Beyond Jewish Identity - by Jon A Levisohn & Ari Y Kelman (Paperback)
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<p/><br></br><p><b> About the Book </b></p></br></br>"This volume, while not the first to explore and critique the concept of Jewish identity, makes two important interventions into contemporary understandings of American Jewish life. It is the first collection to critically examine the relationship between Jewish education and Jewish identity. Insofar as Jewish identity has become the most popular way to talk about the desired outcome of Jewish education, a critical assessment of the relationship between education and identity is both useful and necessary. It is useful because the reification of identity has, we believe, hampered much educational creativity in the rather single-minded pursuit of this goal. It is necessary because the nearly ubiquitous employment of the term obscures a whole set of significant questions about what Jewish education is and ought to be for in the first place. Second, this volume offers responses that are not merely synonymous replacements for "identity." With a selection of more critical essays, we hope that we can begin to expand, rather than replace, the array of ideas that the term "identity" is so often used to represent. As scholars of Jewish education, the authors of this book hope their work contributes to any number of new conversations about the relationship between Jewish education and Jewish life. The intention here is to move from critical inquiry (in Part I of the volume) to suggestive possibilities (Part II). The true measure of this effort, of course, lies in the hands of the readers, those who will advance our understanding of the complexities of American Jewish education and life-beyond Jewish identity"--<p/><br></br><p><b> Book Synopsis </b></p></br></br><p></p><p>There is something deeply problematic about the ways that Jews, particularly in America, talk about "Jewish identity" as a desired outcome of Jewish education. For many, the idea that the purpose of Jewish education is to strengthen Jewish identity is so obvious that it hardly seems worth disputing--and the only important question is which kinds of Jewish education do that work more effectively or more efficiently. But what does it mean to "strengthen Jewish identity"? Why do Jewish educators, policy-makers and philanthropists talk that way? What do they assume, about Jewish education or about Jewish identity, when they use formulations like "strengthen Jewish identity"? And what are the costs of doing so?</p> <p>This volume, the first collection to examine critically the relationship between Jewish education and Jewish identity, makes two important interventions. First, it offers a critical assessment of the relationship between education and identity, arguing that the reification of identity has hampered much educational creativity in the pursuit of this goal, and that the nearly ubiquitous employment of the term obscures significant questions about what Jewish education is and ought to be. Second, this volume offers thoughtful responses that are not merely synonymous replacements for "identity," suggesting new possibilities for how to think about the purposes and desired outcomes of Jewish education, potentially contributing to any number of new conversations about the relationship between Jewish education and Jewish life. </p><br><p></p><p/><br></br><p><b> Review Quotes </b></p></br></br><br><p>"It's a good thing for the Jewish educational domain to question the ways that funders and other stakeholders understand the work of educators, schools, and other educational institutions. The book succeeds in pushing back against the heavy hand of funders' expectations about how individual educational enterprises are supposed to yield subsequent Jewish identities. ... The editors of this volume are to be commended for gathering together this stimulating collection of essays to focus our attention on the relationship between Jewish identity and Jewish education. I hope this book leads to many more focused studies that will illuminate and extend the important questions it provokes."</p><p>--Bethamie Horowitz, New York University, <i>Journal of Jewish Education</i></p><br><br><p>"If you have any connection to the world of Jewish education, you've heard the phrase 'Jewish Identity' thrown about. However, it is rarely and inconsistently defined. Is it a tool towards a specific outcome or a goal unto itself? What assumptions are Jewish educators making and what are their blind spots? This excellent collection of studies tackles these questions and presents several ways of reframing priorities for Jewish education. Some overlap in the content occurs in some chapters, but not overly so. Highly recommended." --Daniel Scheide, Florida Atlantic University, <i>AJL Reviews</i></p><br><p/><br></br><p><b> About the Author </b></p></br></br><p></p><p><b>Jon A. Levisohn</b> is the Jack, Joseph and Morton Mandel Associate Professor of Jewish Educational Thought at Brandeis University, where he serves as the director of the Jack, Joseph and Morton Mandel Center for Studies in Jewish Education.</p> <p><b>Ari Y. Kelman</b> is Jim Joseph Associate Professor of Education and Jewish Studies at Stanford University, where he serves as director of the Concentration in Education and Jewish Studies.</p><br><p></p>
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