Jewish Day Schools, Jewish Communities

About 350,000 Jewish children are currently enrolled in Jewish day schools, in every continent other than Antarctica. This is the first book-length consideration of life in such schools and of their relationship both to the Jewish community and to society as a whole. It provides a rich sense of how community is constructed within Jewish schools, and of how they contribute to or complicate the construction of community in the wider society. The volume reframes day-school research in three ways. First, it focuses not just on the learner in the day-school classroom but sees schools as agents of and for the community. Second, it brings a truly international perspective to the study of day schools, viewing them in relation to the socio-cultural contexts from which they emerge and where they have impact. Third, it considers day-school education in relation to insights derived from the study and practice of non-parochial education. This cross-cultural and genuinely comparative approach to the study of Jewish schooling draws on research from the United States, the former Soviet Union, South America, and Europe, making it possible to arrive at important and original insights into parochial Jewish schooling. With contributions from outstanding scholars as well as practitioners of public education and of Jewish parochial schooling, the volume reveals conflicting conceptions of the social functions of schooling and also produces original insights into the capacity of schools to build community. The book is timely in that it studies questions about faith-based schooling and the public good that today are as much questions of public policy as they are of academic inquiry. It will appeal first and foremost to those with a particular interest in Jewish schooling but will also attract the attention of academics and professionals concerned with the place of parochial education in contemporary society.

About 350,000 Jewish children are currently enrolled in Jewish day schools, in every continent other than Antarctica. This is the first book-length consideration of life in such schools and of their relationship both to the Jewish community and to society as a whole. It provides a rich sense of how community is constructed within Jewish schools, and of how they contribute to or complicate the construction of community in the wider society. The volume reframes day-school research in three ways. First, it focuses not just on the learner in the day-school classroom but sees schools as agents of and for the community. Second, it brings a truly international perspective to the study of day schools, viewing them in relation to the socio-cultural contexts from which they emerge and where they have impact. Third, it considers day-school education in relation to insights derived from the study and practice of non-parochial education. This cross-cultural and genuinely comparative approach to the study of Jewish schooling draws on research from the United States, the former Soviet Union, South America, and Europe, making it possible to arrive at important and original insights into parochial Jewish schooling. With contributions from outstanding scholars as well as practitioners of public education and of Jewish parochial schooling, the volume reveals conflicting conceptions of the social functions of schooling and also produces original insights into the capacity of schools to build community. The book is timely in that it studies questions about faith-based schooling and the public good that today are as much questions of public policy as they are of academic inquiry. It will appeal first and foremost to those with a particular interest in Jewish schooling but will also attract the attention of academics and professionals concerned with the place of parochial education in contemporary society.