1. Martine Cohen martine.cohen@gsrl.cnrs.fr Jewish day-schools in France: Mapping their Jewish Identity proposals Oxford Conference - October 8th, 2010

2. Introduction: The religious educational sector Part I: The Jewish educational system Part II: Different Jewish identity proposals Conclusion: The Challenge of pluralism Outline

3. Introduction 1. Education and State-Church relation: Toward the end of the historical conflict - 1905 : the Church-State Separation Law - 1959: the Debré Act

4. Introduction 2. Basic principles of the Debré Act: State Commitment: Financial support (limited to general curriculum ) Respect for the « specific character » of the school School Commitment: Full Respect for the general curriculum Acceptance of all pupils Religious freedom

5. Part I 1. Jewish schools in the general religious sector 2. The growth of Jewish schools since 1945 3. The organisational frame The Jewish educational sector: general data

6. Part I 1. Jewish Schools in the general religious sector - Private schools: + 2 million pupils (17% of total) - Catholic schools: 2 million pupils (95% of private sector) - 30.000 Jewish pupils General data

7. Part I 2. The growth of Jewish schools since 1945 - 1948: 600 pupils  2009: 30.000 pupils - 102 schools (mostly localised in Paris and its suburbs: 58%) - Increase in State-funded schools (72% pupils are in State- supported classes) General data

8. Part I 3. The organisational frame - Networks and « independant » schools - An umbrella body General data

9. Part II 1. Networks and their Jewish options 2. Criteria of differentiation 3. Three key explanatory factors The Jewish identity proposals

10. Part II 1. Networks and their Jewish options Ultra-Orthodoxy - Mainstream Orthodoxy - Cultural Judaism Haredi, Independent ← FNEJA ← AIU → ORT ← Loubavitch, Ozar Hatora →

11. Part II 2. Criteria of differentiation The degree of religious practice in school life / personal and family life The content of Jewish curriculum and its importance in the general curriculum

12. Part II 1. The degree of religious practice in school life / in personal and family life Ex: Girls’ clothing, no-TV at home, mixed classes Differentiation and « middle » (tensed) positions

13. Part II 2. The content of Jewish curriculum and its importance in the general curriculum Jewish History, Texts of Tradition, Girls / Boys’ religious teaching

14. Part II 3. Three key factors of differentiation - A key value: Individual freedom - A key population: Women - A key discipline: History The Jewish identity proposals

15. For Conclusion The challenge of pluralism Jewish community: from diversity to pluralism Jews in French society: ethnic or social separatism ?