Ultra-orthodox women in Israel: A pilot project in social work education

Abstract

The Hebrew University School of Social Work initiated a 2-year BSW program for ultra-orthodox women with a prior BA degree from a recognized university. This program adhered to the curriculum of the school and courses were taught by university faculty and field instructors. To encourage enrollment and show sensitivity to the needs of this population, classes were held on the campus of an ultra-orthodox women's seminary. The culture of social work consists of professional beliefs, values and behaviors. This program enabled an interface of students entrenched in the ultra-orthodox world, as encoded in the halacha (Jewish law representing beliefs and values, and dictating behaviors), with that of the social work profession. We were confronted with the challenge of integrating these two cultures.

Inclusion of Ultra-Orthodox Students in Higher Education: A Case Study about Women Seminary in the Engineering College of Jerusalem

“…Its success made the education institutions realize that the Haredi community can be semi-integrated into the mainstream education system, which is a notion that seemed unachievable until its inception as the Haredi sector's request for off-campus, non-mixed gender classrooms conflicted with the principle of non-sectarianism, which was an uncompromised value. As a result of the positive feedback from students, the Israeli council of Higher Education started approving similar endeavors, mainly in the domains of social work and instruction [31]. Similarly, Segev and Strauss [32] delineate the fruitful formation of a joint nursing program custom-tailored for Haredi women (Tessler Academic School of Nursing), which was established by the affiliation of the Ruppin Academic Center (a liberal secular institution) and the Sanz Medical Center-Laniado Hospital (founded in 1976 by the Klausenberg rabbi of the Sanz Chassidic movement and conforms to Jewish law in every detail).…”

‘It isn’t discussed’. Religion, belief and practice teaching

“…Relevant literature available in British journals tends to deal with very specifi c issues, with particular groups, with issues in other countries or with history. (Bowpitt, 1998;Garr and Marans, 2001;Kirton, 1999;Lloyd, 1997;Pacheco et al, 2003;Runnymede Trust/Wood, 1996;Smyth and Campbell, 1996) This is in apparent contrast to the earlier resurgence of interest in the role of religion in both social work education and practice in the USA (Amato-von Hemert, 1994;Canda, 1989;Loewenburg, 1988;Netting et al, 1990;Sermabeikian, 1994;Sheridan and Amato-von Hemert, 1999) and to more confi dent explorations of the role of spirituality by some therapists and other practitioners in health settings in Britain. (Bragan, 1996;Brandon, 1999;Cobb andRobshaw, 1998, Speck, 1998.…”