Explaining Jewish Student Failure 1

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/72097/1/aeq.1982.13.4.05x1506x.pd

Mediating Ethnic Minority Conflict in the Classroom: The Case of Blacks and Jews

Also PCMA Working Paper #15.http://deepblue.lib.umich.edu/bitstream/2027.42/51138/1/370.pd

Modeling a diverse and democratic America: The Michigan Community Scholars program

Student, faculty, community, and staff participants in a scholarly program at the University of Michigan are attempting to create a microcosmic representation of a country built on shared work and celebration of diverse perspectives. The program's director describes the community's vision in action.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/48774/1/144_ftp.pd

Finding a Seat for Social Justice at the Table of Dialogue and Deliberation

What does it mean for the dialogue and deliberation or public engagement community to exclude social justice from its mission and activities? Many dialogue and deliberation organizations, though clearly not all, shy away from either an explicit or implicit acknowledgement of issues of social justice or inequality, and power and privilege. This article argues that the field needs to 1) work intentionally for social justice and serving the public good for a strong, diverse democracy, 2) confront the illusion of neutrality, and 3) address issues of privilege and power. It discusses five principles to achieve this goal

College knowledge 101 tips for the college-bound student /

Titre de l'écran-titre (visionné le 1er fév. 2012

Competition or cooperation? Jewish day schools, synagogues and the (re)construction of young people’s Jewish identities in England

Diasporic synagogues have historically provided a number of educational and social functions. However, the growing popularity of state-funded Jewish schools in England necessitates analysis of these institutions’ changing roles and their implications for performances of Jewishness. Drawing upon interviews with rabbis, and interviews and focus groups with parents and students at a Jewish school, this article demonstrates three challenges for synagogues associated with the recent growth in Jewish day schooling: the instigation of instrumental attendance at services in order to secure a school place; and the co-option of synagogues’ traditional functions as both education and social centres. In the process, it illustrates how conceptualisations of Jewish identity are contested, resulting in discrepant attitudes towards Jewish education. Consequently, the article contributes to understandings of the spaces in which young people practise their Jewishness, and highlights the challenges for community leaders in ensuring that Jewish schools and synagogues cooperate rather than compete