Gray Matters in Institutional Ideology: How Ideological Dilemmas Affect Orthodox Teachers in North American Community Schools

Autor/in	Friedman, Esther S.
Titel	Gray Matters in Institutional Ideology: How Ideological Dilemmas Affect Orthodox Teachers in North American Community Schools
Quelle	In: Journal of Jewish Education, 89 (2023) 2, S.145-173 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Friedman, Esther S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-4113
DOI	10.1080/15244113.2023.2188321
Schlagwörter	Ideology; Institutional Characteristics; Judaism; Religious Education; Religious Factors; Biblical Literature; High School Teachers; Teacher Attitudes; Phenomenology; Institutional Mission; Professional Autonomy; Teacher Characteristics; Educational Environment; Teacher Selection; Community Schools + Suchen Sie Ihr Suchwort? Ideologie; Judaismus; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Bibel; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Phenomenological psychology; Phänomenologie; Psychologie; Berufsfreiheit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Community school; ; Gemeindeschule; Gemeinschaftsschule
Abstract	This paper looked at ideological dilemmas for Orthodox Bible teachers in pluralistic Jewish high schools in North America. A phenomenological approach was used to identify sources of tension and drew on data from 30 semi-structured interviews conducted with teachers of diverse Orthodox affiliations. Findings indicated that teacher tension resulted from inconsistencies in institutional lived and intellectual ideologies, with regard to hiring practices, goals and missions of the school, and curricular and pedagogical autonomy. Tensions were exacerbated by teachers' outsider status, which caused them to have difficulty interpreting religious, cultural, and social nuances of the school context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01