By Sivan Zakai, director, Children’s Learning About Israel project. This article originally appeared at Forward.com, Oct 19, 2015. Reproduced from here by permission of the Forward.
These are dark days for the Jewish people. In Israel, Jewish children head off to school not knowing when or where the next attack will occur. But Jewish children in the United States are geographically removed from the fray, and their bodies are not on the front lines in this new frightening chapter in the Israeli-Palestinian conflict. So what do American Jewish children know and feel about the conflict? And how should we — their parents, grandparents and teachers — talk to them about it? Continue reading
By Sarah Bunin Benor, co-director of the Hebrew in North American Jewish Summer Camps project
What is a Hebrew word doing in an American Netflix preview? Near the end of the official trailer for Wet Hot American Summer: First Day of Camp, this appears briefly on the screen: “וגם (featuring) David Wain.” Wain, the show’s co-creator, plays Yaron, the one Israeli counselor at Camp Firewood. The insertion of a foreign word – not decipherable to most prospective viewers – fits in with the absurd, “campy” nature of the film. But as a sociolinguist, I see a whole world of significance in that word and in the Hebrew used in the show. Continue reading
By Jonathan Krasner
When President Barack Obama declared at the first White House reception for Jewish American Heritage Month, in 2010, that America must “uphold the principle of tikkun olam—ourobligation to repair the world,” he became the latest in a parade of prominent American politicians, celebrities and opinion-makers, including Bill Clinton, Cornell West and Madonna, to invoke the term. The Americanization of tikkun olam reflects its ubiquity in American Jewish life, where many religious and communal leaders identify it as a core Jewish value.
This is remarkable when one considers that prior to the 1980s most American Jews had never heard the term. Continue reading
Renee Rubin Ross, program officer at the Jim Joseph Foundation and former Mandel Center post-doctoral fellow, contributes today’s guest post.
Through the Jim Joseph Foundation’s investments in Hebrew Union College—Jewish Institute of Religion (HUC), The Jewish Theological Seminary, Yeshiva University, the Day School Leadership for Teaching (DeLeT) program, and the Jewish New Teacher Project, the Foundation has invested millions of dollars in educator training and support. The rationale behind this is straightforward: more well-trained and supported teachers and educators will lead to more effective and compelling learning experiences for young Jews, the central goal of the Foundation.
Strengthening teacher training and support has a number of elements, as two presentations at last month’s annual conference of the Network for Research in Jewish Education (NJRE) suggest. Continue reading
This guest post is by Susan Kardos, Senior Director of Strategy and Education Planning at The AVI CHAI Foundation and a research associate at the Project on the Next Generation of Teachers at Harvard University. She was the Mandel Center’s first post-doctoral fellow.
This essay is drawn in part from a summary of the work of the Project on the Next Generation of Teachers presented by Susan Moore Johnson and her research team at Harvard in May, and in part from a presentation given during a session called “Teachers as Learners: a Discussion Honoring the Contributions of Sharon Feiman-Nemser to Jewish Education,” at the Network for Research in Jewish Education conference in June. The author participated in both.
A little more than fifteen years ago, as a doctoral student at Harvard, I came to know Sharon Feiman-Nemser, first, as a peppering of citations. I got to know her better when I was charged with creating an annotated bibliography of sources related to my interest in new teachers in public schools. It was then I read everything—article after article, chapter after chapter, book after book—and wrote summaries that would become the basis for the literature review in my thesis. Sharon’s work about teacher preparation and learning to teach was an early foundational reference for the work of The Project on the Next Generation of Teachers, a Harvard-based research project addressing critical questions about the future of the nation’s public school teaching force. Sharon’s work featured especially prominently in my contributions to the project, which focused specifically on the kinds of professional cultures new teachers’ experience in their schools, especially related to collegial support, mentoring, and induction—all Feiman-Nemser specialties.
At the same time, and a world away from my thesis work, I was pursuing a line of research related to underground schools in the Warsaw Ghetto during the Holocaust and feeling a stronger and stronger pull toward building a professional home in the world of Jewish education. Imagine my surprise to find that one of my intellectual heroes was not only looking for a post-doctoral research fellow locally, at Brandeis, but was herself crossing the border to make her professional home in the world of Jewish education.