August 2024
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3 Reads
Journal of Jewish Education
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August 2024
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3 Reads
Journal of Jewish Education
August 2024
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4 Reads
Canadian Jewish Studies / Études juives canadiennes
Yom HaZikaron, Israel’s Remembrance Day, has received considerable scholarly attention, with research published about how the country’s youth understand the day but there has been no comparable data from diaspora Jews. This article presents findings about how a cohort of Canadian Jewish teenagers participating in a gallery walk of Israeli political cartoons provided new ways of thinking about and relating to Yom HaZikaron. The data revealed that students care about Yom HaZikaron but struggle to form a connection to the day. Political cartoons that depicted personal loss led students to form new insights into the day and to new associations and connections with Israelis.
July 2024
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17 Reads
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3 Citations
Contemporary Jewry
This qualitative study investigates community-building and information-gathering processes among ninth-grade Canadian Jewish day school students and young adult alumni in response to the October 7 terror attack in Israel. Despite their different contexts, the two participant groups had similar needs for a sense of community and reliable information in the post-October 7 Canadian context. The data demonstrate the importance that a school and Jewish educators can play in helping its students and alumni construe meaning post-crisis, and serve as a safe space amidst growing sentiments of antisemitism and anti-Israelism.
May 2024
Journal of Jewish Education
February 2024
Contemporary Jewry
January 2024
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9 Reads
Journal of Jewish Education
September 2023
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2 Reads
Journal of Graphic Novels and Comics
August 2023
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1 Read
Journal of Modern Jewish Studies
July 2021
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15 Reads
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3 Citations
The Social Studies
This article presents a qualitative practitioner research study designed to understand how a morally complex Israel curriculum impacts the nature of secondary school students’ relationships with Israel. The research was conducted with 31 students enrolled in an elective about Israeli society at a Jewish high school in Canada. At both the start and conclusion of the course, students used a predetermined list of relationships to determine the one that most closely reflects the way they relate to Israel. At both junctures, students also wrote explanations justifying their decision. Results from the beginning of the course showed that 19 students chose relationships that reflected a personal and emotional bond with Israel and 12 students chose relationships that prioritized intellectual connections to Israel. When the survey was administered at the end of the course, none of the 19 students who initially chose personal relationships changed their responses to intellectual ones but 7 of the 12 intellectual responses changed their response to personal relationships. The data indicates that a curriculum built around morally complex narratives and texts in Israeli society can help lead to the formation of strong emotional bonds between students and Israel.
July 2021
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15 Reads
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10 Citations
Journal of Jewish Education
A Jewish high school adopted different models of online Zoom learning for the 2020-2021 schoolyear; research was conducted in two Israel studies classes that taught the same content, but one class was fully online and the other was a blended learning environment. The purpose of the study was to understand whether meaningful learning can be conducted online. The qualitative results showed that meaningful learning happened in both cohorts. The significance of the findings are relevant to educators in many disciplines as they show that despite a change in learning site, effective and meaningful education is attainable in online learning settings.
... That said, work examining coping responses in the wake October 7 among Jewish diaspora more broadly has pointed to approach coping as a potentially adaptive response. Specifically, in the limited number of studies that have examined the topic, recruiting social support or obtaining informational resources from community members are often cited responses to heightened stress, and preliminary evidence of their efficacy has been documented (Bankier-Karp and Graham 2024; Reingold and Reznik 2024). In the present study, we build on this work and examine the potential protective effect of approach coping responses, such as seeking advice or support from others, on depressive symptoms. ...
July 2024
Contemporary Jewry
... Art education can be used as a basis for education, because to form a good personality is done through art education. Reingold (2018), five reasons why art learning arises based on students' responses to questions about whether they enjoy learning through art and what they feel is offered by art, including. ...
December 2018
Journal of the Canadian Association for Curriculum Studies
... This could similarly apply in research supervision. Contrary to the findings of the current study, Reingold (2021) contends that zoom engagements hinder meaningful learning and research in education settings. Reingold reported that students expressed fears of not having the transformation education that they desired to have in a physical setting. ...
July 2021
Journal of Jewish Education
... However, the literature on Israel education is limited regarding teacher knowledge of the discipline. Research on practitioners of Israel education has traditionally focused on the identity, thinking, or orientation of the teacher (Avidar 2016;Kopelowitz and Wolf 2013;Pomson et al. 2014); practitioner action research (Backenroth and Sinclair 2014;Reingold 2017Reingold , 2018Reingold , 2022; or calls for more research (Sinclair et al. 2013). Pomson et al. (2014) identified an "explorers" versus "exemplars" paradigm in their extensive evaluation of Jewish day school teachers, finding some educators seek to explain why Israel is personally meaningful to them as opposed to facilitating students to explore the meaning of Israel for themselves. ...
July 2021
The Social Studies
... In addition to replicating the above-mentioned educational outcomes like enjoyable learning and meaningful discussions, the study's results showed that Charka's transparent identity as a right-wing Orthodox Jew enabled students to better understand Israelis of his demographic, and that his cartoons humanized his community for the students. 23 Studies of this nature are demonstrative of what Ezra Kopelowitz has identified as a pedagogical model that involves social engagement with Israel. This is a type of Israel education that fosters personal or intimate relationships with Israel. ...
May 2021
Religious Education
... Barabasch (2020) suggests that if daily life and the nature of the workplace inhibit an individual's creativity, he or she should seek shelter in a realm of fantasy, imagination, and varied artistic expressions. Sessions become sociable and pleasurable when art provides a secure environment for coping mechanisms, expression, thinking and speaking, and art creation (McDonald & Holttum, 2020), while simultaneously loving and criticizing (Reingold, 2021). ABL influences pre-service teachers since it is an element of the professional development of novice teachers Art educators must manage new teaching delivery systems to provide meaningful and effective instruction and ensure the health, safety, and socialemotional learning of all students in their educational environments (Sabol, 2021 (Gettleman & Raj, 2020). ...
October 2020
Journal of Jewish Education
... Moore departs from Knight's book by using the medium of comics to further draw a causal line from the Ripper murders to the Holocaust. To be sure, other graphic novels like Maus (1980)(1981)(1982)(1983)(1984)(1985)(1986)(1987)(1988)(1989)(1990)(1991) and scholarship on antisemitism in comics (Ecklund 2022;Reingold 2020Reingold , 2022Ribbens 2018;Stańczyk 2018Stańczyk , 2024 discuss the Holocaust explicitly whereas From Hell presents the idea that we should see the Ripper murders within the Holocaust and vice versa. Alan Moore's and Eddie Campbell's graphic novel interprets historical events regarding antisemitism during the Victorian period. ...
July 2020
Studies in Comics
... He came to realize that his own government knew what was happening and did nothing to protect the Palestinian people or help the soldiers navigate their own feelings of culpability. (Folman and Polonsky, 2009, p. 53) In my analysis of Waltz with Bashir elsewhere, I (Reingold, 2019b) have argued that Folman's story is more than an autobiographical exploration of the past; it is also a critique of how Israeli society has not yet found a comfortable balance between the need for a strong military alongside the need to provide emotional and psychological support to its soldiers. I wrote: "Folman introduces a voice which … expands the boundaries of the nation's collective memories" (p. ...
November 2019
Journal of War and Culture Studies
... When we take into consideration the reality of the educational institutions in the society, (DeSouza, Grossman, Lynch, & Richer, 2022) argues that it is easily evident that violent habits have become a daily reality for students, in particular those who are enrolled in high schools. The kind, severity, and frequency of these symptoms might change, not only depending on the time and location, but also on the individual (Reingold M. , 2019). Theft, threatening others, insulting, writing on walls, ridiculing, ruining properties, disobedience against school rules and laws, leaving from school, cheating on exams, and carrying weapons to school are some examples of typical aggressive actions. ...
July 2019
Journal of Jewish Education
... The study of Israel in this context has been referred to as "Israel education" since at least 2007 (Avidar 2016). Scholarship in the field of Israel education has included diagnosing the challenges it faces (Chazan 2004;Chazan et al. 2013;Grant and Kopelowitz 2012;Zakai 2014), describing how it is practiced in formal and informal educational settings (Pomson and Deitcher 2010;Aharon and Pomson 2018;Grant 2011;Hassenfeld 2016Hassenfeld , 2018Pomson et al. 2009Pomson et al. , 2014Reingold 2017Reingold , 2018Saxe et al. 2017;Sinclair 2006), and prescribing ideal visions of the practice (Alexander 2015a; Chazan 2016; Grant and Kopelowitz 2012;Horowitz 2012;Isaacs 2011;Levisohn 2020;Zakai 2022). In a previous article, we identified six models of what it means for a young Jewish learner to receive an Israel education-understanding modern Israel, Jewish peoplehood, learner-centered Israel education, Jewish visions for a better world, Jewish civic education, and social activism-and identified their shared philosophical challenges (Alexander 2012;Davis and Alexander 2023), for which we proposed a seventh model for Israel education-Mature Zionism-as a solution, arguing that the discipline should help learners conceive of their own visions of the Jewish good in dialogue with scholarly criticisms of Israel through what we call a pedagogy of the sacred and a pedagogy of difference. ...
July 2018
Journal of Jewish Education