The Jerusalem School

Annie Edith (Hannah Judith) Landau (1873Ð1945), born in London to immigrant parents and educated as a teacher, moved to Jerusalem in 1899 to teach English at the Anglo-Jewish AssociationÕs Evelina de Rothschild School for Girls. A year later she became its principal, a post she held for forty-five years. As a member of JerusalemÕs educated elite, Landau had considerable influence on the cityÕs cultural and social life, often hosting parties that included British Mandatory officials, Jewish dignitaries, Arab leaders, and important visitors. Her school, which provided girls of different backgrounds with both a Jewish and a secular education, was immensely popular and often had to reject candidates, for lack of space. A biography of both an extraordinary woman and a thriving institution, this book offers a lens through which to view the struggles of the nascent Zionist movement, World War I, poverty and unemployment in the Yishuv, and the relations between the religious and secular sectors and between Arabs and Jews, as well as LandauÕs own dual loyalties to the British and to the evolving Jewish community.

Each year, Israel's young men and women are drafted into compulsory military service and are required to engage directly in the Israeli-Palestinian conflict. This conflict is by its nature intensely complex and is played out under the full glare of international security. So, how does Israel's education system prepare its young people for this? How is Palestine, and the Palestinians against whom these young Israelis will potentially be required to use force, portrayed in the school system? Nurit Peled-Elhanan argues that the textbooks used in the school system are laced with a pro-Israel ideology, and that they play a part in priming Israeli children for military service. She analyzes the presentation of images, maps, layouts and use of language in History, Geography and Civic Studies textbooks, and reveals how the books might be seen to marginalize Palestinians, legitimize Israeli military action and reinforce Jewish-Israeli territorial identity. This book provides a fresh scholarly contribution to the Israeli-Palestinian debate, and will be relevant to the fields of Middle East Studies and Politics more widely.

Annie Edith (Hannah Judith) Landau (1873Ð1945), born in London to immigrant parents and educated as a teacher, moved to Jerusalem in 1899 to teach English at the Anglo-Jewish AssociationÕs Evelina de Rothschild School for Girls. A year later she became its principal, a post she held for forty-five years. As a member of JerusalemÕs educated elite, Landau had considerable influence on the cityÕs cultural and social life, often hosting parties that included British Mandatory officials, Jewish dignitaries, Arab leaders, and important visitors. Her school, which provided girls of different backgrounds with both a Jewish and a secular education, was immensely popular and often had to reject candidates, for lack of space. A biography of both an extraordinary woman and a thriving institution, this book offers a lens through which to view the struggles of the nascent Zionist movement, World War I, poverty and unemployment in the Yishuv, and the relations between the religious and secular sectors and between Arabs and Jews, as well as LandauÕs own dual loyalties to the British and to the evolving Jewish community.

Education in East Jerusalem gives a voice to the residents of East Jerusalem, addressing educational issues and revealing implicit layers in Israeli policy and attitude affecting the education system. In this close examination of school life under occupation, the book presents criticism of the system from within, and calls for teachers to prioritize pupils’ needs. Uncovering a complex daily reality experienced in schools by principals, teachers and pupils, this book presents new findings, focusing on system-internal properties which manifest the macro effects inside the microsystem. The author draws on field studies and content analysis to show a need for educational action and suggest ample room for improvement. This study reveals that there is a significant relationship between the failures of the education system in East Jerusalem and the strategies implemented by the state, and outlines the responsibilities of the state. This book will be of great interest to academics, researchers, and postgraduate students in the fields of educational policy, sociology of education, and Middle East studies.

The result of this research by Christian scholars fluent in Hebrew and living in the land of Israel confirms that Jesus was an organic part of the diverse social and religious landscape of Second Temple-period Judaism. He, like other Jewish sages of his time, used specialized methods to teach foundational Jewish theological concepts. Jesus' teaching was revolutionary in a number of ways, particularly in three areas: his radical interpretation of the biblical commandment of mutual love; his call for a new morality; and his idea of the Kingdom of Heaven.

The development of the mythological school of European Biblical criticism.