The 2014 Davidson School group on Vision and Voices, the 10-day trip that precedes Kesher Hadash. The goal of this day in January was to explore the connection to the land and visit Ben-Gurion’s Desert Home in Sde Boker. The conversation there focused on David Ben-Gurion’s vision for Israel in general and for the desert in particular, as he wanted to make the desert bloom. (photo from Davidson School)
Growing up attending Jewish day school in Vancouver from nursery until Grade 12 gave Elana Wenner a strong connection to Judaism and Israel, but not a full understanding of the realities and complexities of Israeli society. With the goal of one day becoming a teacher in Jewish day schools in Canada, and eventually Israel, Wenner wanted a more comprehensive education – and went about getting one.
“I wanted to learn for myself and to be able to teach a more nuanced version of what’s going on in Israel,” said Wenner, 26.
To do so, she participated in Kesher Hadash from January to May 2014. The immersive, semester-long program is offered by the Jewish Theological Seminary’s William Davidson Graduate School of Jewish Education in Israel, although you do not need to be a student of the Davidson School’s master program to participate. Kesher Hadash strives to give the cohort of Canadian and American students a deeper understanding of Israeli politics and society, a chance to go beyond the picture students are taught in Jewish day school education.
“We had regular history classes teaching … history not just from the Israeli perspective but from other perspectives, from all sides of the political spectrum,” said Wenner. “We took classes at the [Ma’aleh School of Television, Film and the Arts] where we watched movies made by religious filmmakers expressing political views through film.”
“The goal is to explore the Israel-Diaspora relationship, to look at the educational vision of Israel and how we are going to teach Israel: what are we going to do, what are different ways to teach [about] Israel, what is the Israel we want to expose our students to?” explained Ofra Backenroth, dean of the Davidson School. “We believe you can’t be a Jewish educator if you don’t understand Israel and all its complexities.”
The program’s name articulates the two core aspects of the program: kesher, meaning connection, shows the goal of creating a deep connection with Israel, and hadash, which means new, expressing the desire to re-imagine the contours of the Israel-Diaspora relationship and suggesting new approaches to contemporary Jewish education.
The program’s name articulates the two core aspects of the program: kesher, meaning connection, shows the goal of creating a deep connection with Israel, and hadash, which means new, expressing the desire to re-imagine the contours of the Israel-Diaspora relationship and suggesting new approaches to contemporary Jewish education.
The program, said Backenroth, is life-transforming, as the students interact with different segments of the Israeli population: secular and religious, Israeli Jews and Arabs, Palestinians and others.
“We learned the nuances between lots of different aspects of Israeli society that are often not brought up in day school, that go beyond just the Israeli-Palestinian conflict, but also the conflict between religious and secular Jews and the differences between Arab Israeli citizens and Palestinians,” said Wenner.
One of their weekly classes was made up of nine North American Jews, nine Israeli Jews and nine Israeli Arabs, where they discussed tough questions about Israel’s existence, history and politics.
“We often got into big disagreements and really had to experience for ourselves what it’s like to be faced with someone who has an opposite opinion and learn how to be respectful of their opinion,” said Wenner.
The journey for students is not easy, she noted. On the school’s website, however, many say that it opened their eyes to the realities of the difficulties and benefits of Israeli life.
“We need to be able to understand that there are not just Jews living in Israel but other people living there and it’s their country, too.”
“It was really difficult,” acknowledged Wenner, “but it wasn’t supposed to be easy. We need to be able to understand that there are not just Jews living in Israel but other people living there and it’s their country, too. During one program, we went on a guided tour of Bethlehem and met Palestinian families and talked to them about what goes on a daily basis. For a lot of people, it was a very challenging experience because it’s so contrary to what we’re used to hearing and knowing about the conflict.”
Wenner, who is currently pursuing of master’s of arts in Jewish studies at Concordia University in Montreal – and who is doing an internship this summer at the Jewish Museum and Archives of British Columbia – hopes to take the knowledge she learned during this program and apply it as a Jewish educator in the future.
“A lot of people don’t want to teach about any of the difficult or bad things going on in Israel because they think then we won’t love Israel. I was raised believing you should love Israel like you love a baby – you want to give it everything and, no matter what, love it anyways.
“But we want to love Israel like we love a teenager, where you help it grow and change and try to show it the right way,” she continued. “And that, to me, is the role of educators in North America. That’s the kind of love we should be teaching.”
Vicky Tobianah is a freelance writer and editor based in Toronto. Connect with her on Twitter, @vicktob, or at [email protected].