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(2011) International handbook of Jewish education, Dordrecht, Springer.
Looking through the feminist lens at a new combination of disciplines – gender and Judaism, and gender and Jewish education – we see that we have made great strides in equality. Yet, challenges linger. Feminist studies underscore that women's restricted access to secrets of patriarchal cultures was widespread, if not universal. Our chapter focuses on five narratives concerning Miriam, Rabbi Akiva and Bruria, Hannah, Esther, and Vashti. We ask what does it mean for girls, boys, and teachers – prime agents of socialization – to study texts that offend modern sensibilities? What is our relationship to ancient texts? Do we read them to see their evolution? Do we neutralize them? Shall we teach them as descriptive of the past or as live prescriptions? Should we delete these texts from curricula altogether? These questions go beyond equal access, as we take a look at equal access to what, and find out why, "this still doesn't feel so good."
Publication details
DOI: 10.1007/978-94-007-0354-4_7
Full citation:
Hartman, T. , Miller, T. (2011)., Gender and Jewish education: "why doesn't this feel so good?", in H. Miller, L. Grant & A. Pomson (eds.), International handbook of Jewish education, Dordrecht, Springer, pp. 99-116.
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