Year: 2024
Type: article
Abstract: Much research on part-time Jewish educational programs has focused on curricular content and pedagogy. Yet classrooms involve diverse exchanges about curricular subjects as well as those that appear little related to Jewish studies; both are motivated by assumptions about which things count as Jewish matters of concern and appropriate orientations to those things. Drawing on ongoing ethnographic fieldwork, this article proposes bringing a semiotic ideological lens to quotidian interactions as means to get at the “tacit curriculum” and aims of part-time schools, to better grasp what draws families to these schools, and to recognize the nuanced learning happening therein.
Source: Journal of Jewish Education
Author: Anastasia Badder
Language: English
Topic: Jewish Identity and Society
Subfield: Demography
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4402532894