Downton Abbey Portrays Reality of Interfaith RelationshipsBy Gerri Miller
Go inside Season 5 Episode 9 where the story line of Atticus and Rose's interfaith relationship comes to a head.Go To Pop Culture
On May 1, 2014, the American Jewish Press Association announced the winners of the 33rd Annual Simon Rockower Awards for Excellence in Jewish Journalism. InterfaithFamily is honored to receive several awards from this well-loved organization. We were recognized in the following categories:
1st Place: Award for Excellence in Organizational Newsletters (eNewsletter)
1st Place: Award for Outstanding Digital Outreach (Web Based Outlets)
2nd Place: Award for Excellence in Blogging
Simon Rockower was a man who taught his children to always ask good questions and he believed in the importance of leaving the legacy of a good name. In 1979, as a century tribute to him by his sons, the Rockower family created the Simon Rockower Jewish Journalism Awards with the American Jewish Press Association (AJPA) to honor Simon and his deep love for the craft of Jewish Journalism.
It is a prize in itself to be celebrated among the best in Jewish journalism. Our sincere thanks go to Lindsey Silken, our Editorial Director, who has helped to lead us toward these accolades.
InterfaithFamily empowers people in interfaith relationships—individuals, couples, families and their children—to engage in Jewish life and make Jewish choices, and encourages Jewish communities to welcome them. We will continue to offer exciting web-based content as well as resources in your communities to create positive outcomes for interfaith couples and families.
When I was in college, I had a serious boyfriend who wasn’t Jewish. At that time I also got involved as a leader with Hillel, the Jewish campus organization. For me, these two major preoccupations with my time were not in conflict. In fact, I brought him frequently to Hillel events and was the first to correct people when they assumed he was Jewish.
In my sophomore year, I was invited to a major conference for Jewish professionals. I was excited to be one of the few representatives of engaged college students. The highlight of the conference was a plenary about intermarriage. I was surprised to walk into a room full of hundreds of people. I honestly, and naively, hadn’t realized what a major hot-button issue this had become. So there I was, a teen amidst a sea of (mostly angry, frustrated) Jewish leaders, listening to them try to figure out why Jewish young people were interdating and intermarrying, surmising that it must be a result of those Jews not having a strong Jewish identity. I was a shy kid, and it took a lot for me to muster up the courage to raise my hand. When they saw me, a real live flesh-and-blood Jewish teenager, the room hushed. I told them about my boyfriend. I told them that I was a Jewish leader on my campus. I had come to their conference. Clearly, I was a Jew with a strong identity.
I wanted to dispel what I still consider a myth: that interdating and identity are always necessarily linked. No one knew what to do with my proclamation as it flew in the face of everything they thought they knew. Was I the ideal product of their Jewish educational system? Or did I represent their deepest failure? I think it made an impression (my quote appeared in Jewish newspapers). What I didn’t know at the time was that a major population study had just been published that year, the 1990 National Jewish Population Survey. That survey was famous for reporting that the national Jewish intermarriage rate had risen 27% since the year I was born. I had unwittingly stepped into one of the earliest moments of communal panic, and I was a confusing representative of my age cohort. Looking back, I would say it was my first public piece of advocacy for the Jewish interfaith community.
A few weeks ago, a conference of Jewish scholars met to explore the idea of “Jewish identity,” co-organized by Professor Ari Kelman, a friend of mine from Stanford University and a leading thinker in the field of Jewish education. He says of the subject, “No one has the foggiest idea what Jewish identity even means.” He asks, “Why is identity the desired outcome of Jewish education?” It’s a great question. The Jewish leaders in my workshop back in 1990 figured that this elusive thing called Jewish identity must ensure that someone would want to marry within Judaism. But, even as a college student, I had every intention of leading a Jewish life, and my choice of partner was not going to change that.
As if he was at that workshop with me as a teen, Kelman asks, “In what other world is marital choice”—[which is thought to be] a key indicator of Jewish identity—“a valuable educational outcome?” I remember lots of talk when I was growing up in a synagogue about Jewish identity. If they could instill in us a sense of deep Jewish connection, we would marry someone Jewish and raise Jewish kids. But I don’t think that as a community we were asking the right questions. The mistake was that one can’t always make accurate assumptions about the degree of an individual’s Jewish passion merely by asking who they are dating or marrying.
When I look at my kids around the Shabbat table (or even my college students when I worked for Hillel), I’m not thinking, “Phew, I’m doing a good job. They are going to have strong Jewish identities.” What am I hoping? I hope that because they are learning to live life through a Jewish lens, they will grow up looking at the world with wonder and awe, possess a strong sense of self, and understand that they are interconnected with other people and the natural world. The goal is living a life of meaning, not possessing a Jewish identity.
Perhaps when a Jewish person is partnered with someone who isn’t, instead of making assumptions about a faulty Jewish identity, we can ask instead what fills their lives with meaning. Now that’s an answer I can’t wait to hear.
Many people want to be welcoming but don’t necessarily know exactly how to provide the welcoming learning environment for interfaith families and kids. In this essay, I’ll provide some tips on how to engage kids from interfaith homes in classrooms and how to handle potentially awkward situations.
1. Respect the family. Keep your own opinion out of the conversation. The children need to feel validated, not uncomfortable. Be prepared for anything. Families come in all shapes and sizes and have all kinds of dynamics. Some families may be raising their children in “both” religions or incorporate varying degrees of each religion. Grandparents may not be supportive. Students may believe in Santa Claus. Relatives may celebrate Kwanza. There are infinite ways to be a family.
2. Respect the other parent’s religion. If a child refers to another holiday celebration with relatives who are not Jewish:
a. Listen. A key element of listening is eye contact. Pay attention to what the student is telling you about a religious experience. If you can relate their story to something Jewish, great. If not, just listen attentively. If you don’t have time to talk because class is starting, say that you would love to talk in greater detail after class and then make sure to offer to talk to them after class.
b. Ask questions. “Did you enjoy going to church?” If you end the conversation abruptly because you are uncomfortable or in a rush, the student may think that he said something wrong. Asking questions (within time constraints of the class) shows that you are interested.
c. Support. Your response of support will enable the student to be happy about their experience. Students should never feel bad if they participated in a family event that wasn’t Jewish. Responses like: “That is great that you had fun with your cousins. You are lucky to be exposed to so many different types of religion.”
d. Pay attention to all of the students. The whole class is potentially listening to your conversation about interfaith issues. The students will take their cues from you and it is key to set an example of support. If you hear another student give a negative response (or make a face) be sure to provide a supportive environment to all of the students. The student that provides a negative response should get the cue that in this classroom, we don’t judge other people but accept one another. It is a mitzvah to support your whole family.
3. Truth. What if a child says: “My cousins told me that the Jews killed Jesus—but I told them, I didn’t.” This is simply not true but it is a long stated myth. This is a good opportunity to set the record straight by saying. 1) That’s not true. 2) The Romans killed Jesus. 3) That was a long time ago and Romans are predominantly Christian now. Please remember that what you teach the students now is what they will remember their entire life. This opportunity to teach not only this student, but the whole class, will be important for defending against anti-Semitic comments in the future.
4. Unconditional support. Families and children need encouragement. Religious school for many families is not a requirement like a high school diploma so a negative interaction can be catastrophic. Families frequently switch to another synagogue if they have a bad experience in Hebrew school. In some cases, families will leave Jewish life completely. The burden is on you (not easy, is it?!). Make it fun, be welcoming, be supportive and teach the students as much as you can.
5. Adaptation. Whenever you can, point out ways in which interfaith families have been important to the Jewish culture. The story of Ruth (an ancestress of King David), a Midianite woman who married a Jewish man and identified with the Jewish people and God, that we read on Shavuot is a great example. The story of Esther, who married a King who wasn’t Jewish and saved the Jews, which read on Purim, is another example.
6. Instill pride. Jessica is part Jewish, Cherokee, Irish and Italian. She is special and unlike any other human being. She should finish her year in your class feeling happy that she has learned some stories, some songs, some traditions, some Hebrew, some of the commandments, and wants to come back next year! Jessica should be proud to be Jessica. Interfaith kids should NEVER be made to feel like anything less than ALL JEWISH when they are in your classroom. All students should be proud of their differences and proud of their Judaism. People will participate in a culture where they feel like they are part of the “home team.” You should never call a child “half-Jewish” or their parent a “goy” and should try to stay away from saying “non-Jew” as well. If a child is attending religious school, then that child is Jewish.
7. Turn it around. There will be many awkward situations throughout your career. Take the opportunity to turn the situation into a “teachable moment.” Many families may not be enlightened about how to be welcoming. You will set the example for the kids about how to be proud and accepting of people’s differences, not only regarding religion but other differences as well.
You are an educator and your role in the development of your students is meaningful and powerful. On behalf of Jewish families in America, thank you for your efforts.