Martine Cohen

martine.cohen@gsrl.cnrs.fr

Jewish day-schools in France:Mapping their Jewish Identity

proposals

Oxford Conference - October 8th, 2010

Introduction: The religious educational sector

Part I: The Jewish educational system

Part II: Different Jewish identity proposals

Conclusion: The Challenge of pluralism

Outline

Introduction

1. Education and State-Church relation:

Toward the end of the historical conflict - 1905 : the Church-State Separation Law- 1959: the Debré Act

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

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

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

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

Part I

3. The organisational frame

- Networks and « independant » schools- An umbrella body

General data

Part II

1. Networks and their Jewish options

2. Criteria of differentiation

3. Three key explanatory factors

The Jewish identity proposals

Part II

1. Networks and their Jewish options

Ultra-Orthodoxy - Mainstream Orthodoxy - Cultural Judaism

Haredi, Independent ← FNEJA ← AIU → ORT

← Loubavitch, Ozar Hatora →

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

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

Part II

2. The content of Jewish curriculum and its importance in the general curriculumJewish History, Texts of Tradition, Girls / Boys’ religious teaching

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

For Conclusion

The challenge of pluralism

Jewish community: from diversity to pluralism

Jews in French society: ethnic or social separatism ?