Search results for: Hirsch Miriam
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This article is based upon a qualitative research study that examined 95 school stories written by Jewish female teacher candidates in an undergraduate education course. Many candidates wrote inspirational or humorous stories about growth and development or a special teacher. However, over one third of the narratives described painful Jewish day schooling episodes with insensitive teachers, stinging rebukes, or public shaming.
Updated: Nov. 15, 2017
This case study examines the contours of culturally relevant pedagogy in an undergraduate preservice teacher education program for Jewish women. The case describes how the assigned reading of Albarelli’s (2000) narrative of teaching in a Hasidic Jewish school, Teacha! Stories from a Yeshiva, disrupts the classroom community, diminishes student engagement with the course, and undermines student confidence in the instructor. This research explores what happens when “respect for” challenges “reflection about.” The study finds that differential cultural understandings surrounding the concept of “respect” mediate the discourse. The author raises questions about the ethics of social justice in religious teacher education, probes the poverty of educational reform in a landscape of nondiscussables, and offers strategies for navigating this tender terrain.
Updated: May. 26, 2014
This paper situates Jewish female educational leadership in the broader context of women in educational administration. It begins with two narratives of Jewish female educational leadership developed from empirical research. The cases were then interpreted according to Blackmore's set of eight gender scripts and three new gender scripts for Jewish women in educational administration were suggested.
Updated: Sep. 21, 2008