School's Place in Nurturing Students' Jewish Identity within a Broader Social and Cultural World: Stakeholders' Experience

Autor/in	Gilead, Yona
Titel	School's Place in Nurturing Students' Jewish Identity within a Broader Social and Cultural World: Stakeholders' Experience
Quelle	In: Journal of Jewish Education, 86 (2020) 3, S.321-357 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-4113
DOI	10.1080/15244113.2020.1727305
Schlagwörter	Self Concept; Judaism; Religious Education; Day Schools; Institutional Mission; Teaching Methods; Social Values; Learning Processes; Global Approach; Stakeholders; Beliefs; Foreign Countries; Student Attitudes; Kindergarten; Elementary Secondary Education; Institutional Characteristics; Progressive Education; Australia + Suchen Sie Ihr Suchwort? Selbstkonzept; Judaismus; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Day school; Halbtagsschule; Teaching method; Lehrmethode; Unterrichtsmethode; Sozialer Wert; Learning process; Lernprozess; Globales Denken; Belief; Glaube; Ausland; Schülerverhalten; Reformpädagogik; Progressive Erziehung; Australien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01