Search results for: Australia
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School’s Place in Nurturing Students’ Jewish Identity Within a Broader Social and Cultural World: Stakeholders’ Experience
This article reports on students’ and faculty members’ experience of their pluralistic Jewish day school’s educational mission to nurture students’ Jewish identity exploration within a broader social and cultural world. It articulates these stakeholders’ perceptions of the ways teaching and learning of Jewish values, customs, and knowledge are integrated into the formal and informal educational experiences. Furthermore, it identifies five key features that contribute, mainly positively, to students’ exploration. of a broader Jewish, Australian, and global identity formation. It argues that a close alignment between stakeholders’ personal views and beliefs and their experience of the implemented educational mission, is a major contributing factor in stakeholder satisfaction with Jewish day school education.
Updated: Jan. 11, 2021
Experiential Learning and Values Education at a School Youth Camp: Maintaining Jewish Culture and Heritage
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.
Updated: Jan. 05, 2017
Parochial or Transnational Endeavor? The Attitude to Israel of Adolescents in Australian Jewish Day Schools
The aim of this qualitative research is to investigate the attitude of adolescents to Israel in Australian Jewish day schools. Using a grounded theory approach according to the constant comparative, data from three sources (interviews, observations and documents) were analyzed, thus enabling triangulation. One key finding is that place attachment, exploration and criticism are not contradictory, but reflect the concern and involvement of the younger generation and serve as a form of reclaiming their connection to Israel through critical engagement.
Updated: Nov. 25, 2015
Since the establishment of the State of Israel, the Shaliach has embodied at least one aspect of the tangible expression of the symbiotic relationship between Israel and its Diasporas. This article discusses the educational Shaliach sent from Israel to the Jewish Diaspora in Australia, and is based on a research study carried out between 2006 and 2009 using a qualitative methodology. Through in-depth interviews with 20 Shlichim, their experience was examined before departure, during their mission in Australia, and after their return back to Israel. This article focuses on one aspect that was examined: the educational message of the Shlichim and the clarity of their mission within the local Jewish community.
Updated: Jun. 10, 2015
A unique Jewish coming of age program for 11-12 year old girls, Twelve, has been launched this year in Melbourne, Australia, in response to a growing desire of many parents to show their tweens firsthand what poverty and disadvantage looks like in Australia. Over 50 families, or 100 participants, have signed up for the yearlong program to roll their sleeves up and get to work with their daughters to help people in need.
Updated: May. 27, 2015
I’m writing this column from Melbourne, Australia, where last Tuesday I watched hundreds of teenagers from various Jewish youth movements—most of them not strictly observant--stay up deep into the night on Shavuot learning and arguing. They had named the rooms in which they held their study sessions after Jewish thinkers: Rosenzweig, Buber, Spinoza. Watching it all, I kept thinking: How many American Jewish eighteen year olds could identify those names, or, for that matter, identify Shavuot? What is Australia doing right that we’re doing wrong
Updated: Jun. 25, 2014
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 , observations , and documents) were analyzed, thus enabling triangulation.
Updated: May. 07, 2014
A groundbreaking study highlighting weaknesses in the way Hebrew and Jewish studies are being taught at Jewish schools across Australia has been welcomed by Australian Jewish educators, who agree with the findings that Australian Jewry has entered a “new era” and curriculums must be revised accordingly. According to the report – authored by Bar-Ilan University’s Professor Zehavit Gross and the University of Sydney’s Professor Suzanne Rutland – the priorities of the adult community are no longer the priorities of the youth, and this “incongruity” has resulted in student dissatisfaction with the style and quality of education on offer in key areas.
Updated: May. 07, 2014
Pluralism is a notion that regularly appears in education literature regarding social injustice or teaching for democracy. Over the last decade, a new type of Jewish Day School has emerged, the Jewish Community School. These Jewish Community Schools distinguish themselves by adopting pluralism as one of their core values. What is unclear is how teachers within such a school think about the notion of pluralism. This case study describes and analyses the way that members of a Jewish Studies faculty in one Jewish Community High School thinks about pluralism and the pedagogical implications of this thinking.
Updated: Dec. 28, 2009
Three Jewish Melbourne schools have put capital works on hold as the global financial crisis begins to bite. The King David School (TKDS), Leibler Yavneh College and Mount Scopus Memorial College all announced plans to construct new buildings and upgrade existing facilities in the past 18 months. However, rather than spending money on construction, the schools are now using it to cover the costs of day-to-day education.
Updated: May. 27, 2009