Jewish day schools’ popularity for 'secular' purposes; questions of multiculturalism and community

What is it about?

This study explores the influences behind parents' decisions to send their children to state-funded Jewish day schools in England. It identifies a tension experienced by Jewish parents between a desire for their children to be educated as a community of ‘similar’ peers, and the segregation that might result as a consequence. In order to ‘justify’ their choice of separate schooling, parents constructed a desirable, 'natural' notion of Jewishness that coalesced their two main selection criteria, academic standards and the presence of other Jewish students. By employing their Jewishness for ‘secular’ purposes in such a way, they were able to secure a perceived superior academic education whilst avoiding disfavoured ‘others’ in multicultural comprehensive schools, and in the process defined multiculturalism on their own terms.

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Why is it important?

Over one-third of state-funded schools in England are legally classified as having a 'religious character', raising debate around the place of religion in the education system. 'Faith schools' such as these may be seen as playing an important role in imbuing children with a religious identity, or, with contrasting emphasis, 'indoctrinating' and 'segregating' them from others. The factors behind parents' decisions to send their children to such schools are therefore highly pertinent. This study explores parents' reasons for selecting a Jewish education, and finds that rather than necessarily seeking Jewish education per se, they prioritised being educated amongst other Jews (often at the expense of non-Jews) even if they claimed to disfavour 'segregation', and as such defined multiculturalism on their own terms (such as beyond the school). The investigation therefore raises questions about dynamics of multiculturalism and community in the education system, and highlights the complex intertwinement of school choice factors.