Abstract
This study assesses whether more frequent participation in Jewish activist learning events is associated with higher levels of engagement in social justice-related activities and conceptions of Jewish identity. The study design was cross-sectional and comparative. An online survey was completed by 165 participants in an activist learning program. Results indicated higher levels of social justice engagement, local engagement, ethical consumption and, Jewish social justice. However, there was no significant increase in Jewish identity. Results differed depending on the frequency of participation. Findings suggest that activist learning programs may be an effective method for teaching and promoting social justice engagement.
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