Intergenerational Challenges in Australian Jewish School Education

Abstract

The aim of this research is to investigate the intergenerational changes that have occurred in Australian Jewish day schools and the challenges these pose for religious and Jewish education. Using a grounded theory approach according to the constant comparative method (Strauss 1987), data from three sources (interviews [296], observations [27], and documents) were analyzed, thus enabling triangulation. Findings show that there is an incongruity between what the adult community defines as the central components of Jewish and religious identity, which are more particularistic, and the perspectives of Jewish youth, which are more universalistic.