Tag: education

Community expanding

As the Jewish community expands into Coquitlam and other cities in the Lower Mainland, there must be an adjustment in the allocation of community resources. (photo by Greg Salter via Wikimedia Commons)

The face of Vancouver’s Jewish community is changing, with 36% born outside of Canada – the largest percentage in any Jewish population in the country.

In the Grade 1 classroom at Richmond Jewish Day School, half of the class is learning English as a second language, its students hailing from Israel and Argentina and speaking a mixture of Hebrew, Russian and Spanish.

photo - Abba Brodt
Abba Brodt (photo from Abba Brodt)

“There’s definitely a growing number of Israeli families in all our Jewish day schools,” said Abba Brodt, principal at RJDS. Among them is the second wave of Russian Jews, comprised of Russian emigrés who made aliyah as children and moved to Vancouver after doing army service in Israel and starting their families. “They maintain strong Russian ties but have an incredibly strong connection to Judaism and Israel,” he said.

The new arrivals place extra demands on Jewish day schools in terms of meeting their children’s language needs, and RJDS has had to shift resources internally so the children of new immigrants can learn successfully in class.

“When people come, what’s our obligation to them?” Brodt pondered. “They want their kids to get a Jewish education as they get established. Many of these parents come without jobs, are not established financially and are trying to adjust, but it takes many, many years. The only menschlik thing to do is to open our doors, figure it out and let them know they’re not a burden at all. I think that’s the right approach for any Jewish organization in town. The faster we help them get on their feet, the better for the community.”

Adjustment is easiest for the youngest children. Brodt recalled a Russian-Israeli family that arrived in June 2014 with a child who couldn’t speak a word of English. “He entered kindergarten and by December that year he was speaking to his parents outside of school hours in English!”

photo - Cathy Lowenstein
Cathy Lowenstein (photo from Cathy Lowenstein)

At Vancouver Talmud Torah, head of school Cathy Lowenstein has also witnessed an influx of new immigrants from Israel, as well as from Brazil, Estonia and Hungary. “For students in the younger grades, ESL support isn’t as much of an issue, as they can really immerse themselves in language much faster than students in intermediate grades. But, over the past few years, we’ve increasingly had to allocate budget to students who require ESL support,” she said.

That can be difficult because the ESL needs vary year by year. “Often, these students don’t present until late summer, so we’re left trying to reallocate dollars in August so that we can properly help them transition into the school,” she explained.

Tuition assistance is provided on a case-by-case basis, Lowenstein said. “Even though we may have allocated our cap, we do our very best not to turn away a family wanting a Jewish education,” she said.

The high cost of living in the Lower Mainland is having far-reaching effects on the 26,250 Jews who call this corner of the West Coast home. Approximately 14,000 of them live in Vancouver, close to 6,000 in Richmond and the remainder in outlying cities including Burnaby, New Westminster, Port Coquitlam, Coquitlam, Port Moody, Maple Ridge and Langley, where Jewish resources are few and far between. That’s because the high price of housing forces many new arrivals into these outlying areas, where accommodation is a little more affordable.

While RJDS has space available for more students, the challenge lies in reaching those Jewish families who live in the suburbs.

“We know there are 700 Jewish school-age kids in the Tri-Cities of Coquitlam, Port Coquitlam and Port Moody and, as much as the schools may want them, how many families are going to have their kids get on a bus for an hour’s commute each way?” Brodt said. “You have to be super-committed to do that when there are good public schools around. If I could create a pipeline to Burnaby, I’d do it, but the possible customer base there is not ready to make that sort of commitment. They’re managing their Jewish lives out there, as is their right.”

photo - Shelley Rivkin
Shelley Rivkin (photo from Shelley Rivkin)

At the Jewish Federation of Greater Vancouver, vice-president of community affairs Shelley Rivkin noted that more than 850 children now live in underserved areas beyond the borders of Vancouver and few are receiving any Jewish education. “With community support, Jewish educators can develop innovative programs via which these kids can access that education, sharing fully the richness of our traditions and strengthening their Jewish identities,” she said.

In one such program, Federation collaborated with the Jewish Community Centre of Greater Vancouver and funded a pilot project to enable Jewish children living in Coquitlam, Port Coquitlam and Port Moody to attend Jewish summer day camp. The project made transportation and fee subsidies available to 22 kids.

Federation has established a regional communities task force that began work last month. In the meantime, the organization contributes to a shuttle bus in Richmond that helps seniors attend various community activities, and Burquest seniors can enjoy another day of programming thanks to additional funding provided to Jewish Family Service Agency. For young families, PJ Library is an important outreach program, Rivkin said. “For many young families who are raising children in interfaith households and/or who live in the suburbs, PJ Library is a primary Jewish connection. Recently, 100 people attended a PJ Library Chanukah event in Coquitlam.”

Federation is seriously focused on the future of the Lower Mainland’s Jewish community and anticipating programming to reach its needs over the next 15 years.

“Our population of seniors is expected to double by 2030 and an increased number of them will be 85 or older, so programs and services for this group will need to be expanded,” said Rivkin. “As issues of affordability persist, we expect there to be more Jews moving to more affordable suburbs that have little or no Jewish infrastructure. We expect these regional communities to play a larger role, and Jewish Federation will increase its focus on programs and services to reach them.”

The cost of living in Vancouver will likely continue to impact those who pay a premium to live near Jewish services and institutions, but find that the cost of Jewish life prevents them from participating. “We expect that increased subsidies for program participation will be needed,” she added.

According to the National Housing Survey in 2011, 16% of the Lower Mainland’s Jewish community lives below the living wage of $36,504. Among Jewish immigrants to the Lower Mainland who arrived between 2005 and 2011, that low-income rate is 25%. As one communal effort in dealing with this issue, Tikva Housing Society will expand the affordable housing stock for the Jewish community by 42 additional units in Vancouver and Richmond by 2017.

Lauren Kramer, an award-winning writer and editor, lives in Richmond. To read her work online, visit laurenkramer.net. A longer version of this article was published in the Canadian Jewish News.

Better access to education

Aaron Friedland at Semei Kakungulu High School in Uganda. Friedland has written the book The Walking School Bus, both as a first reader but also as a means to generate funds for students to access education. To get it published, he has started an Indiegogo campaign. (photo from Aaron Friedland)

During high school and elementary, “it was too easy for me to miss school,” said Aaron Friedland, currently a master’s in economics student at the University of British Columbia. In other parts of the world, children walk great distances to attain an education.

“Five years ago, I wrote a children’s book called The Walking School Bus,” Friedland told the Independent. It was “written with the realization that students in North America really take access to education for granted.”

It was on a trip to Uganda and South Africa, he said, when he really began to understand “the distances students had to walk to obtain an education and it was startling.”

Data from the Uganda National Household Survey Report 2009/2010 indicate that 5.5% of children aged 6-12 do not attend school because it is too far away, and the average high school-aged student must walk a distance of 5.1 kilometres to the nearest government school, more than 10 kilometres every day.

“I wanted the book to serve a purpose and the purpose was twofold. I wanted it to raise awareness … that students have to walk,” Friedland said about The Walking School Bus. “But I also wanted it to be a means to generate funds for students to access education and so, in that case, I’d say the school bus itself is metaphoric and it represents access to education.

“I submitted my manuscript to a publishing house just under a year ago and it was well received, so we started moving forward. But, in order to really have a book come to fruition, it costs quite a bit of money.”

On Nov. 9, Friedland started an Indiegogo campaign to raise $15,000 to cover the costs of publication, “everything surrounding the book,” which includes editors who specialize in children’s books and the illustrations. The campaign runs for 60 days.

The Walking School Bus has the capacity to “act as a first reader and, while it does have a picture book component, I’d also like it to serve as a coffee table book and a symbol for interfaith collaboration,” said Friedland.

Friedland’s concern about and involvement in interfaith work began in 2010, when J.J. Keki, a member of the Ugandan Abayudaya Jewish community and founder of the Delicious Peace fair-trade coffee cooperative, was invited to King David High School. Many students, including Friedland, “formed a pretty special bond with him.”

A bond that continued for Friedland. “When I was in first year [university] – while all my friends were going to Mexico and hilarious holidays – I went to Uganda with my family,” he said. “It was an amazing experience for us. We benefited so much more than the ‘recipient’ community. I recognized quite quickly that our aid had been negligible, but what it did for me was it provided me with a clear trajectory, which guided me for my four years at McGill.… At McGill, I started working with the Abayudaya community in Uganda, specifically with Delicious Peace…. What most amazed me – and my rationale for getting involved – was that they employed an interfaith collaboration model in which they united these previously disparate communities, the Muslim, Christian and Jewish communities, and formed one solid frontier in which they collaborated. In collaborating, there were a variety of positive spillover effects … you see higher levels of economic prosperity in that region on Nabagoya Hill than you do in comparable areas, you see how there is much more religious tolerance.”

About his experience in Uganda, Friedland, who has worked with UN Watch, said, “I have only seen the us-against-them mentality, and this is one of the first times I have ever seen this collaboration.”

About his most recent trip to Uganda, Friedland said, “Essentially, I have been working with three schools there as well as King David over here, kind of empowering their educational sector in the interfaith forum. And the three interfaith schools I’ve been working with are the three I’m the most motivated to help provide school buses.”

While interviewing students in Uganda, he said, “One of the girls that really stood out to me was a girl named Miriam, a lovely Jewish girl from [Semei Kakungulu] high school, an 18-year-old. She was telling me that, when she walks to school, she walks six kilometres in either direction. And, in extreme rainfall events, which is pretty much all of the rainy season, she will cross a river to school and, when she goes back, the river is often flooded and she cannot cross back, so that night she’ll spend at a friend’s.”

Friedland added, “When I think about the struggle that our counterparts make to go to school and we do not – we don’t have that drive. That is something I’d like to impress on people in North America. I’m not saying you have to feel bad, just appreciate your access and your ease in getting an education and take it seriously.”

The website thewalkingschoolbus.com was created by Friedland to support the book and bus project, and sales of T-shirts and various other merchandise go towards his efforts to increase access to education. He said, “I think, as a Jew in Vancouver, in a more liberalized society, that this is the model that we should be going for … we should be supporting interfaith.”

Friedland has most recently worked with a team to connect King David’s Marketing 12 class with the entrepreneurship class at Semei Kakungulu. About his master’s degree, he said he will likely be writing his thesis on “the positive economic spillover effects from interfaith collaboration and employing interfaith collaboration, as an economic development growth model in other places, particularly Israel.”

Zach Sagorin is a Vancouver freelance writer.

Korczak’s legacy now

Left to right, keynote speaker Irwin Elman and panelists Rachel Malek, James Copping and Jess Boon. (photo by Cynthia Ramsay)

“Children are not the people of tomorrow but are people of today. They have a right to be taken seriously, and to be treated with tenderness and respect. They should be allowed to grow into whoever they are meant to be.”

Polish doctor, educator, writer and orphanage director Janusz Korczak’s philosophy and writing laid the foundation for the United Nations Convention on the Rights of the Child (UNCRC). Murdered in 1942 at Treblinka with the almost 200 children in his care, Korczak’s work and life remain relevant to this day.

Jerry Nussbaum, president of the Janusz Korczak Association of Canada (JKAC), was one of the many speakers on Sept. 29 to remind the approximately 70 people in attendance of this fact. “We hold this lecture series in his honor,” said Nussbaum, “because we seek to follow his example of respecting children and honoring the whole child.”

“How to Love a Child”: The Janusz Korczak Lecture Series is co-organized by the JKAC and the faculty of education at the University of British Columbia, with contributions from other faculties, universities, activists and advocates. The first of six lectures was called Keeping our Promise to Children: The Relevance of Korczak’s Legacy for Children Today. It featured as keynote speaker Irwin Elman, provincial advocate for children and youth of Ontario, and president of the Canadian Council of Child and Youth Advocates.

Other speakers included moderator Dr. Charles Ungerleider, director of research and managing partner of Directions Evidence and Policy Research Group, LLP; Marni Point, who welcomed attendees to the traditional and unceded Musqueam territory; Dr. Krzysztof Olendhi, ambassador titulaire, consul general of the Republic of Poland in Vancouver; and. Dr. Blye Frank, dean and professor, UBC faculty of education. The most poignant tribute came from child survivor Lillian Boraks-Nemetz, board member of JKAC, author and UBC instructor.

“Korczak has been my hero all my life,” she said. Both she and Korczak were among those held in the Warsaw Ghetto. She spoke of going to school secretly until one day two Nazis came in and pushed the teachers around (they were sent to prison) – “we children sat there frozen in fear for quite some time, then the teachers sent us home. The next day, the school was boarded up. And that is what I remember, clutching my father’s hand ever so tightly while looking into the cellar through a little window at the now-empty grey room, where once there was life, color and learning. I had lost my right to education.”

Her father took her to Korczak’s orphanage. Even though the doctor was not in, they were welcomed, and she saw the children reading and doing artwork, seemingly happy “inside this space, as if the horror of the ghetto and the threat of the always-impending danger didn’t exist. This was Dr. Korczak’s world…. I had the impression that the doctor also tried to raise the children’s spirits during the terrible times in which they lived.”

She described the deportations; she, her mother and little sister narrowly missing the transport cars to Treblinka when a commotion distracted the guards and her father managed to save them out of the line. “We were lucky, not so Dr. Korczak and his children, who were destined to walk along the same route.”

On Aug. 5, 1942, the Nazis came for the children of the orphanage. While he was offered a reprieve, “Korczak refused, saying I hate desertion and besides, my children need me.

“Father often spoke of that day and how Korczak’s 200 orphans were ordered out of the building and made to march through the Warsaw Ghetto with Korczak at the helm, holding a small child in his arms and one little one by the hand. They were carrying the green banner of King Matthew, the character in his [Korczak’s] popular book for children about a child king who fought for children’s rights…. No survivor who was there at that time can forget the long procession. Many wrote about it.”

Boraks-Nemetz said her father often spoke about Korczak and taught her his principles, principles she followed in raising her own children. She concluded her remarks with the poem “And Still They March” by Yala Korwin, before presenting the first JKAC scholarship award to UBC PhD student Matthew Lee for his work on children’s social and emotional development.

When Elman began his keynote address, he admitted that he only learned about Korczak about 15 years ago, on a trip to Japan, where he was invited to “help them learn about children’s rights and to help teach them to elevate the voice of children.” When visiting a children’s home – an institution that can have as many as 200 children living in it – a staff member mentioned Korczak and was amazed when Elman, a Jewish educator who had worked with children for 20 years at that point, did not know the name.

Elman has since learned enough to know that Korczak’s work and life are relevant. “In Canada today, there are approximately 350,000 children connected to care in one way or another…. Some say that there are as many as two million former Crown wards … in this country.”

Speaking of his home province, he said there were 23,000 kids in Ontario living in some form of care, 8,000-10,000 permanently (ie. Crown wards, which, in British Columbia, are called continued custody orders) – and they are not doing well. Of those, more than 18% are aboriginal; in British Columbia, it’s 60-65%; in other provinces even higher. “It’s not hard to understand and listen to and hear the echoes of the Truth and Reconciliation Commission’s report, and the need to address this over-representation of First Nations children across the country in our systems of care.”

In Ontario, he said, children can only come into care if a social worker (or somebody in such a capacity) has deemed the child in need of protection – from abuse or neglect – and a court has agreed. The children have not done anything wrong.

When the state takes children into care, said Elman, “You’re making a promise to them. The first thing, obviously, is, you’re protected now. The second thing is … if you’re permanently in our care, we’re going to take care of you … we’re going to ensure that you’re going to live to your full potential. And, when that child is brought into care, what do they hear? Maybe we don’t say it, but they hear, we’re going to love you, it’s OK now.”

But, he said, only 40% of children in care in Ontario graduate from high school, and that percentage doesn’t vary much between provinces; 43% of the homeless population of Canada have had an in-care experience. Young people connected to care are over-represented in the justice and mental health systems.

Elman shared many stories of his work as the province’s advocate. When somebody steps up for a child, he said – whether it be a community, foster parents, a group home, adoptive parents, anyone – “the government needs to say thank you, we’ve got your back, what do you need? We’ll do whatever is necessary, because we owe our children a home in which they are nurtured and loved…. That takes a whole different way of thinking about child welfare.”

He has been told, “We can’t legislate love.” His response is, “I don’t think you can legislate love, but I do think you can create conditions in which love can flourish. The government should be all over that… And, to do that, they need to ask young people and they need to ask children and they need to ask their caregivers in whatever form that is…. We owe that to children.”

If we took that approach, he said, if children in care were listened to, they would feel in charge of their own lives. If they knew what was in their files and had a say in what was written there, they would contribute to making policy, they would have a say in where they lived. Social and child-care workers would be trained differently, including respecting all the different cultures from which children in care come. “Many practical, revolutionary things … would happen in the way in which the system is run if children felt listened to.”

Panelists Rachel Malek, Jess Boon and James Copping – all members of the Federation of B.C. Youth in Care Networks – joined Elman on stage for a 35-minute Q&A. Questioners wanted to know more about the criteria for a child going into care, how to create a sense of belonging for a child and ensure their safety, how to reduce the number of children in care, the impact of poverty, and which programs in Canada reflect Korczak’s philosophy.

As the final question, the consul general asked the young panelists, all of whom had experienced the care system, “What does it mean to you to love a child?” Boon spoke of commitment, being there for the serious and fun times but also investing in your own education to give back to the community. Copping mentioned consistency in home, support for school, having someone on whom to rely through thick and thin. For Malek, it is to be vulnerable – to open your heart, to recognize that it’s a two-way street, to be willing to go the extra mile for a child.

The next lecture in the Korczak series takes place Oct. 29, 7 p.m., at UBC Robert H. Lee Alumni Centre. Registration is required via jklectures.educ.ubc.ca.

Changing Israel education

In the longstanding debate over whether collective narratives should be transmitted as capital-T truth, or whether they should be challenged and problematized, there is a flurry of activity around rethinking Israel education for the next generation. As if they were speaking to each other (they weren’t – neither creative team knew of the other), a short documentary film and a new curriculum have emerged to address an apparent gap in critical thinking around Israel.

The director of the short film Between the Lines, Ali Kriegsman, was frustrated with the kind of Israel-right-or-wrong messaging she received growing up in Jewish day school. In the film, she interviews students, rabbis, Jewish educators and professors who each suggest that it’s time to allow the light of critical thought into our community’s classrooms when it comes to Israel.

As a professor who teaches Israeli-Palestinian relations, I am well aware that the kind of one-dimensional Israel education that some students receive does not make them well placed to take in the more intellectual, critical-thinking approach that is the hallmark of higher education. But where the film makes its most counter-intuitive suggestion is in the area of Israel advocacy on campus.

The film suggests that even for those who want to create effective Israel advocates, the current tone of Israel education falls short. Kriegsman, who says she “wants to see improvement and justice in Israel,” believes that “antisemitism still exists in the world” and is troubled by the fact that the Palestinians “are marginalized and mistreated and settlements continue to expand,” puts it this way. She believes that a student who has been force-fed a simplistic view of Israel and arrives on campus where the discourse is almost inevitably contentious and polarized will do one of three things.

In one scenario, the student will become embarrassed by the actions of the country they were taught to idealize and thus choose to detach entirely. In another scenario, the student will draw on the “AIPAC”-style advocacy “bubble” they lived inside during Jewish day school and will become completely closed to any alternative narratives. In this scenario, the hypothetical student might become an “exaggerated version of a day school student” – discriminatory and racist. In a third scenario, the hypothetical student may feel “duped or betrayed” by her Jewish day school education and burn her emotional connection to Israel entirely.

Having premièred at a SoHo loft in New York City, the documentary – which received seed money from the Bronfman fellows alumni fund – is slated for a West Coast première in October sponsored by a Los Angeles synagogue.

Unbeknown to Kriegsman, as the film was being made, a rabbi in Madison, Wis., was creating a new curriculum that appears to address the conceptual gaps that Between the Lines identifies. Called Reframing Israel, the curriculum is meant to address what Rabbi Laurie Zimmerman saw as a major deficiency in Israel education at the elementary and high school level: “There was virtually no published material that asks students to think critically about the conflict.”

The rabbi wants kids to think in more complex terms, to be inspired to look at Jewish texts.

How do you cultivate compassion for both Israelis and Palestinians? How do you understand Palestinian stories?

Rather than emphasize a “love” for Israel, Zimmerman uses the term “connection.” As she puts it, “We pick one of the following: Eretz Yisrael (the Land of Israel), Medinat Israel (the State of Israel) and Am Yisrael (the Nation of Israel). We ask, What does it mean to be connected to each of these?”

She has been piloting parts of the program over the last couple of years. Last year, two 13-year-olds created a debate with each other on the question of the one-state versus two-state solution to the Israeli-Palestinian conflict. “It didn’t matter what they believed,” she said. Rather, the act of articulating the critiques was really valuable.

Some critics of this open-minded approach will claim that, to be agnostic about whether Israel remains a Jewish state (given that a one-state solution, in its democratic form, would basically spell the end of Israel as we know it) is itself a betrayal. Zimmerman, however, “trust[s] kids enough to draw conclusions that are sound and solid.”

As for what kind of Jewish student she hopes to send to campus once they have graduated from religious school, Zimmerman wants to send kids who are “inquisitive; have open minds, can evaluate an argument, apply their knowledge; research a position and make an informed choice. I guess that makes me radical since I’m not trying to send kids to campus to defend Israel. I care mostly that they go to campus and think deeply about being Jewish, about their connection to Israel, about Palestinian perspectives. The role of education is to create people who are actively engaged in their communities.”

Mira Sucharov is an associate professor of political science at Carleton University. She blogs at Haaretz and the Jewish Daily Forward. A version of this article was originally published on haartez.com.

Reading aloud aids learning

An important tip from Israeli experts: children recall information better when they repeat the material aloud. This is the conclusion of a study conducted at Israel’s Ariel University by Prof. Michal Ichet from the department of communication disorders in collaboration with Prof. Yaniv Mama from the department of psychology and behavioral sciences.

They found that when children hear new information and then repeat it loudly and clearly, this significantly improves their ability to remember the words, compared with their memory of words spoken by someone else.

This simple “listen and repeat” method can be used to help even pre-reading students learn and memorize information – including facts, vocabulary and foreign languages – more effectively.

The study was conducted in Hebrew but is applicable to any other language of instruction, say the researchers.

“I personally have always thought that repeating something aloud helps me commit it to memory. Now we’ve found that the research that supports this theory is indisputable,” Ichet said.

The learning is not as effective if the children hear the words spoken by someone else or if they repeat the words to themselves quietly or silently.

Previous studies on the “listen and repeat” technique have focused mostly on adults who have the ability to read and write. The increase in an adult’s capacity to remember information using this method is about 20%. In the 5-year-olds tested by Ichet and Mama, the increase was as high as 35%. They theorize that repeating words aloud creates a pathway in the brain. These words then receive “preferential status” when being set into memory and thus become more familiar.

The researchers suggest that teachers, parents and caregivers take this tip to heart in order to improve young children’s mastery of new information.

Israel21C is a nonprofit educational foundation with a mission to focus media and public attention on the 21st-century Israel that exists beyond the conflict. For more, or to donate, visit israel21c.org.

Consider the maps we use

I always enjoy seeing my kids bring home assignments from Hebrew school, and last week was no exception. On a map of Israel were labeled five major cities whose names the students had to write in Hebrew. For my part, I delighted in reminding my son that we have relatives or friends in Jerusalem, Tel Aviv and Haifa, and near Be’er Sheva. There was only one problem with the map, I noticed. There was no Green Line. So, to the untrained eye, it looked like Israel’s borders span from the Mediterranean Sea to the Jordan River.

As I often do when I want to tease out a political conundrum, I took to social media. On my public Facebook page, I offered to donate $36 to charity for the first person who can show me a Green-Line-indicated map of Israel currently being used in any Jewish educational setting. Laurie MacDonald Brumberg wrote that a Washington, D.C., Jewish day school has a National Geographic map containing the Green Line hanging in the classroom. Karin Klein of Chicago showed me a Green Line map she said was used at a Schechter day school. And from Gabriel T. Erbs I learned that J Street U has launched an initiative to circulate Green Line maps to educational institutions. Apparently, URJ President Rabbi Rick Jacobs has agreed to champion this among URJ camps and Hebrew schools, according to a March 22 article published on JewSchool by David A.M. Wilensky. Gila Miriam Chait added that Yachad, a pro-Israel, pro-peace group in the United Kingdom, is following suit.

What is at stake in the mapping debate? We all know that Middle East maps are heavily invested with the symbolism of legitimacy and delegitimization. The Palestinians have long been accused of erasing Israel from their school maps of Palestine – both from the Palestinian Authority and from Hamas. An article in the current online Jewish virtual library makes precisely this point. It’s clearly ironic that we are doing the same thing we accuse our adversaries of doing.

Some might argue, however, that since the Green Line is an armistice line, not a border, that there is no need for Israel to include it. It is true that it is not a border, but neither does Israel’s international territory extend eastward from Jerusalem all the way to the Jordan River. The point is, the West Bank is under occupation – whether one sees the occupation as justified or not – and maps should reflect this geopolitical reality.

Now, beyond simply making more accurate and, therefore, educationally useful maps, what might a more politically informed Israel curriculum entail? From my kids, I have heard about the ingenious ways that Israel foiled the Egyptian invasion of 1948, including placing stones in irrigation pipes to create noise simulating artillery. My 8-year-old was impressed. I know that for Yom Ha’atzmaut, their Hebrew school served falafel, and I hoped and expected that my kids will learn some Israeli folk songs. Some folk dancing would be great, too. What I remain less certain about, however, is how much complexity about Israel’s future our kids’ schools are willing to impart. Will kids learn who the “Palestinians” are? I know that I am guilty of frequently muttering to them about “Israel and the Palestinians” without proper context. While narratives of inter-state war can be much simpler to impart, when it comes to the Palestinian civilian aspect of Israel’s founding, and the current military occupation over millions of Palestinians, it’s difficult to know where to begin.

When we learn about the past, it’s equally important to consider the future. In fact, no one knows more about the importance of historical memory in shaping today’s collective political outlook as the Jewish community. As Wilensky writes in the context of the maps, “it’s unpleasant for many to hear, but the final status of a two-state solution – if such a thing can ever be achieved – is going to rely heavily on the Green Line. Putting visual depictions of that reality before the eyes of American Jewry will go a long way toward showing them the somewhat unpleasant truths that will help build a more absolutely pleasant future.”

As for the J Street U’s map initiative, given that Jacobs has pledged to roll them out at Reform schools, I hope he will make Ottawa’s very own Reform Judaism supplementary school an early stop.

Mira Sucharov is an associate professor of political science at Carleton University. She blogs at Haaretz and the Jewish Daily Forward. This article was originally published in the Canadian Jewish News.

Brush up kids’ STEM

(photo from e2 Young Engineers)

The Israeli education revolution is here. e2 Young Engineers, which started operating in 2008, is pioneering the concept of “edutainment” in the classroom, combining education and entertainment. The edutainment method is used to develop children’s knowledge and understanding of STEM (science, technology, engineering and mathematics) subjects. In turn, Young Engineers is helping foster the next generation of engineers.

e2 Young Engineers was founded by Amir Asor, a young Israeli entrepreneur. Asor, who dealt with learning difficulties as a child, understood from firsthand experience that the way schools teach STEM does not engage all children, challenge them or give them the desire to continue learning these subjects. Inspired to change this reality, Asor began to develop the Young Engineers’ curricula. In its first year of operation, the company opened 10 centres across Israel. During the following year, 2009, the company grew to 90 centres.

The curricula created by Asor are aimed at children between the ages of 4 and 15, and operate in community centres, after-school programs, private schools, teen centres, private homes and more. e2 Young Engineers lessons are built on a logical progression of teaching theoretical material in a lively way – using engaging stories, demonstrations and experiments – and then giving the children the opportunity to build a K’nex (for the younger age group) or LEGO bricks model that illustrates the principle being studied in that lesson. At the end of the year, children who have participated in a e2 Young Engineers lesson will be able to explain, for example, what transmission is, the difference between a power-increasing transmission and a speed-increasing transmission, what centripetal and centrifugal force are and how Bernoulli’s Law works. These concepts and basic principles of physics and engineering are not sufficiently covered by traditional school curricula, and e2 Young Engineers’ courses give children great exposure and access to these professions.

e2 Young Engineers operates from north to south in Israel, and continues to grow. International recognition arrived for the company in 2011, when Asor was awarded the Youth Business International Entrepreneur of the Year prize, presented by YBI’s founder, HRH Prince Charles. Building on this, e2 Young Engineers’ franchise operation was launched in 2012; in the space of two years, franchisees from 15 different countries spanning five continents signed up, forming a family of 40 franchisees – a number that is still growing. In addition, the University of Carnegie Mellon has chosen to market Young Engineers courses through its subsidiary, iCarnegie.

The company is continuing to develop its curricula at both the technological and pedagogical levels. An intensive project to bring digital technology to the classroom is nearing completion, with the development of a 3-D application exclusive to e2 Young Engineers. The application, which is used on a tablet, contains all the building stages for every model, which can be viewed 360°. It also contains pop quizzes, fun and educational cartoons (featuring Eureka, the e2 Young Engineers mascot), and a very popular function that allows the child take a photo of themselves with the model they built and email it to their parents – or whomever they choose – via the app. In this way, parents can receive instant insight into what their child is learning and how much they are enjoying themselves.

As an Israeli company, Young Engineers has a particularly special connection with Jewish communities worldwide and, to this end, has generated much interest from Jewish schools and educators across the world, supported by the company’s active approach to cultivating such ties. The Jewish community in Vancouver – and the wider British Columbia area – has been identified as having potential for being a flag-bearer for the company in Canada. The company is open to potential franchisees from across British Columbia. Find out more by visiting youngeng.net/franchise or by emailing [email protected].

Writing key to kids’ literacy

Prof. Dorit Aram noticed that young children, prior to going to school, long to write. (photo from Dorit Aram)

According to a recent research from Israel, learning to recite the alef bet alone does little to help children advance their literacy – children should be learning to write, and before they even enter the school system.

The team’s lead researcher, Prof. Dorit Aram, maintains that longstanding misconceptions are getting in the way of children’s abilities.

Aram teaches at Tel Aviv University’s Jaime and Joan Constantiner School of Education specializing in adult/child early interactions and their relationship to children’s early literacy and social-emotional adjustment. The research was conducted in collaboration with colleagues at American universities and was published last year in Early Childhood Research Quarterly.

“My research started with children that come from lower socio-economic backgrounds,” said Aram. “What we see is that there are gaps between children in terms of their reading and writing achievements.”

As reading and writing are key to children’s academic success, Aram “was interested in how parents could promote their children’s literacy, in particular those from lower socio-economic backgrounds.” This particular study, however, looked at a group of ethnically diverse, middle-income preschoolers.

Aram began studying literacy with one of the leading early literacy researchers in the world, the late Dr. Iris Levin, working with her, examining children’s early writing development. Levin was a developmental psychologist at the School of Education at Tel Aviv University. She passed away in 2013.

“People are so busy with reading,” said Aram, “but considering young children, in particular, I felt writing was even more fascinating than reading, because it’s more active in its communication.”

Aram noticed that young children, prior to going to school, long to write. She recalled a child asking his father how to write a word, in one case. The child’s father gave him the letters, and Aram was left to wonder, “Did the father know he was really mediating, ‘scaffolding,’ his child’s early literacy?”

Aram began studying such interactions to determine ways in which a parent can “scaffold” his/her child’s understanding of the writing system, help them segment a word into its sounds, connect the sounds with the letters, and understand how to build words.

“I saw in my research that the more the parents help the child understand that written language is really symbolizing the spoken words, and that … when the parents really encourage the children to segment the word into its sounds and then retrieve the letters, the more the parents did it (this is what we call the graphophonemic mediation) … the children were doing better,” said Aram.

Working with children in preschools, Aram discovered that teachers were reluctant to work with kids on their writing literacy. “In the beginning, it was difficult for them because they connect writing to school and felt like they were taking away from the kids’ childhood,” she explained. “They’d say, ‘Well, these kids will have so much writing in school. Why do we have to bother them with writing now?’”

According to Aram, the teachers were not considering the possibility that the kids might want to be able to write out the names of their friends, their telephone number, or how they feel.

“Then they saw it’s not against the preschool spirit, that it can fit very well with it,” she said. “And because they were practising letters and phonological awareness, these things were part of their early literacy curriculum anyway.

“The teachers were unaware that you can combine it and have kids write. And, the writing makes the children happy, because they’re doing something meaningful – allowing them to do more than just practise letters, allowing them to really communicate.”

Aram and her team worked with children as young as 3.5-years-old on writing and letter knowledge, graphophonemic understanding, and early writing – not with a pencil, but with magnetic letters or stickers, for example.

“We saw that it worked beautifully,” said Aram. “These children did very well at the end of our intervention year, and it even predicted their achievements and the pace of their development the year after.”

According to Aram, the key is helping the child segment the different letters and the sounds they make. In her research, Aram has found that kids who were taught to connect a letter with the sound the letter makes progressed more than the other groups.

“What amazed us was that the children who received feedback – like so many children of American parents do – by just giving the children the names of the letters, it didn’t help the kids. It was just as good as saying to the kids, ‘Write this word again,’ without any feedback.”

The technique is more challenging to teach in English than in Hebrew, said Aram. However, she added, “From the studies done in English, we found it is still very useful to segment the word into sounds and connect sounds with their letters. Also, to motivate children to write and to respect their writing, even if it’s not 100 percent.”

About English, she explained, “If you think about Italian or other Romance languages, English took all the ‘difficulties,’ and it’s so difficult to see the connection between sounds and letters.”

But that shouldn’t stop parents and teachers from introducing writing into the kids’ daily lives. “For example, if you want, you can send emails, you can [help them] send a ‘Hi Daddy, I love you’ note … or you can write what you want to eat tomorrow, just little things – a word here, a word there.”

Aram noticed, on her visits to North America, that many homes in the United States and Canada have magnetic letters on their fridges. She suggested, “Instead of just naming the letters, write [a] word and do things that are meaningful. Letters, by themselves, are less meaningful. But writing is for communication and writing is meaningful…. It doesn’t have to mean you do a lot of writing, just two words here or there, a sentence here or there – that makes a huge difference, and children love it.”

Rebeca Kuropatwa is a Winnipeg freelance writer.