It wasn’t over when the Germans Bombed Pearl Harbor, but it is for the Gamma Chapter of AEPi at Penn. The oft quoted words of Animal House’s Brutus hang in the air as, in the wake of serious hazing infractions, the chapter voted to return its charter to the National Headquarters and go Pseudo greek, whatever that means. After being put on double secret probation, the fraternity chapter, which had a 98 year history on campus and was one of its consistenly highest achieving academically, the University had enough.
Yes, they are bastions of male objectification of the female, yes, a source of aggravation and lack of academic seriousness, yes they throw great parties (and sometimes bad ones) but they’re not all bad, and they’ve come a long way since the Animal house era and even the 1990′s. That’s especially true for AEPi, which is nationally, engaging in leadership training for college men (that phrasing does sound parochial I admit), partnering with Hillels and raising significant funds for important charities. It shouldn’t be painted with the saime brush as those undergrands at Penn. In fact, the fraternity has posted very public statements on its website and its President Andy Borans was quoted as having exerted pressure to close the chapters.
I respect that. For the Gamma and Zeta Deuteron Chapters of AEPi, yes, it is indeed over. For now…
esponda
The Jewish educator’s love-in and conference, resurrected and reinvigorated, now known as NewCAJE holds its 3rd annual conferences this year August 5-8th at Montclair State University in New Jersey, two commuter train stops from Manhattan. I attended the inaugural “newCAJE” a couple years back in Boston and had a wonderful experience.
NewCAJE3will bring together Jewish educators from North America and Israel to learn and share the new and innovative ideas in Jewish education, network with each other and celebrate the field of Jewish education.
Your residential registration includes access to the hundreds of workshops led by our colleagues and experts in the field, the inspiring evening programs, 3 nights in a brand new residence hall and meals provided by Foremost Kosher Caterers.
Note that there is once again a special Young Professional Cohort track for those who are youthful and available… for Post-Conference activities… get your mind out of the guttter! Limited slots are available for commuters (for those who call New York or New Jersey home). Visit www.newcaje.org for more information on how to register for the entire conference or for day passes to the pre and post conference intensive sessions. Early registration (by May 18) saves you up to $110 on fees!
If you’re planning to go, leave a note in the comments as we’ll try to plan a meetup.
Louder Than a Bomb is Chicago’s High School Poetry competition, though that is not the spirit found among its participants. Founded by local poet, author and jew Kevin Coval, Louder Than a Bomb is something of a Chicago darling. WBEZ covers the finals event every year (Coval was a contributor to the station’s 848 program). Now in its 10th year, its is the subject of a new and inspiring documentary film getting rave reviews.
One of the previous winners, and a subject of the film, is one Adam Gottlieb, whose poem Maxwell Street surprised many with its thick references to his Jewish identity. Coval himself has explored his Jewishness in his work, and this year, another young poet, Tova Benjamin, emerged from the Orthodox stronghold of West Rogers Park. Her poem, Not an Envelope Opener, is getting a bit of notice for similar reasons. Benjamin has apparently strayed from the derech, but one hopes that means a deeper exploration of her faith and identity and not a departure from it. Indeed, I would like to hear more from her on the subject. Check her out below, or listen to this interview on WBEZ.
Over the past week, the Jewish paper of record (The New York Times) has reported a few times on the Shabbatroversy in Houston, TX.
Robert M. Beren Academy joined the Texas Association of Private and Parochial Schools for sports. Not surprisingly, TAPPS is dominated by Christian schools. It is Texas. When Beren joined, TAPPS told the school that there may be games during the playoffs on Shabbas. There were also no games to be held on Sunday, according to the by-laws.
But I don’t care. It also seems that Beren didn’t care either. Sure the kids were bummed but the school made a CHOICE to join TAPPS and the school is filled with religious Jews. They clearly are going to pick Shabbat over B-ball any day and that is how it should be. I am lost at the outrage from the liberal movements and the community at large.
Congrats to the kids being taught that in a secular world, they can sue to get what they want religiously. Good luck with that in the real world. But now that they can play, I hope the beat the pants off those anti-Semites.
A few years ago, my roommate had a Miss America pageant watching party. The only way to get through such a thing, if you choose to indulge in it in the first place, is to attack it with an unparallelled level of snark, such as the world has never seen, which we did. That was the last time I saw a beauty pageant, until today.
“Defining Beauty: Ms. Wheelchair America” is a feature included in the Reel Abilities: NY Disabilities Film Festival, a project dedicated to promoting awareness and appreciation of the lives, stories and artistic expressions of people with different disabilities, founded by the UJA-Federation. Director of the Israel Film Center at the JCC in Manhattan, Isaac Zablocki, who also directs the festival, told me,”The film celebrates an inclusive society, which I believe is something very important to the Jewish community.”
Ms. Wheelchair America is a beauty pageant, seeking to provide an opportunity for women to educate and advocate for folks with disabilities. Women between the ages of 18 and 60 and who rely on wheelchairs as the their primary form of mobility are eligible. The documentary, directed by Alexis Ostrander, follows five women as they compete for the title of Ms. Wheelchair America.
The film is unflinching; early on, Amber Marcy (Ms. Wheelchair America Michigan 2009) tells the camera that she “took a dump in my pants” before her first meeting with the judges. She and Alyson Roth, Ms. Wheelchair America California, discuss how complicated it is to control their bowels and get into the handicap stalls when they need to. A central theme throughout involves confronting truths, as well as the stereotypes and misconceptions about disabled women. Michelle Colvard, Miss Wheelchair America 2009, said, “Either you’re a hero or you’re a victim.”
The line between hero and victim is indeed blurred as we learn more about the five contestants. Identities get more complex as the film goes on-Erika, the single mother with three children whose spinal injury is the result of an abusive boyfriend, is criticized by her mother and the father of one of her girls for making bad decisions. Alyson, an overachiever whose reaction to her injury has been to start loving Jesus a lot, spreads a rumor that Santina, another contestant, has been making pornography catering to those who fetishize disabled women.
It’s worth noting that all the winners of Ms. Wheelchair America listed on the website are white skinned women. While we’re told throughout that Ms. Wheelchair America is supposed to be an atypical pageant, there’s an evening gown competition, montages of the women putting on make up are featured, and the panel of judges seems to be largely middle aged, able bodied white dudes. The narrator of the film, Katey Sagal, reminds us that although the contest is about achievement, advocacy and education, the contestants still really want to win. The parents of the contestants say things like, “It doesn’t matter if you win, you’ve already won.”
“Defining Beauty” is a challenge, full and honest and complicated, which in my opinion, is the best kind. You can still catch it, with the rest of the films in the Reel Abilities Festival. Check them out here.
In past posts, I’ve briefly mentioned the efforts of several families and organizations in my community to create a program for elementary school students that uses the regular afterschool hours for formal and informal Jewish education. We’ve been making good progress and I hope to post a bit more about our effort and the growing national movement of Jewish afterschool education programs. For now I want to share a bit about our effort and announce our director search.
We chose “MoEd” both because of our focus on regular formal and informal learning times and because we are creating a program that will give more Jewish education to many children in our community. For parents, MoEd will mean a combination of afterschool and vacation care with Hebrew language and Jewish education. For children in grades K-5, MoEd will mean a great place to play and learn all afternoon with a community of their peers. We have a primary location in Chevy Chase, MD and we’ve raised enough funds through a local Federation grant and many generous donations from members of our community to work towards a Fall 2012 opening and start our director search. (Fundraising continues and we’d be glad to hear from potential donors at contact@moedcommunity.org ) You can read a bit more about the program on the website and we hope to continue adding information there.
If you are interested in being our executive director or know someone who might be interested, here are the program and job details:
Children may enroll for 2, 3, 4, or 5 days per week, as well as on days when public schools are closed or close early. The program will run from the end of the school day until 6:30PM (except on winter Fridays). Transportation will be offered from several Montgomery County Public Schools.
We are seeking a candidate who has:
The vision and desire to create a welcoming and enjoyable Jewish learning environment that will engage children in the playful and intensive study of Hebrew language and Judaics
A minimum of 3 years as a lead administrator in an educational program, such as a school or camp
3 years minimum experience directly managing faculty
3 years minimum experience in developing or administering Jewish learning in formal or informal educational settings
Strong verbal and written communications skills
Primary responsibilities will include:
To oversee, creatively develop, and execute our curriculum and programs
To pro-actively manage logistics so that parents know their children are always in a safe environment
To recruit and supervise teaching staff
To work closely with teachers, students, parents, the MoEd board, the staffs of our collaborating synagogues, and the larger community in the Washington metro area
To help manage the financial aspects of MoEd.
To coordinate and encourage volunteer efforts
To support Board fundraising efforts
Qualifications: The ideal candidate is an experienced academic administrator and teacher, with Hebrew language proficiency and Judaic knowledge. (S)he is excited about the prospect of developing this new program and has the vision and skills to do so. Experience as an administrator (e.g., camp, youth groups, elementary or religious/Hebrew schools) is required. Demonstrable experience with child development, multimodal learning styles, unstructured learning environments, and early language acquisition preferred. Familiarity with the Washington DC Metro-area Jewish community is preferred.
Competitive salary commensurate with experience. Position will be part-time from March 2012 through May 2012, becoming full-time in June 2012. We encourage all qualified and interested educational leaders to apply.
Please send any questions or a cover letter and resume to jobs@moedcommunity.org. Applications received before January 8, 2012 will receive full consideration.
I posted about the Jewish Futures Competition a few weeks ago. It asks how Jewish life, living and learning will change as we move to a society in which individuals are not only consumers of information and culture, but also producers of their own and others’ experiences. I think the question has it wrong. There never was such a divide between Jewish consumers and producers.
If you tried to picture the upbringing of a Jewish producer, it wouldn’t be mine. My formal Jewish education consisted of synagogue supplemental school, one year of Jewish Summer camp, and one college class. I have been an active participant in Jewish programming wherever I’ve lived. Does this make me a Jewish consumer?
I was elected to a synagogue board of directors at the age of 26. How did someone in the famously non-joining age group get on a synagogue board? They asked me to serve, and I said yes. When I moved to a new city, I helped start parent-led Shabbat services for preschoolers in my new synagogue, using the approach, designed by my previous community. Now that I have a child entering kindergarten, I’ve been working with several other families and Jewish professionals to organize a 4-5 day per week Jewish afterschool program that will provide robust Jewish learning (mixed in with a lot of play time) during hours when many children are already in supervised afterschool programs. More than fifty families in our community have already expressed interest in this program.
So when did I switch from a consumer to a producer? The answer is the same as it has always been. A Jewish consumer is someone who hasn’t (yet) found the motivation and outlet to produce. If you chose to be involved in a Jewish community you are a producer. You don’t need any title or degree to lead prayer. The lifeblood of Jewish organizations from Federations to minimally structured minyanim are the volunteers who step forward to inspire and organize.
So, what inspired the original question? Most Jewish producers have been hyper-local. Our synagogue walls are filled with plaques honoring our predecessors, whose devotion, ideas, and energy created these communities. Sadly, few people outside their own communities would recognize these names. Technology is shrinking the barriers that kept local voices local and expanding the types of communities that are possible. A good idea, adapted by one community, can spread well beyond the word of mouth of the members of that community. What looks like more consumers becoming producers is really local producers starting to grasp the possibilities of a larger network.
So, take my collaborators’ efforts to create an aftercare program as an example. We’ve identified and compiled detailed information from similar establishedandemergingprogramsacross the country in just a few months. We’ve gotten advice from Jewish educators working across the country and down the block. People I’ve never met are writing to me offering to help or asking about potential jobs.
Personally, I’ve gone from the biography above to a commentator and published author on Jewish institutions and education in half a year.
Even though individuals can do more, institutions still matter. To launch our aftercare program, we’re collaborating with threelocalsynagogues who have offered classroom space and we’re trying to collaborate with others. People inside and outside the professional Jewish world have given us their time and money. Our local Partnership for Jewish Life & Learning is giving us advice and a small grant for our preparatory year. Programs like ours can’t succeed in a vaccuum.
What does this mean for the future? The increasing number of voices bringing innovation to national Jewish living and learning is a good thing. Good ideas don’t all need to come from our Federations, academic programs, and other Jewish institutions, but our institutions will need to adapt. They must figure out where centeralized support is needed and where networks of local producers can do things better and cheaper on their own. This will require the broader Jewish community to significantly re-evaluate the ways we distribute and share resources and to better understand the technology tools that are strengthening our producers. I can’t tell you the best way to do all this, but I look forward to being part of what happens next.
As I have also written, while there are many great things about day schools, any education system that focuses primarily on them is leaving a huge number of children behind. His additional plea for more, better, and openly accessible data is wonderful. It could benefit many education modalities with relatively modest costs. Dr. Saxe is involved in the development of JData. It is an aggregator of basic Jewish school information like costs/student. I’m a bit underwhelmed with the types of questions that can currently be asked there, but that’s partially due to the limited number of schools that have submitted information. If we want to see what’s possible, encourage any schools with which you’re connected to submit their information.
In any survey, there’s a balance between asking so many questions that people don’t answer any, but I wish they had a few more. The existing questions focus on size/budget/denomination issues rather than teaching formats & hours of education. How those interact will tell us a lot more about what is or is not cost effective. Anyone have thoughts on other information that schools could easily submit that would be helpful?
By only major critique of the piece is that he assumes that more engaged families with the most highly motivated children chose day school and discussions about other education options are discussions about less engaged families. I don’t think this is accurate. In my own community, there is only a modest connection between Judaic engagement and whether they send their children to a Jewish day school or elsewhere. When I talk about my Jewish aftercare creation efforts with families who have children in synagogue supplemental schools, many are very engaged and want more Jewish education for their children. My program isn’t right for all of them and they didn’t chose day schools (or day schools didn’t chose them) for a wide variety of reasons. As a commenter on his post, Ruth, notes, “…Jewish teens attending supplementary Jewish high schools… are some of the most dedicated, enthusiastic, and academically talented young people I encounter on a regular basis.” Conversely, there are some Jewish day school families where most of their commitment to Jewish practice ends at the classroom door.
The relationship between education choices and engagement is complex. Education programs can also alter engagement in positive and negative ways. We need to seriously figure out what does or does not work and share the information beyond the world of academic journals. We need more data and I strongly support Dr. Saxe’s sentiments in this regard.
Who says there are no paying jobs left in journalism?
By day, I’m the editor of New Voices, the national Jewish student magazine, and the director of the 40-years-young organization that publishes it, the Jewish Student Press Service. Since the JSPS was founded (New Voices itself is 20 years old), we’ve been a home for independent Jewish journalism–written and published entirely by college students.
We operate on the most shoestring of budgets, but occasionally, we get the exciting the chance to actually hire someone. In this case, I’m looking for 10 someones! If you know a student journalist who might be interested in this, let me know in the comments or by emailing me at david(at)newvoices.org.
Here’s my full pitch:
Jewish Student Journalists: We Want to Pay You!
New Voices Magazine, the national Jewish student magazine, is seeking student journalists to do paid reporting from their campuses this fall! More »
by
Jonah Geffen, Rabbinical Student
Kelly Cohen, Jewish Educator
We are trapped in a discourse that has no logical end. It has been asserted that the knowledge and life experience of the current generation of Rabbinical students with regard to Israel is cause for great concern and fear. The deans and Presidents of Rabbinical schools have responded to the contrary, stating that though perhaps more willing to “wrestle” with Israel, these students are wise and committed. And yet, this entire conversation remains shallow and paternalistic. The debate has been devoted strictly to the students, their teachers and the methods by which they are chosen and taught. We believe this discourse to be fundamentally flawed. We note with dismay that this conversation about Diaspora Jews and our relationship to Israel has left out Israel, its choices and actions.
It is true, we do have a different relationship with Israel than our parents’ generation. How could we not? The nature of the situation in Israel today is so vastly different than it was forty years ago. The world changes, people’s perceptions change, reality changes and our generation has been raised to understand that we must work to build a better future for Israel and to appreciate but not dwell on its past. We have been raised in the American ideal, that no human being should live subject to tyranny, that every individual should be judged on her or his own merit and to seek out the personal interaction needed for true understanding. We are comfortable and confident Jews – and this reality is not a character flaw. We know what we see with our own eyes. We see injustices, religious and political, that need to end. This is true not only because we refuse to see all Palestinians as our enemies, but fundamentally because we refuse to blind ourselves to the fact that the reality that has been created is bad for the Jewish People as a whole. It hurts us as a people to exist in this reality and creating further divides amongst ourselves is not the answer. We cannot truly be am hofshi b’artzenu until everyone b’artzenu is free. As long as we are perpetuating these injustices, stoking fears and succumbing to anger – we will not achieve this deep collective wish, articulated so beautifully in Israel’s national anthem. More »
A recent article in the Forward, by Jerome A. Chanes, discusses the perennial issue of why we must focus our Jewish education efforts on day schools and how to make them affordable. “The system, at least with respect to the most prominent prescription for the [Jewish] future — education — is broken. Jewish parents find themselves increasingly caught between rising day school tuitions and declining real-dollar income. Teachers’ salaries in many Jewish day schools are disgraceful. And because in tough economic times, schools cannot afford to alienate anyone, day schools are increasingly parent-driven — not necessarily a good thing. Add to these a rather flaccid commitment on the part of federations to Jewish education. The system is collapsing.” He worries that, “The Hebrew-based charter school represents a further erosion of the classic text-based Jewish curriculum… The charter schools take this erosion to a new, dangerous, level by separating Hebrew learning from Judaism completely.” He concludes that charter schools are a distraction and only reallocation of more Federation funds towards day schools will fix the broken system.
Dr. Chanes put forth an almost identical solution in a 2009 article for The NY Jewish Week. He hadn’t happened upon the Charter school bogeyman yet, but he did detail which priorities federations need to shift. He urges that federations spend more money subsidizing day school tuition and less money on gyms, immigrant aid, child care for those in need, and poverty programs. He rationalizes this by noting most of the poverty related federation programs spend a lot of money on non-Jews, and, “most analysts agree that Jewish poverty is, in 2009, not the pressing issue for the community.”
Dr. Chanes is not the only opinionator preaching the doom of Jewish peoplehood that can only be avoided if we massively increase donations to day schools. More »
For those unfamiliar, NewCAJE is the successor to the Conference on Alternative in Jewish Education, which inspired the Limmud movement. The conference is an opportunity to learn from and with other educators, both formal and informal. There was minor Jewschool meetup at NewCAJE last year and if anyone is planning to go, please comment so we can connect with one another.
Before you panic, rest assured: we’re not about to start charging you when you read more than 20 posts per month. No, we’re talking about the ever-skyrocketing expense of sending children to Jewish day school in the U.S.
With $7,000 you might be able to fly back and forth to Israel six times, but for the same price you could stay put in Overland Park KS and learn at the Hyman Brand Hebrew Academy for one year. One thousand dollars more will buy you—show them what they’ve won—one year of 1-8th grade education at the Cincinnati Hebrew Day School. If you want to send your child to the Solomon Schechter of Atlanta, be prepared to shell out upwards of $17,000 per year starting with first grade. $26,650 might be a fine price for a Toyota RAV4 Sport, but did you know that for the same price, you can ‘kaneh likha rav’—or maybe even four—and enroll for one year of high school at the Jack M. Barrack Hebrew Academy in Bryn Mawr, PA? $29, 955 would be a steal for a small, foreclosed apartment in a depressed real estate market, but it could also buy you one year’s education at Milken community high school in LA. These numbers don’t even include the usual “give and get” $1,000+ minimums typically imposed upon day school families on a yearly basis.
Ivanka Trump: a convert to Judaism, bearing an uncanny resemblance to the woman who sat three rows in front of my mother, sisters, and I during the high holiday services of my youth. Just throw a giant hat on her, hand her an Artscroll and presto
Some day schools—such as the Ramaz School of NY and the Ida Crown Jewish Academy in Chicago, IL— do not openly
disclose their tuition fees, and perhaps for good reason. Unless you are Ivanka Trump, who wouldn’t want to faint upon seeing these staggering numbers? Especially given today’s economy, how can anyone but the super-rich possibly afford to shell out $20,000 dollars annually to send a child (or, more likely, multiple children) to Jewish day school…for 15 years?
As a day school alum (16 years, but who’s counting) whose entire college tuition (yes, all four years combined, at a private institution which furnished me with an excellent post-secondary education) still cost less than one year of Jewish high school, the irony of this situation is not lost on me. (For purposes of full disclosure: I benefited from a faculty discount for my university tuition.)
So the House has voted to defund Planned Parenthood, a source of free/low cost birth control, HIV, cancer screenings, and sex positive education. And now, we have NCSY Say K(No)w: The First Abstinence Website for Jewish Teens. It must be Erode Access to Important Information Week.
If we’re going to talk about sex, we have to make sure it’s more complicated and honest than simply “don’t do it.” What are you waiting, or not waiting for? What information are you basing your decision on? Is it about pressure from your partner, your parents, or your community? Shame, confusion, or fear of your sexuality? “Facts” about sex that are actually wrong?
You can find all this (and more) on the OU.org‘s website. First of all, condoms are bad. They don’t protect you from everything, so don’t even bother. Neither does the Pill, or Depo, or the patch. Of course, because the goal of the website is abstinence, there’s no suggestion that using two forms of birth control might actually be a great option. In case you’ve sought out this website as a guide to protecting yourself from pregnancy and STI’s…good luck. There’s no practical information for you here. We hope you don’t get pregnant!
Also noteworthy-suicide! According to the study credited (“Adolescent Depression and Suicide Risk Association with Sex and Drug Behaviors.” American Journal of Preventative Medicine, vol. 27 no. 3.), “sexually active boys are therefore EIGHT TIMES more likely to attempt suicide!” Girls who are sexually active are three times as likely. I’m going out on a limb here, but maybe it’s because they’ve gotten false/bad information about sex, STI’s, pregnancy prevention and might find themselves in a horrible situation beyond their control? Maybe because they feel ashamed, alienated from their communities, like they can’t tell anyone and have no resources?
If this all weren’t disconcerting enough, there’s gender policing going on. In the section on Messing Around, it’s spelled out for us: Girls are vulnerable. Girls think sex means love, it’s how we get boys to love us. It’s not about pleasure, or exploring sexuality. Boys want sex. All boys, all the time, and they’ll do anything to get it. At least both girls and boys are vulnerable to the “non-physical effects of sexual activity.Guilt, worry, regret, shame, depression and other emotional consequences remain the same, regardless of any contraceptives that may be used.”
I know I’m asking for something that I’m not going to get, which is for the OU to behave as if it were an entirely different organization-one which is sex positive and inclusive. So I’ll set the bar even lower and ask that it be a responsible organization, and give young folks accurate information about sex, as opposed to ignoring reality in exchange for scaring them into abstinence.
If you’re looking for both inspiration and practical skills, register now for Inside the Activists’ Studio 2010and get yourself to Joanna Kent Katz’s interactive workshop.
During the day, Kent Katz is an urban farmer in Philadelphia, working with a group of ten high school students from a neighborhood which is mostly Jamaican and African American. Together, they address issues of food sovereignty, building leadership and knowledge and holding two markets a week in the “food desert,” meaning there are no fresh, green vegetables available for purchase within a mile of the neighborhood.
“It’s not just about making healthy choices.” says Kent Katz, “It’s about creating healthy options.” She, her coworkers and their team of students have also built a food justice curriculum, addressing racism, the legacy of slavery and how it plays out in the community, undermining the connection between people and where their food comes from and moving towards a reclamation of the wisdom and action of growing food.
Kent Katz is also a social justice educator in the Jewish community, where she works with young Jewish adults around issues of liberation and oppression. “Cleaning up your own backyard” refers to bringing work done outside the Jewish community back home, helping Jews connect to their own isolation from one another, the result of internalized anti Semitism, sexism, and the roles imposed by privileged identity.
Kent Katz cites her mentor, Barbara Love, as helping her learn how to teach anti oppression with tools that will actually free the world, as opposed to approaching the work within the context of blame and guilt. “It has been work towards liberation,” Kent Katz says, “not just anti-oppression.”
At this year’s Inside the Activists’ Studio, Kent Katz will share her skills as a practitioner of the Theatre of the Oppressed. “That’s my gem,” she says. “We’ll get into our bodies.” This framework presents the possibility for folks to both understand how oppression works on a cultural and institutional level and to think about what the world could look like. “I’m only interested in talking about oppression without shame, blame and guilt. I invite people to try it out with me, learn together.”
For an innovative, genuine encounter with politics, your body and social justice, join Joanna Kent Katz and other dynamic folks onSunday, December 5that the 92nd street Y in Tribeca. Inside the Activists’ Studio 2010is hosted byPurse: Action for a Just World, a project of Avodah and American Jewish World Service, and is co sponsored by Jewschool.
by chaneld1621 [➚] · Wednesday, November 24th, 2010
Image taken of Judith Frieze after her arrest in Jackson, Mississippi on June 21, 1961. Mississippi Department of Archives and History.
Living the Legacygrew out of a need for requests from teachers of social justice education for materials. In their search, educators and researchers at the Jewish Women’s Archive discovered that what was missing from what already existed: the story of Jews in social justice movements.
JWA tackled the topic of Jews in the Civil Rights Movement as its starting point, and, including traditional Jewish texts, paid particular attention to “complicating the narrative,” said Judith Rosenbaum, Director of Public History at the Jewish Women’s Archive. The nuanced educational tool would talk about not only the activism of Jews in the Civil Rights Movement, but acknowledge the fissures, the fallouts, and what the impact of it all has been on the social justice movements of today.
Living the Legacy is designed for use in grades 8-12. Last year, 7 teachers used in the classroom, and during JWA’s Institute for Educators this past July, 26 teachers were trained to use it.
Through primary sources, the curriculum directly confronts questions of personal identity in relationship to history and contemporary issues: who are you, what does that have with what you do in the world, and where and how does your Judaism come into play? When does it feel scary to be Jewish, when is it safer to hide, and when do you put yourself on the line for the cause of justice?
A 1956 letter from the Greenville Hebrew Union Congregation to Rabbi Maurice Eisendrath of the Union of American Hebrew Congregations (the Reform movement), regarding their disapproval of the statement that desegregation is a Jewish issues and that Jews should act on behalf of it, shows that Southern Jews saw themselves in a precarious position. “We know full well that any public utterance showing that Jews as a whole favor desegregation will have the direct effect of hurting the Jews’ position in the South…Southern Jews have established a very fine relationship with the white non Jews of the South. We believe that this harmonious relationshjp between the Jews and non Jews in the South is due in a large respect to the personal conduct, cultural progress and adherence to the customs that make for harmony between the Jews and non Jews.” The letter goes on to implore Eisendrath not to “embarrass and injure the Jews of this community and other Southern communities who feel as we do.”
In addition to highlighting the complicated relationships of Jews to race and assimilation, Livingthe Legacy also explores the impact of the Jewish relationship to the Civil Rights movement in the context of a shared history of resistance. Rosenbaum’s favorite letter is to a young woman known as “Chicky,” who had gone to the South as part of Freedom Summer, from her father, a refugee from Europe. While he worries about her safety, she “should not construct your parents’ concern about your safety as a disapproval of your present activities.”
The curriculum also tackles questions of which modes of activism are recorded in our collective memory, as well as the how the perceived solidarity of Blacks and Jews fell apart and the impact of movements such Black Power on Jewish culture and history. The establishment of Black and African American studies departments, for example, prompted an interest in reclamation of Jewish culture and the emergence of Jewish studies departments, among other things. “Other minority groups have these conversations too,” Rosenbaum pointed out. “We wanted to show that.”
Together with Rabbi Jill Jacobs, Rosenbaum collected Jewish texts to dovetail with each section, aimed at creating the opportunity to think Jewishly and provocatively about the material, particularly in the context of contemporary issues. The curriculum provokes questions of Jewish responsibility, giving students the opportunity to consider issues such as segregation in their home communities, and the question of whether equal marriage is a civil rights question.
Living the Legacy is full of challenging and vulnerable pieces which make the process of unpacking the Jewish past in the Civil Rights movement a fascinating project. It’s well worth taking a spin through the primary sources on the website, even if you don’t consider yourself to be an educator. “It’s a newer, more inclusive way of looking at history,” said Rosenbaum. “People are excited.”
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