Jewish Music Pedagogies and Cultural Sustainability: Case Studies from Lower Saxony and Quebec

Abstract

This article applies the concept of cultural sustainability to Jewish music pedagogies through a comparative analysis of case studies originating in Germany and Canada. Using an interdisciplinary approach grounded in participation-observation ethnographic fieldwork, I propose new methods to gauge the potential for cultural sustainability afforded by Jewish or Jewish oriented pedagogical practices. The examination of these musical pedagogical initiatives arguably has wider implications concerning how Jewish educational rubrics can be developed with flexibility and futures-oriented goals in mind.