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Theorising Jewish social justice education: a hermeneutical inquiry

Plen, Matthew; (2020) Theorising Jewish social justice education: a hermeneutical inquiry. Doctoral thesis (Ph.D), UCL (University College London). Green open access

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Abstract

Jewish social justice education is an active and growing field of practice, encompassing a diverse range of agendas and practices: teaching Jewish texts and values around issues of refugees, human rights and environmental justice; organising members of the Jewish community to oppose the occupation of the Palestinian territories and support the Israeli Left; advancing gender equality and LGBT+ inclusion within the community through informal education and training; engaging Jewish students in volunteer service-learning projects to alleviate poverty in the developing world; building inter-faith coalitions to work on local agendas such as housing, crime and healthcare; encouraging a culture of charitable giving and volunteering among Jewish young people; and mobilising Jews in the national and international political arenas around issues such as gun violence, climate change, immigration, hate crime and antisemitism. Yet Jewish social justice education remains an under-researched and under-theorised phenomenon. This theoretical lacuna has practical implications for the thousands of educators and activists across the world who are attempting to achieve social justice ends through the medium of Jewish education but have no well thought-out rationale as to what this might mean and, consequently, cannot know if it has any chance of success. This thesis explores possible theoretical foundations for Jewish social justice education by creating a hermeneutical dialogue between Freirean critical pedagogy, Catholic models of social justice education, Jewish social justice literature and interviews with thinkers and practitioners who consider themselves to be part of the Jewish social justice education enterprise. After drawing out and analysing the philosophical, political and educational themes that emerge from this dialogue, I propose three possible directions a coherent normative theory of Jewish social justice education could take: ‘Jewish politics in a renewed public sphere’, ‘Jewish education for relational community building’ and ‘Jewish critical pedagogy for cultural emancipation’.

Type: Thesis (Doctoral)
Qualification: Ph.D
Title: Theorising Jewish social justice education: a hermeneutical inquiry
Event: UCL (University College London)
Open access status: An open access version is available from UCL Discovery
Language: English
Additional information: Copyright © The Author 2020. Original content in this thesis is licensed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) Licence (https://creativecommons.org/licenses/by-nc-nd/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms.
Keywords: Religious education, Critical pedagogy, Jewish education, Freire, Educational philosophy, Buber, Arendt, Social justice, Catholic education
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society
URI: https://discovery.ucl.ac.uk/id/eprint/10094873
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