Pub Date : 2021-12-31DOI: 10.1080/15244113.2021.2016035
Lesley Litman, M. Zeldin
ABSTRACT The authors taught students in an Executive Master's program in Jewish education how to recognize and manage Enduring Dilemmas, situations in which two prized Jewish values stand in tension with one another and cannot be enacted simultaneously. They explore how these educators draw on the leadership practice of Managing Enduring Dilemmas in their professional lives and highlight the power of this practice to bring a unique Jewish frame and semblance of order to complex situations and issues. They conclude by describing the process by which educators learn this practice and the implications for professional learning and leadership development.
{"title":"Surfing the Waves of Uncertainty: How Jewish Educational Leaders Face Enduring Dilemmas","authors":"Lesley Litman, M. Zeldin","doi":"10.1080/15244113.2021.2016035","DOIUrl":"https://doi.org/10.1080/15244113.2021.2016035","url":null,"abstract":"ABSTRACT The authors taught students in an Executive Master's program in Jewish education how to recognize and manage Enduring Dilemmas, situations in which two prized Jewish values stand in tension with one another and cannot be enacted simultaneously. They explore how these educators draw on the leadership practice of Managing Enduring Dilemmas in their professional lives and highlight the power of this practice to bring a unique Jewish frame and semblance of order to complex situations and issues. They conclude by describing the process by which educators learn this practice and the implications for professional learning and leadership development.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":"88 1","pages":"56 - 74"},"PeriodicalIF":0.4,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41360268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-16DOI: 10.1080/15244113.2021.1974802
Judah M. Cohen
ABSTRACT In this essay, I explore Jewish composer/singer/liturgist Debbie Friedman and her time in Houston (1978–1984) as a crucial moment in the history of Jewish education. Working as a music educator in two area synagogues, Friedman negotiated a changing environment as cantorial training rose to become a mark of communal musical authority. She consequently turned to a rising Jewish education counterculture (in CAJE) that increasingly warmed to popular music as a core part of its agenda. Friedman’s mutually beneficial relationship with CAJE ultimately built a like-minded audience for her music, while opening a path for song leaders to rise to national spiritual leadership.
{"title":"Musical Alternatives: Debbie Friedman in Houston, 1978–1984","authors":"Judah M. Cohen","doi":"10.1080/15244113.2021.1974802","DOIUrl":"https://doi.org/10.1080/15244113.2021.1974802","url":null,"abstract":"ABSTRACT In this essay, I explore Jewish composer/singer/liturgist Debbie Friedman and her time in Houston (1978–1984) as a crucial moment in the history of Jewish education. Working as a music educator in two area synagogues, Friedman negotiated a changing environment as cantorial training rose to become a mark of communal musical authority. She consequently turned to a rising Jewish education counterculture (in CAJE) that increasingly warmed to popular music as a core part of its agenda. Friedman’s mutually beneficial relationship with CAJE ultimately built a like-minded audience for her music, while opening a path for song leaders to rise to national spiritual leadership.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":"88 1","pages":"75 - 94"},"PeriodicalIF":0.4,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45755577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-21DOI: 10.1080/15244113.2021.1985408
Adi Binhas, I. Yaniv
ABSTRACT This article deals with the perceived professional and personal identity of Israeli public-school teachers of subjects related to Jewish culture who have immigrated from the former Soviet Union (FSU). Our research question was: What was the impact of the emigration from the FSU on the teachers’ Jewish-Israeli identity construction, and how did this process reflect on their professional self-perception as teachers of Jewishness-related subjects? We found that the development of the teachers’ individual Jewish identity had a considerable impact on shaping their educational approach to teaching Jewish cultural subjects.
{"title":"“I Had to Reinvent My Jewishness”: Personal and Professional Identity Perceptions of Jewish Culture Teachers from the Former Soviet Union","authors":"Adi Binhas, I. Yaniv","doi":"10.1080/15244113.2021.1985408","DOIUrl":"https://doi.org/10.1080/15244113.2021.1985408","url":null,"abstract":"ABSTRACT This article deals with the perceived professional and personal identity of Israeli public-school teachers of subjects related to Jewish culture who have immigrated from the former Soviet Union (FSU). Our research question was: What was the impact of the emigration from the FSU on the teachers’ Jewish-Israeli identity construction, and how did this process reflect on their professional self-perception as teachers of Jewishness-related subjects? We found that the development of the teachers’ individual Jewish identity had a considerable impact on shaping their educational approach to teaching Jewish cultural subjects.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":"88 1","pages":"154 - 173"},"PeriodicalIF":0.4,"publicationDate":"2021-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48610219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-14DOI: 10.1080/15244113.2021.1985407
Shai Goldfarb Cohen
ABSTRACT We know little currently about how new digital tools have effected changes in Jewish studies learning environments and processes – although technologies play a central role in contemporary discussions of learning. This study aims to understand how learners collaboratively interpret Jewish sacred texts using informal online collaborative learning platforms. This case study focuses on Project Zug, an online havruta (paired couple) platform for the learning of Jewish texts. Based on 13 semi-structured interviews with Project Zug participants and using sociocultural frameworks of learning, I present how Project Zug created a digital havruta community of practice enabling dynamic learning identities.
{"title":"Collaborative Navigation and Negotiation of Jewish Texts Online: The Case of Project Zug as a Digital Havruta Platform","authors":"Shai Goldfarb Cohen","doi":"10.1080/15244113.2021.1985407","DOIUrl":"https://doi.org/10.1080/15244113.2021.1985407","url":null,"abstract":"ABSTRACT We know little currently about how new digital tools have effected changes in Jewish studies learning environments and processes – although technologies play a central role in contemporary discussions of learning. This study aims to understand how learners collaboratively interpret Jewish sacred texts using informal online collaborative learning platforms. This case study focuses on Project Zug, an online havruta (paired couple) platform for the learning of Jewish texts. Based on 13 semi-structured interviews with Project Zug participants and using sociocultural frameworks of learning, I present how Project Zug created a digital havruta community of practice enabling dynamic learning identities.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":"88 1","pages":"127 - 153"},"PeriodicalIF":0.4,"publicationDate":"2021-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59880409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/15244113.2021.1977096
Hadassah Stanhill, N. Fenwick, G. Bogard, Gavriella Troper-Hochstein, Ziva R. Hassenfeld
ABSTRACT This study examines a Pre-K–first grade full-time synchronous remote track in a Jewish day school. In the fall of 2020, Hassenfeld (Fifth Author) remotely taught biblical literature to Pre-K–first grade students. Through our analysis of two months of classroom transcripts, we sought to understand, first, the nature of student-to-student text discussion on Zoom, and, second, whether students were able to use one another as a resource during this isolating time. We found that students were able to form a unique intellectual and social community in this virtual learning space.
{"title":"Text Discussion in a PreK–1st Grade Virtual Bible Classroom","authors":"Hadassah Stanhill, N. Fenwick, G. Bogard, Gavriella Troper-Hochstein, Ziva R. Hassenfeld","doi":"10.1080/15244113.2021.1977096","DOIUrl":"https://doi.org/10.1080/15244113.2021.1977096","url":null,"abstract":"ABSTRACT This study examines a Pre-K–first grade full-time synchronous remote track in a Jewish day school. In the fall of 2020, Hassenfeld (Fifth Author) remotely taught biblical literature to Pre-K–first grade students. Through our analysis of two months of classroom transcripts, we sought to understand, first, the nature of student-to-student text discussion on Zoom, and, second, whether students were able to use one another as a resource during this isolating time. We found that students were able to form a unique intellectual and social community in this virtual learning space.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":"87 1","pages":"316 - 331"},"PeriodicalIF":0.4,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44606861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/15244113.2021.2002090
Mindy M. Gold, Miriam Raider-Roth, Elie Holzer
ABSTRACT In the wake of COVID, the Mandel Teacher Educator Institute (MTEI) faced essential pedagogical challenges in creating learner-centered, relational, and inquiry-based Jewish text study in an online synchronous space. In fall 2020, we offered an online adaptation of a line-by-line method for text study to understand the way this pedagogy invites enactments of teaching, social, and cognitive presences. This study uses qualitative methodologies to understand the learners’ experiences. Implications from this study can help us understand how activating presence in online spaces can bring rich, connected Jewish learning experiences into spaces often perceived to be flat and disconnected.
{"title":"Teachers Learn and Learners Teach: Enacting Presence in Online Havruta Text Study","authors":"Mindy M. Gold, Miriam Raider-Roth, Elie Holzer","doi":"10.1080/15244113.2021.2002090","DOIUrl":"https://doi.org/10.1080/15244113.2021.2002090","url":null,"abstract":"ABSTRACT In the wake of COVID, the Mandel Teacher Educator Institute (MTEI) faced essential pedagogical challenges in creating learner-centered, relational, and inquiry-based Jewish text study in an online synchronous space. In fall 2020, we offered an online adaptation of a line-by-line method for text study to understand the way this pedagogy invites enactments of teaching, social, and cognitive presences. This study uses qualitative methodologies to understand the learners’ experiences. Implications from this study can help us understand how activating presence in online spaces can bring rich, connected Jewish learning experiences into spaces often perceived to be flat and disconnected.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":"87 1","pages":"332 - 365"},"PeriodicalIF":0.4,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45950265","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/15244113.2021.1993031
Shai Goldfarb Cohen
In December 2019 a new coronavirus, known as COVID-19 was discovered in the city of Wuhan, China (Huang et al., 2020). This deadly virus quickly spread across the globe causing the Director General of the World Health Organization (WHO, 2020) to declare COVID-19 a pandemic in March 2020. Since this virus spreads through person-to-person transmission, pandemic responses have included the forced closures of public and community spaces including schools (Adedoyin & Soykan, 2020). As a result and over a very short period of time, a huge range of institutions had to adapt to the new conditions of work, shopping, communing, and learning at a distance. While communications technologies (email, videoconferencing platforms, and so on) have long been available, and although the drumbeat of “online learning” has been heard in educational circles for years, most institutions were forced to go fully online before they had appropriate procedures in place, and then they had to master this new situation quickly (Adedoyin & Soykan, 2020). For schools, social distancing and concerns about transmission meant rapidly pivoting away from classroom models and toward modes of instruction or interaction that were exclusively online (Dhawan, 2020). Some, of course, had greater success than others. Jewish schools, synagogues, summer camps, and other settings experienced the same shifts in remote learning and social interaction. Jewish communal organizations figured out how to continue their work holding services, celebrating life-cycle events, and learning under these new conditions. But even if you can have a Torah study group meet online, it is qualitatively not the same as meeting in a living room or around a seminar table. Therefore, it is important to ask what or how such changes impacted Jewish education and what these circumstances can teach us about online Jewish learning more broadly.
2019年12月，在中国武汉市发现了一种被称为新冠肺炎的新型冠状病毒（Huang et al.，2020）。这种致命的病毒迅速在全球传播，导致世界卫生组织（世界卫生组织，2020年）总干事于2020年3月宣布新冠肺炎为大流行。由于这种病毒通过人与人之间的传播，疫情应对措施包括强制关闭包括学校在内的公共和社区空间（Adedoyin&Soykan，2020）。因此，在很短的时间内，大量的机构不得不适应新的工作、购物、交流和远程学习条件。尽管通信技术（电子邮件、视频会议平台等）早已问世，尽管“在线学习”的鼓点在教育界已经响起多年，但大多数机构在制定适当的程序之前都被迫完全在线，然后他们必须迅速掌握这一新情况（Adedoyin&Soykan，2020）。对学校来说，保持社交距离和对传播的担忧意味着迅速从课堂模式转向完全在线的教学或互动模式（Dhawan，2020）。当然，有些人比其他人取得了更大的成功。犹太学校、犹太教堂、夏令营和其他场所在远程学习和社交方面也经历了同样的转变。犹太社区组织想出了如何在这些新条件下继续开展服务、庆祝生命周期活动和学习的方法。但是，即使你可以让一个托拉研究小组在网上开会，这在本质上也与在客厅或研讨会桌旁开会不同。因此，重要的是要问这些变化对犹太教育产生了什么或如何的影响，以及这些情况可以更广泛地教会我们什么关于在线犹太学习。
{"title":"Introduction to Our Special Issue Change and Challenge: Jewish Education in the Time of COVID-19","authors":"Shai Goldfarb Cohen","doi":"10.1080/15244113.2021.1993031","DOIUrl":"https://doi.org/10.1080/15244113.2021.1993031","url":null,"abstract":"In December 2019 a new coronavirus, known as COVID-19 was discovered in the city of Wuhan, China (Huang et al., 2020). This deadly virus quickly spread across the globe causing the Director General of the World Health Organization (WHO, 2020) to declare COVID-19 a pandemic in March 2020. Since this virus spreads through person-to-person transmission, pandemic responses have included the forced closures of public and community spaces including schools (Adedoyin & Soykan, 2020). As a result and over a very short period of time, a huge range of institutions had to adapt to the new conditions of work, shopping, communing, and learning at a distance. While communications technologies (email, videoconferencing platforms, and so on) have long been available, and although the drumbeat of “online learning” has been heard in educational circles for years, most institutions were forced to go fully online before they had appropriate procedures in place, and then they had to master this new situation quickly (Adedoyin & Soykan, 2020). For schools, social distancing and concerns about transmission meant rapidly pivoting away from classroom models and toward modes of instruction or interaction that were exclusively online (Dhawan, 2020). Some, of course, had greater success than others. Jewish schools, synagogues, summer camps, and other settings experienced the same shifts in remote learning and social interaction. Jewish communal organizations figured out how to continue their work holding services, celebrating life-cycle events, and learning under these new conditions. But even if you can have a Torah study group meet online, it is qualitatively not the same as meeting in a living room or around a seminar table. Therefore, it is important to ask what or how such changes impacted Jewish education and what these circumstances can teach us about online Jewish learning more broadly.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":"87 1","pages":"270 - 283"},"PeriodicalIF":0.4,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45521776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/15244113.2021.1977099
Joshua S. Ladon
ABSTRACT As a result of the COVID-19 pandemic, many Jewish adult education programs transitioned from in-person learning to synchronous webcast classes. This move creates new questions about the practice of teaching Jewish texts in the new medium. The author describes a case of an online Talmud class and the instructional strategies used by the practitioner. In the new medium, she is restricted in her use of interpretive-relational pedagogies, such as havruta that she would employ in person. Findings describe the ways she navigates these new challenges, emphasizing a tangle of strategies and tactics.
{"title":"Face to Interface: Instructional Strategies of an Online Talmud Class","authors":"Joshua S. Ladon","doi":"10.1080/15244113.2021.1977099","DOIUrl":"https://doi.org/10.1080/15244113.2021.1977099","url":null,"abstract":"ABSTRACT As a result of the COVID-19 pandemic, many Jewish adult education programs transitioned from in-person learning to synchronous webcast classes. This move creates new questions about the practice of teaching Jewish texts in the new medium. The author describes a case of an online Talmud class and the instructional strategies used by the practitioner. In the new medium, she is restricted in her use of interpretive-relational pedagogies, such as havruta that she would employ in person. Findings describe the ways she navigates these new challenges, emphasizing a tangle of strategies and tactics.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":"87 1","pages":"365 - 393"},"PeriodicalIF":0.4,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41632165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/15244113.2021.1977098
R. Novick, S. Brooks, Jenny R Isaacs
ABSTRACT The COVID-19 forced shutdown of Jewish preschools (Spring, 2020) presented an unprecedented challenge for schools, preschoolers, and their families. During the preschool years, children are vulnerable to trauma, potentially affecting later adjustment. Relationships between school offerings, preschoolers’ school engagement and psychosocial outcomes were explored. Teacher immediacy behaviors were associated with preschoolers’ engagement in online learning but not with psychosocial outcomes. There were correlations between students’ willingness to engage and actual participation in online education and psychosocial adjustment. This study highlights the role that teachers and schools may play in keeping students connected and engaged in school during times of crisis.
{"title":"Parental Report of Preschoolers’ Jewish Day School Engagement and Adjustment During the Covid-19 Shutdown","authors":"R. Novick, S. Brooks, Jenny R Isaacs","doi":"10.1080/15244113.2021.1977098","DOIUrl":"https://doi.org/10.1080/15244113.2021.1977098","url":null,"abstract":"ABSTRACT The COVID-19 forced shutdown of Jewish preschools (Spring, 2020) presented an unprecedented challenge for schools, preschoolers, and their families. During the preschool years, children are vulnerable to trauma, potentially affecting later adjustment. Relationships between school offerings, preschoolers’ school engagement and psychosocial outcomes were explored. Teacher immediacy behaviors were associated with preschoolers’ engagement in online learning but not with psychosocial outcomes. There were correlations between students’ willingness to engage and actual participation in online education and psychosocial adjustment. This study highlights the role that teachers and schools may play in keeping students connected and engaged in school during times of crisis.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":"87 1","pages":"301 - 315"},"PeriodicalIF":0.4,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47326688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/15244113.2021.1995242
Sharon Avni, Michelle Lynn-Sachs
As scholars, educators, and humans in the world, we have read, written, and heard all the buzz words related to COVID-19 and education: learning loss, zoom fatigue, pivot, digital divide, unprecedented, and the new normal. As guest co-editors, we initially had some concerns in late spring of 2020 when the idea for this special issue was conceived about what it could add to this ongoing discourse, as well as its timeliness, given the length of time it takes to produce and publish an issue like this. It is now late 2021, we are still in the midst of the COVID-19 crisis, and we realize that this issue is as timely as ever, capturing teaching and learning experiences from the first year of what is an ongoing global pandemic. At the same time, as optimists who believe that one day the COVID-19 pandemic will be something we speak about only in the past tense, we recognize that this issue will one day be an artifact of the collective educational crisis we all experienced. How will we look back at this moment and the changes it brought in 5, 10 or 20 years? We cannot make any predictions about what changes in education will be long lasting, but we are proud to be associated with the authors and the journal’s editorial team, as we sought to document change in action. This special issue of the Journal of Jewish Education is an opportunity to pause, go deeper, and see what was – and still is – happening inside Jewish educational settings as a result of the pandemic. These articles show that while schools and institutions faced tremendous challenges, purposeful teaching and meaningful learning continued despite the abrupt shift to the online context. The educators and learners who were subjects of the studies written about in this issue showed resilience and creativity, and so, too, did the authors of the articles, who produced excellent work, in record time, under trying circumstances. The articles in this issue present findings from different educational learning modalities (fully online and hybrid), different content (Israel studies, Bible, rabbinics), range of ages (from young children to adults), and contexts (day schools to supplementary settings, North American to international settings). Five of the articles in this issue were produced as part of the Online Jewish Education fellowship. Project Director, Ziva Hassenfeld, offers the following as background to the inception and results of this fellowship: JOURNAL OF JEWISH EDUCATION 2021, VOL. 87, NO. 4, 265–269 https://doi.org/10.1080/15244113.2021.1995242
{"title":"Change and Challenge: Jewish Education in the Time of COVID-19","authors":"Sharon Avni, Michelle Lynn-Sachs","doi":"10.1080/15244113.2021.1995242","DOIUrl":"https://doi.org/10.1080/15244113.2021.1995242","url":null,"abstract":"As scholars, educators, and humans in the world, we have read, written, and heard all the buzz words related to COVID-19 and education: learning loss, zoom fatigue, pivot, digital divide, unprecedented, and the new normal. As guest co-editors, we initially had some concerns in late spring of 2020 when the idea for this special issue was conceived about what it could add to this ongoing discourse, as well as its timeliness, given the length of time it takes to produce and publish an issue like this. It is now late 2021, we are still in the midst of the COVID-19 crisis, and we realize that this issue is as timely as ever, capturing teaching and learning experiences from the first year of what is an ongoing global pandemic. At the same time, as optimists who believe that one day the COVID-19 pandemic will be something we speak about only in the past tense, we recognize that this issue will one day be an artifact of the collective educational crisis we all experienced. How will we look back at this moment and the changes it brought in 5, 10 or 20 years? We cannot make any predictions about what changes in education will be long lasting, but we are proud to be associated with the authors and the journal’s editorial team, as we sought to document change in action. This special issue of the Journal of Jewish Education is an opportunity to pause, go deeper, and see what was – and still is – happening inside Jewish educational settings as a result of the pandemic. These articles show that while schools and institutions faced tremendous challenges, purposeful teaching and meaningful learning continued despite the abrupt shift to the online context. The educators and learners who were subjects of the studies written about in this issue showed resilience and creativity, and so, too, did the authors of the articles, who produced excellent work, in record time, under trying circumstances. The articles in this issue present findings from different educational learning modalities (fully online and hybrid), different content (Israel studies, Bible, rabbinics), range of ages (from young children to adults), and contexts (day schools to supplementary settings, North American to international settings). Five of the articles in this issue were produced as part of the Online Jewish Education fellowship. Project Director, Ziva Hassenfeld, offers the following as background to the inception and results of this fellowship: JOURNAL OF JEWISH EDUCATION 2021, VOL. 87, NO. 4, 265–269 https://doi.org/10.1080/15244113.2021.1995242","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":"87 1","pages":"265 - 269"},"PeriodicalIF":0.4,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45638008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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