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Jewish Education in England, 1944-1988

Between Integration and Separation

David Mendelsson

Today, the dominant model for Jewish education is the community-wide, technologically advanced day school, where the Judaic subjects are taught by professional educators using student-friendly, interactive methodologies. Not so long ago, however, most Jewish education consisted of rote repetition of prayers and biblical passages and their translation into awkward English by teachers with no formal pedagogic training, in classes – often located in synagogue basements – held on Sunday or once a week after ‘ordinary’ school.
This book explains the radical reconfiguring of Jewish education in England in historical and sociocultural terms. It explores the transformations that took place in every aspect of Jewish education: curriculum, religious/ideological orientation, school format (afternoon classes vs day schools), funding (private vs state), and more. The author shows that this dramatic transition directly reflects both changes in the socioeconomic profile and self-identity of Anglo-Jewry as well as demographic and cultural changes in British society in general. Tracking the shift from integration to separation, this book maps the effect of competing societal, personal and communal agendas, pedagogic paradigms, and pragmatic constraints on the rise of the Jewish day school in England.


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Index 301


11 plus exam 40–3, 46 n 140, 61, 87, 169, 177 ‘A’ level exams 41, 125, 172, 177, 179 n 41, 234, 264 Abbot, Diane 242 Abrahams, Louis 5 Abse, Danny 39 Adath Yisroel 63–4, 98 Adler, Rabbi Hermann 63 Adler, Rabbi Nathan Marcus 63 Adler, Nettie 34 Agreed Syllabuses see religious education in non-denominational schools Agudas Yisrael: af filiated with JSSM 98; aided European refugees 64; and Claims Conference funds 86 n 65; and Ethnic Minorities Unit funds 248; protested Israeli poli- cies 107; rejected cooperation with ZF 114, 118 Akiva School: founding 161–2; pupils’ homes in harmony with ethos of 259, 287 Alder County Secondary Modern School 45, 186 Alderman, Geof frey 45 Aliens Act 1905 8 Allon, Yigal 201 Alwoodley 9, 184 Amias, Rev. Saul: and Rosh Pinah School 106; and support for Con- servative Party 188 American day school experts 143, 151, 196–200 Angel, Moses 5 Anglican Church: and ‘controlled’ schools 21, 30; connection to invoked as ‘public’ school admission requirement 182, 279; decline in reli- gious observance and church mem- bership 165; denominational ‘public’ schools’ 90; and Education Act (1944) 15, 16, 20–1; and Education Act (1959) 52; educational coopera- tion with other denominations 251, 272; as model for Jewish educational infrastructure 61–2, 138, 288; rela- tionship to state authorities 282, 283; and Swann Commission 231 anglicization 5–6, 12, 100, 277, 286 Anglo-Jewish Association 2, 4, 7, 34, 51, 88; see also Jewish Monthly Anglo-Palestine Club 94 Anti-Nazi...

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