Amy Winehouse’s dramatic eye makeup and iconic beehive weren’t the singer’s only fashion statements. Winehouse, who died four years ago Thursday (July 23), is back in the spotlight with the July 3 release of the documentary “Amy.” In it, she is frequently seen wearing a thick, gold Star of David pendant around her neck.
As an educator in a fully inclusive supplemental religious school, which is part of a fully inclusive Reform congregation, one of the questions I am most often asked is “How do you do it?” I am eager to share my thoughts and suggestions, especially if it means that other congregations will move toward greater inclusion. And yet, while I share and have written articles such as Ten Steps to Make Your Congregation More Inclusive, I’d be lying if I said that you’d be all set if you just read and followed the exact steps that my congregation followed. You can’t just wrap our process up with a bow, plunk it down into your community and say, “OK, now we are inclusive.”
Hebrew school teachers from across the country are gathered in Manhattan today to learn how to better serve students with disabilities at the second Institute held by Matan, the Jewish organization that helps Hebrew Schools include students with disabilities.
We have been referred to, and refer to ourselves, as the “People of the Book.” Actually, we seem more to be the people of the question. The Torah is filled with questioners, challengers, activists. The Talmud: more questions, clarifications, debates, arguments over every word, nuance and point.
Collaborative Jewish Journey Project recruits pilot cohort, but turf questions linger.
Does Hebrew school sound a little too 20th century for your third grader?
How about eight weeks of “Talmudic Stories In Stop-Motion Animation,” a session of “Create Your Own Hip-Hop Siddur” or a winter break spent doing Jewish theater? Or perhaps your child would prefer to learn Hebrew through a Saturday-night ropes course taught by a former Israel Defense Forces lieutenant?