Search results for: Mittleberg David
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What does it mean to educate towards Jewish peoplehood? How can Jewish educational tourism achieve this goal? This paper traces the historical development of Jewish educational tourism and explores the paradigm of Jewish peoplehood that emerges from it. This is accomplished through a close analysis of the different stages of programmatic activity at the Department of Jewish Peoplehood – Oren throughout its 25 years. The paper describes three stages of educational programming at the Department of Jewish Peoplehood – Oren: (1) the Israel experience, which focuses on bringing Diaspora Jews to Israel and having Israel impact them; (2) the mifgash (facilitated encounter), where Israeli and Diaspora Jews come together to learn from one another; and (3) building an ongoing relationship between Jewish communities in the Diaspora and in Israel.
Updated: Sep. 08, 2016
How Solid is Jewish Student-Teachers’ Solidarity? Israeli Student-Teachers’ Perceptions of their Jewish Identity and Sense of Belonging to the Jewish People
This article examines the characteristic features of Jewish-identity perception amongst young Jewish Israelis within the broader paradigm known as “Jewish peoplehood”. It was written in the context of the public agenda concerning peoplehood that found voice in the Israeli Parliament’s Education Committee debate on 25 November, 2006 that determined this issue to constitute “one of the most important and weighty issues in sustaining the Jewish identity of the Jewish nation-state − and also the most neglected issue in the Israeli education system”. The article deals with practical lifestyle representations of this approach, as well as the question of how encounters between Israeli student-teachers and their peers in the diaspora influence the Jewish identity of young Israelis
Updated: Mar. 19, 2014
Identical, Fraternal, or Separated at Birth: A Case Study of Educator Teams Within American-Israeli School Twinning
School-to-school collaboration has emerged as a key paradigm for fostering personal and institutional connections between Israeli and Diaspora youth, educators, and schools. Using the findings of a multi-year case study of a high school level twinning initiative, this article describes the challenges to this form of transnational collaboration and takes the first steps to articulating a theory of intervention of Israeli-Diaspora school twinning at the organizational level. The article suggests two processes, collaborative capacity and cultural competence, critical to development of positive and productive relationships in school partnerships. Institutional twinning is suggested as the goal of these interventions at the organizational level.
Updated: Nov. 28, 2013
Israel experience trips—and Taglit-Birthright Israel trips in particular— increasingly include a substantial mifgash—an “encounter” between the Diaspora Jewish visitors and Israeli peers. The aim of the present report is to improve understanding of the formal and informal components of the mifgash, as well as the significance of the experience for North American and Israeli participants.
Updated: Dec. 18, 2008