Foregrounding the Family: An Ethnography of How Families Make Decisions About Hebrew School

Abstract

Families play a critical role in shaping children’s orientation to Judaism, and decisions about Jewish education are made within the family unit. However, in most studies of Jewish education, individual students or parents serve as the unit of analysis, with families being omitted or relegated to the background. In this paper, I foreground the family through an ethnographic study to illustrate the complex negotiations that occur between family members about involvement in Hebrew school post b’nai mitzvah. By illustrating the dynamic interplay between family members, I show the internal and external struggles that family members experience as they negotiate their Jewish commitments, and the potential unintended consequences that might arise from such negotiations. I describe how negotiations about Jewish education can have potentially deleterious effects on family members’ relationships, and how parenting philosophy and parenting style may shape negotiations about Hebrew school. My central goal in this paper is to advance a methodological argument about the value of taking a family systems perspective and using an ethnographic approach to understand families’ decisions about Hebrew school and Jewish commitments more broadly.