an adjunct assistant professor in Jewish Education at the Jewish Theological Seminary. Barbara Lerner Spectre is founding director of Paideia, the European Institute for Jewish Studies in . Previously, she taught Jewish Thought at the Sholom Hartman Institute, David Yellin College, and the Melton Center for Jewish Education at the Hebrew University of Jerusalem. Henny van het Hoofd is Director of the Educational Department of NIK, interna- tional Coordinator of the JELED program for supplementary schools and teacher of Judaism at the Vrije Universiteit, Amsterdam. Judith Veinstein is a social psychologist whose research concentrates on American Jewish identity. Ilene Vogelstein is the facilitator of the Alliance for Jewish Early Education, a national network for organizations addressing early childhood Jewish education and issues facing families with young children. Jack Wertheimer is professor of American Jewish History at the Jewish Theological Seminary. He has published extensively on trends in American Jewish religious and communal life since World War II. Hagit Hacohen Wolf is a lecturer and the Director of the Evaluation Research Unit at the Melton Centre for Jewish Education, the Hebrew University of Jerusalem. Jonathan S. Woocher is Chief Ideas Officer of JESNA and heads its Lippman Kanfer Institute: An Action-oriented Think Tank for Innovation in Jewish Learning and Engagement. xxvi About the Authors

Michael Zeldin is Professor of Jewish Education at Hebrew Union College-Jewish Institute of Religion in Los Angeles and Director of the Rhea Hirsch School of Education. He is also Senior Editor of the Journal of Jewish Education. Tali Zelkowicz, a sociologist of education who studies the role of dissonance in Jewish identity formation, is Assistant Professor of Jewish Education at Hebrew Union College in Los Angeles.