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| 1 |
ID:
112535
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| Publication |
2012.
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| Summary/Abstract |
The relationship of Diaspora Jewry to Israel has been the focus of intense, sometimes bitter debate, both before and after the establishment of the State of Israel.1 The creation of Israel in the shadow of the Holocaust and the "ingathering" of Jews from around the world in its first decade muted critical voices, even those who had been ambivalent.2 In the early years of the state, what began as harsh rhetoric about shlilat ha'golah (negation of the Diaspora) and the impossibility of full Jewish life outside of Israel, moderated and Diaspora Jews learned to love Israel, without feeling guilty about not making aliya. In particular among American Jews, perhaps the most settled Jewish Diasporans, Israel became a focus of extraordinary pride. The 1967 Six Day War was an exceptional moment that promoted solidarity. Since then, levels of support and engagement with Israel have remained consistently high, although there are some perturbations in levels of support associated with periods of heightened hostility or threats to Israel.3 Despite Gabriel Sheffer's claims about current Diaspora-Israel relations, attitudes toward Israel among Diaspora Jewry remain extremely positive. American Jews in particular are highly attached to Israel and there is little indication that recent political debates have changed the fundamental picture.
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| 2 |
ID:
123880
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| Publication |
2013.
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| Summary/Abstract |
The teaching of Israel at American universities has grown dramatically in recent years and has become "normalized" in the curriculum. A census was conducted at 316 schools to assess 2011-2012 course offerings related to Israel in order to analyze growth over time, characteristics of courses, and institutional characteristics that contribute to growth. Results indicate a small increase in Israel-focused courses between 2008-09 and 2011-12, following a two-thirds increase from 2005-06 to 2008-09. Courses were offered under a variety of disciplinary auspices including Jewish studies, political science, history, Hebrew, and other fields. The number of courses offered remained strong particularly at more prestigious schools with large Jewish populations. External support from programs that place or train qualified faculty yield more courses about Israel at their respective institutions, but the effect cannot persist without the continued presence of those faculty. A key focus of further research is to understand the impact of Israel courses on students and discourse about Israel.
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