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Reimagining literacy practices: Bib...

Epstein, Shira Danielle.

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Reimagining literacy practices: Biblical interpretation through tableau in one Jewish supplementary school.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Reimagining literacy practices: Biblical interpretation through tableau in one Jewish supplementary school./
Author:	Epstein, Shira Danielle.
Description:	291 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1511.
Contained By:	Dissertation Abstracts International64-05A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3091245

Reimagining literacy practices: Biblical interpretation through tableau in one Jewish supplementary school.
Epstein, Shira Danielle.

Reimagining literacy practices: Biblical interpretation through tableau in one Jewish supplementary school. - 291 p.

Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1511.

Thesis (Ed.D.)--Columbia University Teachers College, 2003.

Judaism has traditionally embraced text study as a communal endeavor of dialogic interpretation. Yet, synagogue schools have largely ignored this social practice, framing literacy instead as a set of skills to "inoculate" Jewish students from assimilation into secular culture. This action research study was designed to explore how educational drama engaged students in traditional literacy practices of Biblical text study within one Jewish supplementary school. The study examined the use of "tableau," in which students created still, silent images with their bodies, as a pedagogical technique for interpreting Biblical narratives. Framed by contemporary theories of literacy and drama-in-education, the study considered how students created visual midrashim, commentaries upon written Biblical text.Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Reimagining literacy practices: Biblical interpretation through tableau in one Jewish supplementary school.
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035 $a (UnM)AAI3091245
035 $a AAI3091245
040 $a UnM $c UnM
100 1 $a Epstein, Shira Danielle. $3 1948529
245 1 0 $a Reimagining literacy practices: Biblical interpretation through tableau in one Jewish supplementary school.
300 $a 291 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1511.
500 $a Sponsor: Marjorie Siegel.
502 $a Thesis (Ed.D.)--Columbia University Teachers College, 2003.
520 $a Judaism has traditionally embraced text study as a communal endeavor of dialogic interpretation. Yet, synagogue schools have largely ignored this social practice, framing literacy instead as a set of skills to "inoculate" Jewish students from assimilation into secular culture. This action research study was designed to explore how educational drama engaged students in traditional literacy practices of Biblical text study within one Jewish supplementary school. The study examined the use of "tableau," in which students created still, silent images with their bodies, as a pedagogical technique for interpreting Biblical narratives. Framed by contemporary theories of literacy and drama-in-education, the study considered how students created visual midrashim, commentaries upon written Biblical text.
520 $a As both teacher and researcher, I conducted this study in one Reconstructionist congregational school's Grade 5 and 6 classroom. Data were collected through a variety of methods, including observation and interviewing documented in fieldnotes, videotape, and a reflective journal. Data were analyzed through Discourse analysis to understand how students engaged in tableau building as socially constructed and situated events.
520 $a Attending to the overarching research question of how and what students negotiated through the literacy events of tableau, findings are organized into four categories: creation of tableaus, interpretation of tableaus, changing Discourses of Biblical text study at River Heights, and students' perspectives on participation in tableau building. Data demonstrate that students used the non-verbal symbol system of gesture in conjunction with verbal language to negotiate representation to characters' actions and status roles within constructed images. As students viewed shared tableaus, they interpreted gestures by making intertextual links to other tableaus, media images, and printed text.
520 $a Analysis suggests that while students learned how to create midrash through tableau, disruptions occurred as students experienced a new way of conceiving their relationship with Bible and their role as students in Hebrew school. Implications are offered for practice within literacy and Jewish education, such as the significance of enculturating Jewish students into traditional practices of text study, and learning through drama. Recommendations for future research include student/teacher collaborations within drama-in-education.
590 $a School code: 0055.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Religious. $3 1017705
650 4 $a Education, Art. $3 1018432
690 $a 0727
690 $a 0527
690 $a 0273
710 2 0 $a Columbia University Teachers College. $3 1250841
773 0 $t Dissertation Abstracts International $g 64-05A.
790 1 0 $a Siegel, Marjorie, $e advisor
790 $a 0055
791 $a Ed.D.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3091245