Abstract
ABSTRACTDespite the increasing recognition of the impact of Jewish education on communal Jewish diaspora identity, studies rarely explore how increased enrolment, and collective attachment to the State of Israel in Jewish day schools is influenced by location. Drawing on recent concepts in sociology and diaspora studies, this article examines the specific pedagogical practices initiated by the Bronfman Jewish Education Council, and Montreal Jewish educators, to link students living in the diaspora to the State of Israel, and signals the importance of creating mechanism that teach attachment to the territory of Israel. It includes interviews with ex-pat Israelis employed to foster a strong diaspora national identity in Montreal Jewish day school students, and reveals the challenge of attempting to overcome inherent geographical and cultural barriers.
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