Landscapes of Collective Belonging: Jewish Americans Narrate the History of Israel after an Organized Tour

Autor/in	Hassenfeld, Jonah
Titel	Landscapes of Collective Belonging: Jewish Americans Narrate the History of Israel after an Organized Tour
Quelle	In: Journal of Jewish Education, 84 (2018) 2, S.131-160 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-4113
DOI	10.1080/15244113.2018.1449482
Schlagwörter	Jews; Heritage Education; Day Schools; History Instruction; Study Abroad; Tourism; High School Students; Grade 11; Interviews; Judaism; Participant Observation; Personal Narratives; Travel; Qualitative Research; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Jew; Jude; Jüdin; Juden; Day school; Halbtagsschule; History lessons; Geschichtsunterricht; Studies abroad; Auslandsstudium; Tourismus; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 11; 11. Schuljahr; Schuljahr 11; Interviewing; Interviewtechnik; Judaismus; Teilnehmende Beobachtung; Erlebniserzählung; Travelling; Reisen; Reise; Qualitative Forschung; Ausland
Abstract	This study examines changes to Jewish day school students' narratives of the history of Israel after a two-and-a-half-week trip there. Seventeen students were interviewed about the history of Israel before and after the trip. Before the trip, most students' accounts lacked logical connections among the different events. The observations on the trip revealed that the tour guide told a story of Jewish exile and return which most of the students adopted. This finding suggests that short trips to Israel may be able to teach a coherent narrative, something formal history classrooms struggle to do. The article concludes proposing a division of labor between Israel travel and formal, classroom instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01