Beyond More Jews Doing Jewish: Clarifying the Goals of Informal Jewish Education

Reimer, Joseph

doi:10.1080/15244110601175186

Cited by 30 publications

(4 citation statements)

References 2 publications

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“…Hirst contrasts initiation with immersion, picking up a particular social practice though a kind of unconscious osmosis, or what others call enculturation or socialization (Reimer, 2007). Surely this happens as well, when we begin speaking or acting as those around us do without even noticing it.…”

Section: Education As Initiation Into Social Practicesmentioning

confidence: 99%

Beyond Jewish Identity Beyond Jewish Identity , edited by Jon A. Levisohn and Ari Y. Kelman (2019). Academic Studies Press.

Horowitz

2020

Journal of Jewish Education

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This book is subject to a CC-BY-NC license.To view a copy of this license, visit https://creativecommons.org/licenses/by-nc/4.0/ viii Jon A. Levisohn and Ari Y. Kelman or utra-Orthodox world eschews the term altogether, and it is less common in the Modern Orthodox community than it is in liberal Jewish communities. Still, there are important patterns and trends. Since the late 1960s, the phrase has grown in popularity and stature, often appearing as an almost self-reflexive rationale for many Jewish educational and communal efforts. "It's Official," trumpeted a headline reporting on a study by Steven Cohen and his colleagues of Jewish summer camps (Cohen, Miller, Sheshkin, & Torr, 2011), "Jewish Camp Strengthens Jewish Identity" (Fishkoff, 2011).The popularity of the phrase left us feeling more and more uncomfortable with the range of experiences, meanings, self-conceptions, expressions, and affinities to which it seemed to refer. The more popular it grew, it seemed, the less well-defined it appeared to become. As our sense of this development deepened, we were gratified to learn about other scholarly voices that expressed concern with or critical perspectives on the phrase, its meaning and its utility

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Section: Education As Initiation Into Social Practicesmentioning

confidence: 99%

Beyond Jewish Identity Beyond Jewish Identity , edited by Jon A. Levisohn and Ari Y. Kelman (2019). Academic Studies Press.

Horowitz

2020

Journal of Jewish Education

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“…This content is interspersed with the collective grant making conducted over the course of a year, helped along, but not directed by, program staff. Consequently, participants become socialized into connecting their Jewish identities with societal challenges that can be ameliorated by donating to worthy nonprofits (Chazan, 2003;Reimer, 2007). They are therefore expected to approach giving from an explicitly Jewish perspective, even when the beneficiaries of such giving are not Jews.…”

Section: Jewish Youth Philanthropy As Experiential Educationmentioning

confidence: 99%

Development of Adolescents’ Values and Jewish Identities via Experiential Philanthropy Education

Brookner¹

2020

Journal of Jewish Education

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The values that begin to solidify during adolescence can be steered by experiential education programs designed to inculcate a set of attitudes and behaviors in their participants. One such program, Jewish Youth Philanthropy, socializes adolescents into recognizing the importance of donating both to Jewish causes and within a Jewish framework. This paper examines the relationship between these programs and the development of Jewish and donor identities during adolescence. It suggests that surveyed Jewish youth philanthropy participants are more likely than non-participants to perceive themselves as donors, but that their Jewish identities are viewed as justifications for prosocial behavior, not drivers of it.

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“…Jewishness is largely compartmentalized in North America and removed from many aspects of daily life (Reimer 2007). Many non-Orthodox summer camp participants do not attend Jewish day schools or come from religious households, often making their time at camp the only time of the year they are in a predominantly Jewish environment (E. Cohen and Bar-Shalom 2010).…”

Section: The Liminality Of Jewish Summer Campsmentioning

confidence: 99%

Institutionalizing Liminality

Harold

2015

Sociology of Race and Ethnicity

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This article examines ethnic boundary formation by analyzing how former participants in a liminal organization mobilize organizational schemas of identity and practice. I envisage Jewish summer camps as liminal organizations that provide an undifferentiated setup for immersive ethnic engagement within a clearly defined temporal period. I posit that the liminality of camp helps participants overlook the complexities of identity by transmitting organizational schemas without the constraint of structural pressures. I argue the concept of liminality makes visible structural pressures that stimulate deliberate cognition over organizational schemas. Using qualitative interviews with former camp participants, this article attends to the cognitive boundary work that underlies organizational participation. It contributes to understandings of how identity practices are shaped by institutional discourses and extends ethnic boundary theory to include liminal organizational types. I show that the structure of camp activities organizes liminality into three predominant schemas. I then show how, in the context of structural shifting, campers mobilize these schemas as salient ethnic boundaries. The results demonstrate that structural pressures encourage deliberate cognition over organizational schemas, thereby complicating projects of boundary work that structure groupness.

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Beyond More Jews Doing Jewish: Clarifying the Goals of Informal Jewish Education

Cited by 30 publications

References 2 publications

Beyond Jewish Identity Beyond Jewish Identity , edited by Jon A. Levisohn and Ari Y. Kelman (2019). Academic Studies Press.

Beyond Jewish Identity Beyond Jewish Identity , edited by Jon A. Levisohn and Ari Y. Kelman (2019). Academic Studies Press.

Development of Adolescents’ Values and Jewish Identities via Experiential Philanthropy Education

Institutionalizing Liminality

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