Search results for: UK
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Intra-faith contestation in educational spaces such as religious schools constitutes an issue that has received relatively little academic attention. In response, this article explores the ways in which England’s Jewish day schools have become bound up in broader debates regarding competing conceptualizations of Judaism and Jewish identity in a context of significant polarization in the Jewish community. The situation is centered on two recent developments within the Anglo-Jewish educational landscape: A Supreme Court ruling that has obligated oversubscribed Jewish schools to avoid selecting pupils based on matrilineal descent, and the establishment of a Jewish secondary school whose pluralistic approach to Judaism has been deemed antithetical to the Orthodox movement.
Updated: Mar. 20, 2019
Britain’s chief rabbi published a guidebook for Orthodox Jewish schools to help them provide support for LGBT students in the Jewish community. The guide by Rabbi Ephraim Mirvis calls for a zero-tolerance approach to homophobic or transphobic bullying, despite a biblical prohibition against homosexual acts.
Updated: Oct. 04, 2018
Etgar, which organises the annual general Jewish knowledge challenge for UK primary schools, has launched a new venture for secondary school pupils. Its first quiz on Israel, aimed at 14-year-olds in year nine, will take place on Yom Ha’atzmaut next month as part of the celebration of Israel’s 70th anniversary.
Updated: Mar. 13, 2018
Three Jewish primary schools teaching almost 1,000 children across north London are to link up in a new first-of-its-kind Jewish schools academy to combine learning resources and teaching expertise while making “cost efficiencies”. Moriah Jewish Day School, Sacks Morasha Jewish Primary School and Wolfson Hillel Primary School will together form a Multi Academy Trust (MAT), the trustees of which would be chosen by the Chief Rabbi and other United Synagogue leaders.
Updated: Mar. 13, 2018
UK Orthodox Jewish educators face a number of ethical dilemmas surrounding truth-telling in the classroom. While they must comply with government legislation and high standards of professional conduct, they may also wish their practice to be informed by halachic considerations. This theoretical study explores the potential tensions that may arise when allegiances to the above areas lead to conflicting courses of action, and attempts to plot a course of appropriate conduct that can satisfy all considerations. Direct distortion is identified as an inappropriate tool, whereas omission of content that will hinder students’ Orthodox development is considered preferable to unfiltered disclosure.
Updated: Feb. 06, 2018
One response has been the launch of Fast-Track, a one-year programme piloted this year among 20 sixth-formers. It involved intensive weekend sessions on Israeli history, culture, politics and society as well as a residential seminar in Israel. “It was a deliberate attempt to raise the intellectual ante,” says Michael Wegier, UJIA chief executive, “to take a cadre of people and work with them through all the deep, complex and inspirational elements of Israel. It was a rip-roaring success. We will expand it next year.
Updated: Jun. 21, 2017
Will My Child Get a Place? An Assessment of Supply and Demand of Jewish Secondary School Places in London and Surrounding Areas
This study, which was commissioned by Partnerships for Jewish Schools (PaJeS), takes an in-depth statistical look at the demand for places for Jewish secondary schools in London over the past few years, and makes key projections for the future. The report is authored by Institute of Jewish Policy Research (JPR) researchers Dr. Daniel Staetsky and Dr. Jonathan Boyd, and grapples with an issue that has been of growing concern in the London Jewish community for some time.
Updated: Apr. 05, 2017
This paper presents findings from a qualitative study conducted in a large Reform Jewish Sunday school in the UK. It focuses on learners’ experiences and perceptions of learning to read Hebrew in the school as well as in the other sites in which they were learning to read. These experiences and perceptions are neglected in other research accounts. The findings reveal important insights into learners’ experiences, enjoyments, frustrations and expectations regarding both the purposes and the processes of learning to read in Hebrew and raise issues about learning and teaching. The findings contribute to wider debates about literacy and learning to read and address questions raised in the literature concerning what children do with, and make of, the language learning they experience in their community school setting.
Updated: Feb. 22, 2017
The number of Jewish children in Jewish schools in the UK has almost doubled since the mid-1990s, rising from 16,700 then to over 30,000 now, while the number of Jewish schools has jumped from 62 to 139 over the same period. This report is the first in a series of studies being produced by the new partnership between the Board of Deputies of British Jews and the Institute for Jewish Policy Research, cooperating on the collection, analysis and publication of key community statistics. The results of the study show that the majority of the 30,900 Jewish children studying in Jewish schools in 2014/15 were in haredi schools (17,500, or 57%), whilst the remainder (13,400, or 43%) were in mainstream schools. Twenty years ago, the equivalent proportions were 45% strictly Orthodox, 55% mainstream. The shifting balance provides further evidence of the changing composition of the British Jewish community.
Updated: Dec. 14, 2016
The Impact of Communal Intervention Programs on Jewish Identity: An Analysis of Jewish Students in Britain
During the 1990s, Jewish communal leaders in Britain reached a consensus that Jewish education, in the broadest sense, was the principal means of strengthening Jewish identity and securing Jewish continuity. This belief motivated considerable investment in communal intervention programs such as Jewish schools, Israel experience trips, and youth movements. Twenty years on, it is pertinent to ask whether, and to what extent, this intervention has worked. The Institute for Jewish Policy Research’s (JPR) 2011 National Jewish Student Survey contains data on over 900 Jewish students in Britain and presents an opportunity to empirically assess the impact such intervention programs may have had on respondents’ Jewish identity by comparing those who have experienced them with those who have not.
Updated: Apr. 14, 2016