Jewish Portal of
Teacher Education
The online resource of pedagogical and academic content on teaching and Jewish education
Search results for: Rutland Suzanne D.
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4 items
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This qualitative study, examining seven communities in the globalized Asia Pacific area, aimed to investigate Jewish community attitudes toward Hebrew, their heritage language (HL), as influenced by the social environment. The main finding was that the “complex ecology” of context influences attitudes to Hebrew. The article delineates three major categories: expatriates in Asia, whose particularistic identity, including Hebrew, was strengthened; citizens, the majority native-born, in Australia and immigrants in New Zealand, whose Jewish identity was weakened. Findings demonstrate the importance of community contact, adding to understanding HL learning and linguistic distance between micro and macro elements in the sociolinguistic context.
Published: 2020
Updated: Dec. 15, 2020
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The aim of the research is to investigate a Montessori pedagogic approach, enabling a Jewish school to be part of the Chinese international-school system, while fostering Jewish identity. We conducted semistructured interviews with principals (2), teachers (8), parents (12), and students (10) and recorded class observations (8) over two visits. The analysis employed a grounded theory approach using a constant comparative method. The main result was that Montessori principles enabled the school to foster a strong particularistic Jewish identity for this situational minority while also developing a broad understanding of the host (Chinese) culture.
Published: 2019
Updated: Feb. 20, 2019
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In our post-modern, globalised world, there is a risk of unique cultural heritages being lost. This loss contributes to the detriment of civilization, because individuals need to be rooted in their own specific identity in order to actively participate in community life. This article discusses a longitudinal case study of the efforts being made by Australian Jewish schools to maintain Jewish heritage through annual experiential religious education camps, coordinated in a programme called Counterpoint. The researchers’ aim was to analyse how a school youth camp can serve as a site for socialisation and education into a cultural and religious heritage through experiential learning and informal education.
Published: 2016
Updated: Jan. 05, 2017
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The aim of this research is to investigate the intergenerational changes that have occurred in Australian Jewish day schools and the challenges these pose for religious and Jewish education. Using a grounded theory approach according to the constant comparative method, data from three sources (interviews [296], observations [27], and documents) were analyzed, thus enabling triangulation.
Published: 2014
Updated: May. 07, 2014