Suchergebnisse

Introduction : counting in Jewish / Michal Kravel-Tovi -- part I. Counting the dead : iconic numbers and collective memory -- 1. Six Million : The numerical icon of the Holocaust / Oren Baruch Stier 29 -- 2. Breathing life into iconic numbers : Yad Vashem's Shoah Victims' Names Recovery Project and the constitution of a posthumous census of six million Holocaust dead / Carol A. Kidron -- 3. Putting numbers into space : place names, collective remembrance, and forgetting in Israeli culture / Yael Zerubavel -- Part II. Counting the living : putting the "Jewish" in social science -- 4. Jewish "crime" by the numbers, or putting the "social" in Jewish social science / Mitchell B. Hart -- 5. Counting people : the co-production of ethnicity and Jewish majority in Israel-Palestine / Anat Leibler -- 6. Wet numbers : the language of continuity crisis and the work of care among the organized American Jewish community / Michal Kravel-Tovi -- part III. Counting objects : material subjects and the social lives of enumerated things -- 7. "Let's start with the big ones" : numbers, thin description, and the magic of Yiddish at the Yiddish Book Center / Joshua B. Friedman -- 8. "130 kilograms of matza, 3,000 hard-boiled eggs, 100 kilograms of haroset and 2,000 balls of gefilte fish" : hyperbolic reckoning on Passover / Vanessa L. Ochs -- Postscript : balancing accounts : commemoration and commensuration / Theodore M. Porter.

Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- List of figures -- List of boxes -- Foreword -- Preface -- Acknowledgements -- 1 ESE: finding hope amidst future concerns -- 2 Educational landscapes: ESE curricular initiatives and change -- 3 Identities matter: teachers' identities as a lens into teachers' everyday practices -- 4 Enacting agency and negotiating power: a theoretical framework -- 5 Empowerment through storytelling: a combinational methodology -- 6 Community partnerships-'Just sneak it in': subversive ways to include ESE -- 7 The whole-school approach in ESE schools: 'I'm the lucky one here' -- 8 ESE in early childhood education: 'We do lots of little things … now' -- 9 ESE in status quo schools: 'It's just not a priority' -- 10 The hierarchical school and ESE: 'New teachers cannot do anything' -- 11 ESE in a rural school: 'We became the grade who does things' -- 12 Hope for the future: enacting power and agency in ESE -- Index.

While it is well understood there is an urgent need to address global environmental problems, there is less understanding around how these problems can be addressed. At each level of government, policy is initiated as a response to a perceived problem. However, research has shown governmental policies are overly generalised which creates a universal approach, with little regard for contextual difference. This paper seeks to push back against unspoken assumptions surrounding Education for Sustainability (EfS) policy processes from development to implementation, showing that context is important in the interpretation of policy. Through a mixed method survey, the findings illustrate how EfS policies are often overloaded with infrastructure rather than educational benefits, minimising the policy objectives for sustainability as a cross-curricular priority. Three key points are raised to advocate for a new 'systems thinking' approach to policy implementation, with ramifications proposed to enable a more effective enactment of Education for Sustainability into curriculum.

In an era in which environmental education has been described as one of the most pressing educational concerns of our time, further insights are needed to understand how best to approach the learning and teaching of environmental education in early childhood education. In this book we address this concern by identifying two principles for using play-based learning early childhood environmental education. The principles we identify are the result of research conducted with teachers and children using different types of play-based learning whilst engaged in environmental education. Such play-types connect with the historical use of play-based learning in early childhood education as a basis for pedagogy.? In the book 'Beyond Quality in ECE and Care' authors Dahlberg, Moss and Pence implore readers to ask critical questions about commonly held images of how young children come to construct themselves within social institutions. In similar fashion, this little book problematizes the taken-for-grantedness of the childhood development project in service to the certain cultural narratives. Cutter-Mackenzie, Edwards, Moore and Boyd challenge traditional conceptions of play-based learning through the medium of environmental education. This book signals a turning point in social thought grounded in a relational view of (environmental) education as experiential, intergenerational, interspecies, embodied learning in the third space. As Barad says, such work is based in inter-actions that can account for the tangled spaces of agencies. Through the deceptive simplicity of children's play, the book stimulates deliberation of the real purposes of pedagogy and of schooling. Paul Hart, University of Regina, Cana.

New York Jews, so visible and integral to the culture, economy and politics of America's greatest city, have eluded the grasp of historians for decades. Surprisingly, no comprehensive history of New York Jews has ever been written. City of Promises, a three volume set of original research, pioneers a path-breaking interpretation of a Jewish urban community at once the largest in Jewish history and the most important in the modern world. Volume I, Haven of Liberty: New York Jews in the New World, 1654 -1865, by Howard Rock, chronicles the arrival of the first Jews to New York (then New Amsterda

Frontmatter -- CONTENTS -- Foreword -- General Editor's Acknowledgments -- Author's Acknowledgments -- Prologue: Neighborhood Dreams and Urban Promises -- 1. Building and Sustaining Common Ground -- 2. Friends or Ideologues -- 3. During Catastrophe and Triumph -- 4. Élan of a Jewish City -- 5. Crises and Contention -- 6. Amid Decline and Revival -- 6. Renewed Activism -- Epilogue: In a New Millennium -- Visual Essay: An Introduction to the Visual and Material Culture of New York City Jews, 1920 – 2010 -- Notes -- Bibliography -- Index -- About the Author -- Front Matter 2 -- CONTENTS -- Foreword -- General Editor's Acknowledgments -- Authors' Acknowledgments -- Introduction: The Emerging Jewish Metropolis -- 1. Neighborhood Networks -- 2. "Radical Reform": Union through Charity -- 3. Moorish Manhattan -- 4. Immigrant Citadels: Tenements, Shops, Stores, and Streets -- 5. Capital of the Jewish World -- 6. Jews at the Polls: Th e Rise of the Jewish Style in New York Politics -- 7. Jews and New York Culture -- Conclusion: The Jewish Metropolis at the End of the Immigrant Era -- Visual Essay: An Introduction to the Visual and Material Culture of New York City Jews, 1840–1920 -- Notes -- Bibliography -- Index -- About the Authors -- Front Matter 3 -- CONTENTS -- Foreword -- General Editor's Acknowledgments -- Author's Acknowledgments -- Introduction -- 1. A Dutch Beginning -- 2. A Merchant Community -- 3. A Synagogue Community -- 4. The Jewish Community and the American Revolution -- 5. The Jewish Community of Republican New York -- 6. A Republican Faith

This collection presents eleven original essays by historians whose own ethnic backgrounds shaped the choices they have made about their research and writing as scholars. These authors, historians of American immigration and ethnicity, revisited family and personal experiences and reflect on how their lives helped shape their later scholarly pursuits. They address issues of diversity, multiculturalism, and assimilation in academia, in the discipline of history, and in society at large.