יהדות ארצות הברית וייצוגה בטקסט החינוכי בבתי ספר ממלכתיים, 2003-1955

Abstract

This article discusses the representation of American Jewry in the history curricula and textbooks for middle and high school students over three generations between 1955 and 2003. We argue that educational text functions as a litmus test to determine the importance of a subject in the national narrative. The article discusses two issues that reflect dilemmas in public, academic, and educational discourse: the representation of American Jews and their characteristics; and the representation of American religious movements and their principles. Two conclusions might be drawn from these: Firstly, those study topics have not been altered in the course of three generations, although the presentation of subject matter has been modified over the years; and secondly, there has been a significant change in the curricula and textbooks with regard to the Reform Movement. While the authors of the first-generation texts deny the legitimacy of the Reform Movement, those of the second-generation refer to it in neutral terms, thus conveying the impression that it is a legitimate phenomenon.