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

Zakai, Sivan

doi:10.1080/15244113.2014.937192

Cited by 15 publications

(3 citation statements)

References 71 publications

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“…Prior models for Israel education, including those proposed by Isaacs (2011) and Chazan (2019) are limited and need adaptation to reflect the lived experience of educators in the field. Further, it answers the calls for a blueprint for Israel education by Zakai (2014), Chazan (2016), Bryfman &Pitkowsky (2017), andBryfman (2021) and aims to inspire further conversation. Above all, it harnesses the work of prior Jewish and Israel educational visionaries and enriches the conversation by speaking the language of practice from a vantage point that until now has been missing: the reflective practitioner.…”

Section: Introductionmentioning

confidence: 76%

“…Time and again, academics stressed the need for vision while others have ambitiously articulated a vision that has shaped Jewish and Israel educational arenas. (Ackerman, 1969;A Time to Act, 1990;Fox et al, 2003;Gringas, 2006;Isaacs, 2011;Woocher, 2012;Woocher & Woocher, 2013;Zakai, 2014;The Aleph Bet of Israel Education, 2015;Chazan, 2016;Cohen, 2016;Chazan et al, 2017;Jacobs & Chazan, 2018, 2019.…”

Section: Introductionmentioning

confidence: 99%

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Paideia and Israel Education

Glasser

2022

JCSR

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Educative processes must account for content, learners, teachers, and contexts in order for it have meaning for learners. Seen through the lens of the reflective practitioner, this paideia considers models of general education, the relationship between vision and praxis, and their implications on Israel education. Contained herein are a set of core principles and ideas, pedagogic practices, and aspirations connected to Israeli and Jewish history, people, and their expansive canon of text allowing for the acquisition of values, content, and skills for all learners – students and teachers alike – to explore what their personal relationship with Israel entails.

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Section: Introductionmentioning

confidence: 76%

Section: Introductionmentioning

confidence: 99%

Paideia and Israel Education

Glasser

2022

JCSR

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“…Stories like these can instill pride and cultivate a sense of collective belonging. For the past 65 years, support of the State of Israel has represented one of the few areas of consensus among American Jews and has become an assumption of normative American Jewish communal conversation (Kopelowitz and Grant 2012;Pomson and Deitcher 2010;Sinclair 2013;Zakai 2014).…”

Section: Introductionmentioning

confidence: 98%

Negotiating Critical Analysis and Collective Belonging: Jewish American Students Write the History of Israel

Hassenfeld

2016

Cont Jewry

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“You Never Told Me”: The Pedagogical Content Knowledge (PCK) of Israel Education

Davis,

Alexander

2024

Cont Jewry

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Although there have been many studies describing the practice of Israel education, few, if any, have explored the pedagogical content knowledge (PCK) of this subject matter—what teachers know about how best to teach it. In this phenomenological study, 20 teachers in English-speaking Jewish high school settings in the USA, Israel, Australia, and Canada were interviewed to describe the components of their PCK. This research demonstrates that disappointment in the idealization of Israel by previous generations has impacted how today’s Israel educators in Jewish high schools understand the purposes of their discipline, the curricular choices they make, the instructional strategies they employ, and the context in which they teach. Addressing this unique phenomenon, which has come to be known by the slogan “you never told me,” has become a guiding instructional principle in the field as teachers about Israel prepare their students to maintain their Jewish commitments while transitioning from an immersive Jewish learning environment to becoming nuanced participants in conversations concerning Israel on college and university campuses. In addition to contributing to limited discourse on the teacher knowledge of Israel educators to improve the practice of the field, the findings of this paper emphasize the need for a pedagogy for complex Israel education deepening nuance and commitment to Israel. On the basis of the findings, we propose a model with eight design principles for how to do Israel education effectively in Jewish education frameworks, both formal and informal.

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

Cited by 15 publications

References 71 publications

Paideia and Israel Education

Paideia and Israel Education

Negotiating Critical Analysis and Collective Belonging: Jewish American Students Write the History of Israel

“You Never Told Me”: The Pedagogical Content Knowledge (PCK) of Israel Education

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