CALL FOR PAPERS

Jewish Educational Leadership invites proposals for its upcoming spring 2026 issue, focusing on

The revival of the Hebrew language in the late 19th and early 20th centuries was truly remarkable. Outside of Israel, that revival found expression in Hebrew-speaking camps, Hebrew-infused Zionist youth groups, and Jewish day schools in which the language of instruction was Hebrew (Ivrit be-Ivrit). The latter portion of the 20th century saw a dramatic decline of interest in Hebrew in all of those arenas, a decline which continued through most of the first quarter of the 21st century. Recently, however, there has been an uptick in interest in shelihim (adults as Hebrew teachers and Israeli post-high school volunteers like benot sheirut, shinshinim, etc.), and there is an intensifying Israel engagement amongst some day school graduates—including aliyah, volunteering for national service in Israel, or enlisting to the IDF—which is making Hebrew more relevant in certain communities. The trauma of October 7th, the reaction to global intensified antisemitism, and the emerging identity of an Israeli diaspora comprising more than a million Israeli expats and their children, all contribute to what appears to be a surge in the desire to connect to Hebrew language and culture in a broader swath of the Jewish community.

This issue of the journal focuses on the educational challenges and opportunities presented by these emerging trends. It will focus on questions such as (but not limited to):

1. In what ways should, and can, day schools adapt their Hebrew programs to include the range of Hebrew culture—including language, music, calendar, and more?
2. What practical ideas help schools create a vibrant Hebrew language and/or culture?
3. To what extent should Hebrew be approached as a spoken language, a gateway to Jewish texts, or as a vehicle for Hebrew culture and peoplehood?
4. Where should Hebrew programs reside in the school structure—in Jewish studies, in the language department, in General studies, in informal or Israel education, or somewhere else? What are the benefits and disadvantages of integrating Hebrew with Jewish studies? What strategies can help to maximize the synergy between these two curricular departments?
5. How are schools using shelihim effectively, and what challenges are presented by including them in school life?
6. In the early 20th century, Yiddish culture flourished as a means of preserving the flavor of “the old country” in new lands, including the spoken language, humor, books, folklore, theater, cultural events, and more. Those efforts helped sustain a generation but have since mostly faded. What can a revival of the Hebrew language and culture learn from both the successes and failures of the Yiddishist movement?
7. How are Jewish schools evolving to meet the needs of their communities with regard to Hebrew language and culture in the wake of October 7th?
8. How do schools adapt their programming to accommodate and integrate Israeli expats and their families?
9. What can day schools, part-time schools, and camps learn from each other about Hebrew language culture and education?

The journal is intended for teachers, educational leaders, and interested laypeople across a range of Jewish educational settings. Proposals should be 150-250 words and briefly share the focus of the proposed article and the key points the article will present. Please send proposals or queries to the Editor-in-Chief by December 12, 2025.

For this issue, proposals and articles will be accepted in both Hebrew and English. See the Hebrew Call for Papers here.

Full articles will be 1000-2000 words in length, with no footnotes or academic references.