Search results for: Gender studies
Page 1/3 21 items
The paired study of the Jewish Talmud in havruta is a traditional, well-established and prestigious form of study. Havruta conversation is a confrontational speech event in which disagreements are not only expected but also appreciated. The aim of this study is to explore for the first time disagreement patterns carried out by women studying in havruta pairs. Twenty one havruta conversations were observed and recorded, and semi-structured in-depth interviews were held individually with the participants.
Updated: Dec. 13, 2018
This article is an anthropological history of the bar/bat mitzvah ceremony in the Yishuv and Israel of the 1940s and the 1950s, when this ceremony radically grew in terms of the space, time, and economic resources devoted to it, as well as expanded to include girls. To explain that shift, I suggest distinguishing classic rites of initiation from the system of life-cycle ceremonies typical of modern consumer culture, which emphasizes the transition between temporal markers rather than social statuses and imposes no task on the birthday celebrant.
Updated: May. 16, 2018
“He had a Ceremony—I had a Party”: Bar Mitzvah Ceremonies vs. Bat Mitzvah Parties in Israeli Culture
This article analyzes the gender differences in what the Bar/Bat Mitzvah ceremonies mean for the teens and their parents by surveying how they are depicted in popular Israeli culture since the mandate period until yesteryear. Relying on the classical anthropological assumption that ceremonies are a key to understanding a society, such a study can shed light on important aspects of the relationships between religion, consumer culture, and ethnic and national identity, on both individual and family levels. I will specifically argue that the gender difference in the popular depictions of bar and bat mitzvah discloses dominant patrilineal tendencies in current Israeli Judaism at the grassroots level.
Updated: Sep. 12, 2016
‘I Want Them to Learn about Israel and the Holidays’: Jewish Israeli Mothers in Early-Twenty-First-Century Britain
Research has shown that the presence of children in the Jewish Israeli emigrant family intensifies their ambivalence about living abroad, but encourages greater involvement with fellow Israelis as they seek to transmit a Jewish Israeli identity and maintain their children’s attachment to the Jewish state. This article explores this assumption by focusing on the experiences of mothering of a group of Israeli emigrants in Britain. Based on twelve oral history interviews, it considers the issues of child socialisation and the mothers’ own social life. It traces how the women created a social network within which to mother and how they tried to ensure their children preserved a Jewish Israeli identity. The article also seeks to question how parenting abroad led the interviewees to embrace cultural and religious traditions in new ways.
Updated: Jul. 27, 2016
Teaching Jewish holidays in secular kindergartens in Israel is a major part of the early childhood education curriculum and often revolves around myths of heroism. The telling of these stories frequently evokes strong nationalist feelings of identification with fighting as they describe survival wars and conflicts in which the heroes are mostly male fighters and Jewish victory over the enemy is celebrated. Thus the teaching of the holidays hidden agenda strengthens ceremonial, patriarchal and national ideas. This paper proposes a number of educational alternatives in accordance with critical feminist pedagogy and Jewish values of social justice. The article focuses on three major holidays: Hanukah, Purim and Passover. It shows in each one of them the conventional reading of the holiday which is the traditional way it is being taught in secular kindergartens, the holiday through a critical feminist pedagogy lens and application in early childhood classrooms.
Updated: May. 15, 2016
This article presents two pioneering religious Jewish schools that opened their doors to girls in Jerusalem in the first decade and a half after the end of World War I and the establishment of the British Mandate in Palestine. One of these schools, established by Chana Shpitzer, was exclusively for girls, while the other, Ma‘aleh, was coeducational. Although both schools were Orthodox in outlook and identified with the growing Zionist movement, their approaches to Torah education for girls were quite different. I believe a comparison between these two schools offers some insights into the relative advantages and disadvantages of single-sex and mixed Jewish educational frameworks.
Updated: Apr. 20, 2016
The establishment of formal Torah education for women across the Orthodox spectrum certainly qualifies as one of the most significant changes in Jewish education in recent memory. Today, the notion that Orthodox girls and young women receive a school-based Torah education is completely commonplace. Less than one hundred years ago, it was virtually nonexistent. Much of this is related to the creation and growth of the Beit Ya’akov school system in Poland in the years between the two World Wars. Beit Ya’akov’s influence is most obvious in today’s Haredi sector, which identifies itself as heirs to that legacy, but the movement’s impact on the Modern Orthodox sector is no less profound. Despite the importance of Beit Ya’akov in the history of Orthodoxy and Jewish education, there is much that we do not know about its founding, growth, and development.
Updated: Sep. 21, 2015
This research was designed to explore the experience of young religious Jewish women in an Israeli religious teacher-education college who combined motherhood and studies, and learn more about the coping strategies and their implications on their immediate environment. The findings revealed that combining motherhood and studies shattered religious traditional frameworks and established new mindsets among the participants’ family members and in their communities. In order to overcome all the many challenges that this combination imposed upon them, the participants modified spheres and deconstructed religious patriarchal patterns of motherhood. By so doing students-mothers adjusted the private and public spheres to their needs.
Updated: Jul. 22, 2015
This study explores how teachers visualize their professional persona. It is based on six case studies of female teachers in Israel, who photographed themselves at work, focusing on images of ideal situations of teaching. The study explores the self-perceptions of the teachers, which led to the construction of the images, by analysis of the signs and visual information in the photographs and through interviews. Uses of body language, visual expressions of physical proximity to pupils and visual signs of gender, are related to. The notion of teaching as a practice of caring is discussed in its relation to visual feminine attributes.
Updated: Jan. 28, 2015
This paper examines award-winning Jewish children's literature as a medium to explore how religiosity gets constructed differently for men and women. We analyze three decades of winners of the Sydney Taylor Jewish Book Award, a prestigious annual award given by the Association of Jewish Libraries to an outstanding Jewish children's book. We demonstrate how these award-winning books produce and perpetuate gendered religious stereotypes that associate men with agency and women with communion.
Updated: Jun. 25, 2014