By examining writing about Israel education since the founding of the State, this paper highlights three questions that have surfaced repeatedly in Jewish educational discourse: What is the purpose of teaching American Jews about Israel? Who is best equipped to teach American Jews about Israel? How can Israel education foster positive identification with Israel without whitewashing over the imperfections of the Jewish State? By exploring how each question has manifested in Jewish education, it examines why—for very different reasons—these questions have endured over time, and considers what it might take to arrive at lasting conclusions about them.

"My Heart Is in the East and I Am in the West": Enduring Questions of Israel Education in North America.

What are North American Jewish day schools doing when they engage in Israel education, what shapes their practices, and to what ends? In this article, we report on a multi-method study inspired by these questions. Our account is organized around an analytical model that helps distinguish between what we call the vehicles, intensifiers, and conditions of day school Israel education. Our discussion explores the possibility that when it comes to Israel education, schools have shifted from a paradigm of instruction to one of enculturation. This shift, we suggest, is indicative of a generalized anxiety about students' commitments to Israel and about their capacity to advocate for Israel when they “come of age” at university.

Day School Israel Education in the Age of Birthright

This article sketches the trajectory of Hebrew education in the United States from the early 1900s to the present. Attending to the historiography of Hebrew education, it shows how current curricula and pedagogical approaches have been stamped by historical considerations and language ideologies, how goals and strategies have changed (or remained the same) over time, and how the evolution of the field has been driven both by internal dynamics within the Jewish community and by changes in the broader social and political context of the United States. It concludes with a framework for constructing a meaningful research agenda for the future.

Hebrew Education in the United States: Historical Perspectives and Future Directions

It is the purpose of this introduction to examine the problem of creative continuity which faces the American Jewish community, comment upon the generally ineffectual response being made, particularly in the field of Jewish education, and direct attention to the potentialities of the Jewish summer camp as an effective ally in meeting the challenges to our youth of Jewish identification, knowledge, and commitment. Degree Type Dissertation Degree Name Doctor of Education (EdD) First Advisor Meir Ben-Horin Second Advisor William Chomsky Third Advisor Solomon Grayzel Subject Categories American Studies | Bilingual, Multilingual, and Multicultural Education | Cultural History | Educational Assessment, Evaluation, and Research | Educational Methods | History of Religion | Jewish Studies | Social History | United States History Comments Library at the Katz Center Archives Thesis. BM135 .I83 1970. JEWISH SUJ\11VIER C.AJ1PS I N THE UNITED STATES A.L"\JD CAN ADA

Jewish Summer Camps in the United States and Canada, 1900-1969

This article examines the ways in which Hebrew education was construed in the United States by tracing the Hebrew ideology debate of the early and mid-1900s, when dramatic changes were made to modernize Jewish schooling and its place within American society. Focusing on the Hebrew learning ideologies and educational philosophies of Samson Benderly and his followers, it examines how the Ivrit b’Ivrit movement – teaching Jewish content in Modern Hebrew – re-conceptualized Hebrew education not only as a form of language acquisition, but as a means of defining and giving shape to American Judaism for the Jewish immigrant community at that time.

Hebrew learning ideologies and the reconceptualization of American Judaism: Language debates in American Jewish schooling in the early 20th century

Funding Relationships Between Bureaus and Federations

Israel today and the jewish school

Jewish education and the public schools — the debt and the danger

(1959). FOUNDATIONS OF VOCABULARY SELECTION FOR THE TEACHING OF HEBREW IN AMERICA. Jewish Education: Vol. 29, No. 2, pp. 6-15.

Leon H. Spotts

Papers

Funding Relationships Between Bureaus and Federations

Israel today and the jewish school

Jewish education and the public schools — the debt and the danger

Foundations of vocabulary selection for the teaching of hebrew in america

Foundations of Vocabulary Selection for the Teaching of Hebrew in America