martine cohen jewish day-schools in france: mapping their jewish identity proposals oxford...
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Introduction 1. Education and State-Church relation: Toward the end of the historical conflict : the Church-State Separation Law : the Debré ActTRANSCRIPT
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Martine Cohen
Jewish day-schools in France:Mapping their Jewish Identity
proposals
Oxford Conference - October 8th, 2010
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Introduction: The religious educational sector
Part I: The Jewish educational system
Part II: Different Jewish identity proposals
Conclusion: The Challenge of pluralism
Outline
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Introduction
1. Education and State-Church relation:
Toward the end of the historical conflict - 1905 : the Church-State Separation Law- 1959: the Debré Act
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Introduction
2. Basic principles of the Debré Act:
State Commitment: Financial support (limited to general curriculum)Respect for the « specific character » of the school
School Commitment:Full Respect for the general curriculumAcceptance of all pupilsReligious freedom
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Part I
1. Jewish schools in the general religious sector
2. The growth of Jewish schools since 1945
3. The organisational frame
The Jewish educational sector: general data
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Part I
1. Jewish Schools in the general religious sector
- Private schools: + 2 million pupils (17% of total)
- Catholic schools: 2 million pupils (95% of private sector)
- 30.000 Jewish pupils
General data
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Part I
2. The growth of Jewish schools since 1945
- 1948: 600 pupils 2009: 30.000 pupils- 102 schools (mostly localised in Paris and its suburbs: 58%)
- Increase in State-funded schools (72% pupils are in State-supported classes)
General data
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Part I
3. The organisational frame
- Networks and « independant » schools- An umbrella body
General data
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Part II
1. Networks and their Jewish options
2. Criteria of differentiation
3. Three key explanatory factors
The Jewish identity proposals
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Part II
1. Networks and their Jewish options
Ultra-Orthodoxy - Mainstream Orthodoxy - Cultural Judaism
Haredi, Independent ← FNEJA ← AIU → ORT
← Loubavitch, Ozar Hatora →
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Part II
2. Criteria of differentiation
The degree of religious practice in school life / personal and family life
The content of Jewish curriculum and its importance in the general curriculum
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Part II
1. The degree of religious practice in school life / in personal and family life
Ex: Girls’ clothing, no-TV at home, mixed classesDifferentiation and « middle » (tensed) positions
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Part II
2. The content of Jewish curriculum and its importance in the general curriculumJewish History, Texts of Tradition, Girls / Boys’ religious teaching
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Part II
3. Three key factors of differentiation
- A key value: Individual freedom- A key population: Women- A key discipline: History
The Jewish identity proposals
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For Conclusion
The challenge of pluralism
Jewish community: from diversity to pluralism
Jews in French society: ethnic or social separatism ?