Oct 07 2014

How to Attract, Prepare and Keep Good Day School Teachers

Published by under Center News

JCDS-090 smlTeacher retention and effectiveness stem from a clear vision of good teaching, strong alignment between coursework and field experiences, a focus on subject matter preparation, and a year-long internship. That view is supported by a new report from the Mandel Center for Studies in Jewish Education and funded by the Jim Joseph Foundation, which finds that graduates of the DeLeT (Day School Leadership Through Teaching) Program at Brandeis University and Hebrew Union College-Jewish Institute of Religion feel well prepared for their responsibilities as day school teachers.

The report comes from the Longitudinal Survey of Day School Teachers, which has been tracking the careers of DeLeT alumni since 2007. Previous reports described graduates’ backgrounds and views of day school teaching, the factors influencing their decisions over time to stay in teaching or leave the classroom, and the opportunities and challenges they face in their schools.

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Sep 30 2014

What Should a Vision of Jewish Education Do For Us?

Published by under Commentary

Jon A. Levisohn is director of the Jack, Joseph and Morton Mandel Center for Studies in Jewish Education, and the Jack, Joseph and Morton Mandel Professor of Jewish Educational Thought, at Brandeis University. This post is an abbreviated version of his recent article, “A New Theory of Vision,” in HaYidion.

My colleague Danny Lehmann has shared some constructive, generative ideas for Jewish education in the 21st century in his recent article in HaYidion, in which he argues for creativity, hybridity, transformative spirituality, and more. Do these ideas constitute a vision? Well, that depends. Continue Reading »

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Sep 18 2014

Engaging the Public Through Jewish Languages

Sarah Benor, associate professor of contemporary Jewish studies at Hebrew Union College-Jewish Institute of Religioncontributes this entry to our series from the Pedagogies of Engagement in Jewish Studies seminar. She can be reached at sbenor@huc.edu.
image003I became interested in Jewish languages as a college student. Initially I had only heard of Yiddish, Ladino (Judeo-Spanish), and Judeo-Arabic, but eventually I learned about endangered languages/dialects like Judeo-Greek, Judeo-Malayalam (from Southern India), and Judeo-Tadjik (Bukharan, from Uzbekistan), as well as emerging languages/dialects like Jewish English, Jewish French, and Jewish Hungarian. For the past two decades, I have been researching and teaching about the phenomenon of Jewish languages, and I find great satisfaction in sharing what I’ve learned with scholars and students.

But classroom teaching, academic publications, and conference presentations have limited reach. Only a few dozen students each year encounter my ideas in the classroom, and given that linguistics and Jewish studies are both small fields, maybe a few hundred people hear my presentations or read my articles. Continue Reading »

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Aug 28 2014

Minds and Hearts: Rethinking the “Division of Labor” Between Jewish Studies and Hillel on Campus

Barry Wimpfheimer, associate professor of religious studies at Northwestern, contributes this entry to our series from the Pedagogies of Engagement in Jewish Studies seminar.

 

WebAs Director of The Crown Family Center for Jewish and Israel Studies at Northwestern University, I have insisted on a division of labor between Jewish Studies and Hillel. Jewish Studies is the site for the study of Judaism, Jews and Jewishness while Hillel is the place for exploring Jewish identity and finding community.

This division of labor benefits both parties. Hillel is able to unabashedly promote a vision of Judaism and Jewish commitment. That vision is broad and pluralistic, to be sure, but it emphasizes Jewish exceptionalism. In this way, Hillel harnesses the resources of community and university to advocate for Jewish interests on campus and beyond.

Jewish Studies, on the other hand, can invite students of all ethnic and religious identities to explore Jewish literature and the history of Jewish religion and culture without the limitation of promoting Judaism or Jewish cultural affiliation. Enrollments are increased when we target both Jewish and non-Jewish students. The history of the Jewish religion, culture and people is easily integrated in the humanities curriculum. Perhaps most fundamentally, Jewish Studies scholars are free to explore aspects of Jewish history, religion or culture that do not support the program of Jewish exceptionalism or continuity.

But is it possible that the division of labor has negative ramifications as well? Continue Reading »

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Aug 06 2014

Jewish Identity Complex: Why we Cannot, and Should Not, Get Along

This guest post is by Sharon Weiss-Greenberg, community engagement manager for CASJE. It was originally published at eJewish Philanthropy.

We all carry what has been termed FOMO, “a fear of missing out.” Today at least, although Jewry is concentrated in the vicinity of New York and in Israel, technology allows us all to tune in from wherever we are located. We do not have to miss out. I’ve been glued to my computer screen during lectures, communal debates, and the like. I followed people’s Facebook and Twitter comments during Yeshivat Maharat’s historic graduation, for example, while simultaneously watching live-feed streaming from the graduation itself. While the modern age has allowed all of us to participate in a number of events and conferences, our engagement can still be limited due to time, technological glitches and other factors.

As the Community Engagement Manager for the Consortium for Applied Studies in Jewish Education (CASJE), I was thrilled to learn of blogcasting, a new communication medium wherein everyone has equal access to a conversation and all are welcome to contribute; there are few better ways of “keeping up.” Continue Reading »

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