Female, Jewish, and Educated presents a collective biography of Jewish women who attended universities in Germany or Austria before the Nazi era. To what extent could middle-class Jewish women in the early decades of the 20th century combine family and careers? What impact did anti-Semitism and gender discrimination have in shaping their personal and professional choices? Harriet Freidenreich analyzes the lives of 460 Central European Jewish university women, focusing on their family backgrounds, university experiences, professional careers, and decisions about marriage and children. She evaluates the role of discrimination and anti-Semitism in shaping the careers of academics, physicians, and lawyers in the four decades preceding World War II and assesses the effects of Nazism, the Holocaust, and emigration on the lives of a younger cohort of women. The life stories of the women profiled reveal the courage, character, and resourcefulness with which they confronted challenges still faced by women today.

Over one hundred private schools for Jewish girls thrived in the areas of Jewish settlement in the Russian empire between 1831 and 1881. Through archival research, the author examines the schools' curriculum, teachers, financing, students, and educational innovation and demonstrates how each of these aspects evolved over time. The first section of this volume follows the emergence and development of the new private schools for Jewish girls in the mid-1800s, beginning with the historical circumstances that enabled their creation. In the second section, the author looks at the interactions between these new educational institutions and their communities, including how the schools responded to changes taking place around them and how they in turn influenced their environment.

Although recent scholarship has examined gender issues in Judaism with regard to texts, rituals, and the rabbinate, there has been no full-length examination of the education of Jewish children in day schools. Drawing on studies in education, social science, and psychology, as well as personal interviews, the authors show how traditional (mainly Orthodox) day school education continues to re-inscribe gender inequities and socialize students into unhealthy gender identities and relationships. They address pedagogy, school practices, curricula, and textbooks, as along with single-sex versus coed schooling, dress codes, sex education, Jewish rituals, and gender hierarchies in educational leadership. Drawing a stark picture of the many ways both girls and boys are molded into gender identities, the authors offer concrete resources and suggestions for transforming educational practice.

The book is about the lives of women in the gur Hasidic Sect.It emphasizes their lack of formal education and the written and unwritten strictures against their becoming formally educated.

The International Handbook of Jewish Education, a two volume publication, brings together scholars and practitioners engaged in the field of Jewish Education and its cognate fields world-wide. Their submissions make a significant contribution to our knowledge of the field of Jewish Education as we start the second decade of the 21st century. The Handbook is divided broadly into four main sections: Vision and Practice: focusing on issues of philosophy, identity and planning –the big issues of Jewish Education. Teaching and Learning: focusing on areas of curriculum and engagement Applications, focusing on the ways that Jewish Education is transmitted in particular contexts, both formal and informal, for children and adults. Geographical, focusing on historical, demographic, social and other issues that are specific to a region or where an issue or range of issues can be compared and contrasted between two or more locations. This comprehensive collection of articles providing high quality content, constitutes a difinitive statement on the state of Jewish Education world wide, as well as through a wide variety of lenses and contexts. It is written in a style that is accessible to a global community of academics and professionals.

One of the cornerstones of the religious Jewish experience in all its variations is Torah study, and this learning is considered a central criterion for leadership. Jewish Women’s Torah Study addresses the question of women's integration in the halachic-religious system at this pivotal intersection. The contemporary debate regarding women’s Torah study first emerged in the second half of the 19th century. As women’s status in general society changed, offering increased legal rights and opportunities for education, a debate on the need to change women’s participation in Torah study emerged. Orthodoxy was faced with the question: which parts, if any, of modernity should be integrated into Halacha? Exemplifying the entire array of Orthodox responses to modernity, this book is a valuable addition to the scholarship of Judaism in the modern era and will be of interest to students and scholars of Religion, Gender Studies and Jewish Studies.

To teach observance of the three women's commandments--the laws of challah, Sabbath candles, and menstrual separation--in a systematic and impersonal manner, Rabbi Benjamin Slonik (ca. 1550-1620) harnessed the relatively new technology of printing and published a how-to pamphlet for women in the Yiddish vernacular. Fram transcribes, translates, and analyzes Slonik's pamphlet and presents a treasure trove of information about the place and roles of women in late sixteenth-century Polish-Jewish society.