Search results for: Faintich Robyn
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Understanding How Under-Engaged Jewish Teens Self-Articulate and Self-Express Jewish Identity and Jewish Identification
This study was inspired by the abundance of literature regarding the withdrawal of non-Orthodox American Jewish teenagers from an active Jewish life. This situation has been called an “epidemic that threatens the future of American Jewry” (Ravitch, 2002b, p. 254). This study sought to answer the primary research question: How do under-engaged Jewish teens self-articulate and self-express Jewish identity and Jewish identification? Portraiture methodology was used to capture how three Atlanta-suburb teenagers articulated and expressed their Jewish identity and Jewish identification. Each of the study participants grew up attending supplemental Jewish education programs and celebrated their Bar or Bat Mitzvah ceremonies, but then disengaged from organized communal Jewish education or social experiences. As current high school junior and seniors, the study participants reflected on how Judaism has shaped who they are, their interactions with Judaism in their daily lives, and the ongoing meaning they derive from being a part of the Jewish people.
Updated: Jun. 02, 2020
BabagaNewz recently made available this engaging six part lesson plan written by Robyn Faintich to help Jewish school teachers help their students to learn about tzedakah, gmilut chesed, and Jewish giving experientially, using the internet as a resource and a platform for doing. Based on the principals of Service Learning, the unit aims to achieve the following goals: students will learn about the concept of social justice, the Jewish values it expresses, and how to use the internet to implement social justice work.
Updated: Feb. 13, 2011