The Queens College Journal Of Jewish Studies

This work includes international secondary literature on anti-Semitism published throughout the world, from the earliest times to the present. It lists books, dissertations, and articles from periodicals and collections from a diverse range of disciplines. Written accounts are included among the recorded titles, as are manifestations of anti-Semitism in the visual arts (e.g. painting, caricatures or film), action taken against Jews and Judaism by discriminating judiciaries, pogroms, massacres and the systematic extermination during the Nazi period. The bibliography also covers works dealing with philo-Semitism or Jewish reactions to anti-Semitism and Jewish self-hate. An informative abstract in English is provided for each entry, and Hebrew titles are provided with English translations.

In a remote corner of the world, forgotten for nearly three thousand years, lived an enclave of Kurdish Jews so isolated that they still spoke Aramaic, the language of Jesus. Mostly illiterate, they were self-made mystics and gifted storytellers and humble peddlers who dwelt in harmony with their Muslim and Christian neighbors in the mountains of northern Iraq. To these descendants of the Lost Tribes of Israel, Yona Sabar was born. Yona's son Ariel grew up in Los Angeles, where Yona had become an esteemed professor, dedicating his career to preserving his people’s traditions. Ariel wanted nothing to do with his father’s strange immigrant heritage—until he had a son of his own. Ariel Sabar brings to life the ancient town of Zakho, discovering his family’s place in the sweeping saga of Middle-Eastern history. This powerful book is an improbable story of tolerance and hope set in what today is the very center of the world’s attention.

First published in 1938, Jacob Rader Marcus's The Jews in The Medieval World has remained an indispensable resource for its comprehensive view of Jewish historical experience from late antiquity through the early modern period, viewed through primary source documents in English translation. In this new work based on Marcus's classic source book, Marc Saperstein has recast the volume's focus, now fully centered on Christian Europe, updated the work's organizational format, and added seventy-two new annotated sources. In his compelling introduction, Saperstein supplies a modern and thought-provoking discussion of the changing values that influence our understanding of history, analyzing issues surrounding periodization, organization, and inclusion. Through a vast range of documents written by Jews and Christians, including historical narratives, legal opinions, martyrologies, memoirs, polemics, epitaphs, advertisements, folktales, ethical and pedagogical writings, book prefaces and colophons, commentaries, and communal statutes, The Jews in Christian Europe allows the actors and witnesses of events to speak for themselves.

What role has Jewish intellectual culture played in the development of modern Romance literature? Susanne Zepp seeks to answer this question through an examination of five influential early modern texts written between 1499 and 1627: Fernando de Rojas's La Celestina, Leone Ebreo's Dialoghi d'amore, the anonymous tale Lazarillo de Tormes (the first picaresque novel), Montaigne's Essais, and the poetical renditions of the Bible by João Pinto Delgado. Forced to straddle two cultures and religions, these Iberian conversos (Jews who converted to Catholicism) prefigured the subjectivity which would come to characterize modernity. As "New Christians" in an intolerant world, these thinkers worked within the tensions of their historical context to question norms and dogmas. In the past, scholars have focused on the Jewish origins of such major figures in literature and philosophy. Through close readings of these texts, Zepp moves the debate away from the narrow question of the authors' origins to focus on the innovative ways these authors subverted and transcended traditional genres. She interprets the changes that took place in various literary genres and works of the period within the broader historical context of the sixteenth and seventeenth centuries, demonstrating the extent to which the development of early modern subjective consciousness and its expression in literary works can be explained in part as a universalization of originally Jewish experiences.

Teaching World Languages for Social Justice: A Sourcebook of Principles and Practices offers principles based on theory, and innovative concepts, approaches, and practices illustrated through concrete examples, for promoting social justice and developing a critical praxis in foreign language classrooms in the U.S. and in wider world language communities. For educators seeking to translate these ideals into classroom practice in an environment dominated by the current standards movement and accountability measures, the critical insights on language education offered in this text will be widely welcomed. The text is designed as a sourcebook for translating theory into practice. Each chapter includes the theoretical base, guidelines for practice, discussion of the relationship to existing practices in the world language classroom, suggestions for activity development (which can be integrated into a professional portfolio), illustrative examples, questions for reflection, and additional suggested readings. Teaching World Languages for Social Justice is a primary or supplementary text for second and foreign language teaching methods courses and is equally appropriate for graduate courses in language education or educational studies.

Alfred Dreyfus saw himself caught in a phantasmagoria, a great complex enigma that needed to be solved, but all the clues seemed to be an hallucination, a will-o’-th’-wisp, or what George Sand called “orblutes”. This book examines how Dreyfus and his wife found a powerful new kind of love through Jewish themes at the same time as they were forced to conceal their true identities. To see how Jewish Dreyfus was, the book explores his background in Alsatian culture, in the cosmopolitan Judaism of Paris, and in the customs of Mediterranean Jewry. A close reading of the Court Martial in Rennes shows Dreyfus as more than the “zinc puppet” he was called; the scenario emerging as a variation of horror fantasies popular in the fin de siècle. The book asks two questions: why did Dreyfus prefer Meissonier’s paintings to the Impressionists and Post-Impressionists we admire so much; and, why, although he appreciated Zola’s efforts on his behalf, did he not refer to his novels?

Created in 1964 as part of the Mississippi Freedom Summer, the Mississippi Freedom Schools were launched by educators and activists to provide an alternative education for African American students that would facilitate student activism and participatory democracy. The schools, as Jon N. Hale demonstrates, had a crucial role in the civil rights movement and a major impact on the development of progressive education throughout the nation. Designed and run by African American and white educators and activists, the Freedom Schools counteracted segregationist policies that inhibited opportunities for black youth. Providing high-quality, progressive education that addressed issues of social justice, the schools prepared African American students to fight for freedom on all fronts. Forming a political network, the Freedom Schools taught students how, when, and where to engage politically, shaping activists who trained others to challenge inequality. Based on dozens of first-time interviews with former Freedom School students and teachers and on rich archival materials, this remarkable social history of the Mississippi Freedom Schools is told from the perspective of those frequently left out of civil rights narratives that focus on national leadership or college protestors. Hale reveals the role that school-age students played in the civil rights movement and the crucial contribution made by grassroots activists on the local level. He also examines the challenges confronted by Freedom School activists and teachers, such as intimidation by racist Mississippians and race relations between blacks and whites within the schools. In tracing the stories of Freedom School students into adulthood, this book reveals the ways in which these individuals turned training into decades of activism. Former students and teachers speak eloquently about the principles that informed their practice and the influence that the Freedom School curriculum has had on education. They also offer key strategies for further integrating the American school system and politically engaging today's youth.