Blurred lines and sacred texts: boundary work of ultra-orthodox women teaching Tanakh in non-orthodox Jewish schools in the United States.
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| Title: | Blurred lines and sacred texts: boundary work of ultra-orthodox women teaching Tanakh in non-orthodox Jewish schools in the United States. |
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| Authors: | Friedman, Esther1 (AUTHOR), Zion-Waldoks, Tanya1 (AUTHOR) tanya.zion-waldoks@mail.huji.ac.il |
| Source: | British Journal of Religious Education. Sep2026, Vol. 48 Issue 4, p687-704. 18p. |
| Subject Terms: | *Religious education, *Jewish day schools, *Social norms, Ultra-Orthodox Jews, Cultural boundaries, Biblical studies, Interfaith relations, Religious identity |
| Geographic Terms: | United States |
| Reviews & Products: | Bible |
| Abstract: | Female Jewish-Orthodox Tanakh (Jewish Bible) teachers working in non-Orthodox Jewish day schools navigate the tension of upholding their religious beliefs and practices while teaching students who challenge these beliefs. This paper is based on a secondary analysis of qualitative data focusing on a small subgroup of female teachers and the impact their interactions with students have on their religious gendered identity and pedagogical practices. As ultra-Orthodox Jewish Tanakh teachers in non-Orthodox settings, they engage in dialogue around culturally sensitive texts, that are both sacred and fundamental to their religious worldview, with more liberal-minded Jewish students who do not share most of their stringent practices and conservative beliefs. Findings highlight teachers' experiences and boundary work both with students at school, and with their own families and religious communities. When facing students, participants defended traditional portrayals of Biblical women and contemporary Orthodox practices commonly considered oppressive to women. When back 'home', they differentiated themselves from their own communities with regard to religious gender norms and educational attitudes towards the 'other'. This study contributes to broader discussions on religious education, gender identity, and dialogue across diverse belief systems, offering valuable perspectives for educators, scholars, and policymakers navigating pluralistic learning environments. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Female Jewish-Orthodox Tanakh (Jewish Bible) teachers working in non-Orthodox Jewish day schools navigate the tension of upholding their religious beliefs and practices while teaching students who challenge these beliefs. This paper is based on a secondary analysis of qualitative data focusing on a small subgroup of female teachers and the impact their interactions with students have on their religious gendered identity and pedagogical practices. As ultra-Orthodox Jewish Tanakh teachers in non-Orthodox settings, they engage in dialogue around culturally sensitive texts, that are both sacred and fundamental to their religious worldview, with more liberal-minded Jewish students who do not share most of their stringent practices and conservative beliefs. Findings highlight teachers' experiences and boundary work both with students at school, and with their own families and religious communities. When facing students, participants defended traditional portrayals of Biblical women and contemporary Orthodox practices commonly considered oppressive to women. When back 'home', they differentiated themselves from their own communities with regard to religious gender norms and educational attitudes towards the 'other'. This study contributes to broader discussions on religious education, gender identity, and dialogue across diverse belief systems, offering valuable perspectives for educators, scholars, and policymakers navigating pluralistic learning environments. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01416200 |
| DOI: | 10.1080/01416200.2025.2512173 |
