Contemporary Concerns, Assessments, and Aspirations in Jewish Educational Research

Autor/in	Glaser, Jennifer
Titel	Contemporary Concerns, Assessments, and Aspirations in Jewish Educational Research
Quelle	In: Journal of Jewish Education, 77 (2011) 4, S.282-297 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-4113
DOI	10.1080/15244113.2011.631818
Schlagwörter	Stellungnahme; Jews; Educational Research; Judaism; Theory Practice Relationship; Educational Philosophy; Identification; Political Issues; Values; Curriculum Design; Cultural Education; Evaluation; Language Role; Aspiration; Goal Orientation + Suchen Sie Ihr Suchwort? Jew; Jude; Jüdin; Juden; Bildungsforschung; Pädagogische Forschung; Judaismus; Theorie-Praxis-Beziehung; Bildungsphilosophie; Erziehungsphilosophie; Identifikation; Identifizierung; Politischer Faktor; Wertbegriff; Lehrplangestaltung; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Evaluierung; Streben; Zielorientierung; Zielvorstellung
Abstract	This essay reviews the Vision and Practice section of the "International Handbook of Jewish Education" published in 2011. Gathered in this section, 24 Jewish educators (spread across 18 chapters) offer theoretical reflections on the state of Jewish education in the contemporary moment. These chapters seem, on first reading, a rather eclectic selection--a series of individual voices that speak to a variety of themes and approach their task in different ways. Indeed, the authors of the Handbook explicitly note the diverse nature of these articles in their introduction (p. 10). Yet, it is the very eclectic nature of this collection that is one of its strengths, forming a time capsule of the current concerns, assessments, and aspirations of the field. Some authors present a historic account of how we came to be in the "current situation" (however that is defined), some seek to explicate a practice, yet others offer a reckoning, urging us to move in certain directions. Taken together, an interesting intertextuality emerges that creates a dialogue between the multiple voices; for instance, what is introduced as theory in one article is modeled within the practices of another. These threads add further depth to our understanding of the concerns and preoccupations of theorists writing on Jewish education in this first decade of the 21st century. Rather than speaking to each article in turn, the author uses this review to explore a few of the threads that she sees cutting across these articles. In so doing her aim is to explore these threads and illustrate how they play out between different papers and across concerns. Some of the threads the author sees running through these papers that are examined in this review are: (1) The politics of method; (2) Changing rules of engagement; and (3) The force of the example. (Contains 7 footnotes.) (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10