When I was graduating from college almost 15 years ago, I erroneously added “Community Organizer” to my resume, thinking that my role at Hillel–where I assigned service leaders, planned programs, made sure Shabbat meals went smoothly, and so on—fit the bill.
Today, I understand the term quite differently.
In fact, in my five years of working as a rabbi at T’ruah: The Rabbinic Call for Human Rights, I’ve gotten a whole new education in what it means to organize a community, in the way that Saul Alinsky used the term. Today, I understand that community organizing is both a powerful force for social change and an essential tool in building a thriving Jewish community.
Alinksy, the grandfather of community organizing, worked for years with poor communities in Chicago, building their collective capacity to assert their rights against powerful government and business interests.
He identified potential community leaders and trained them to conduct focused one-on-one conversations with other potential members, addressing their common interests and bringing them in to take collective action. As this cycle of recruiting and training continues, people build community and power simultaneously. Today, Alinsky’s organization, the Industrial Areas Foundation, is a national network.
I recently had the opportunity to learn with Mike Gecan, a veteran organizer with the IAF. Gecan explained that in order to succeed, community organizations (of any sort) must bring people together for three purposes: relating, learning, and effective action.
Relating means people have real relationships with each other;. learning is self-evident, and action means doing something public, together, in the world.
Then Gecan asked us to name types of groups that do all three. After a few moments’ silence, the group began to offer examples:
Sports teams. Dance or drama groups. Military units.
Summer camp was my contribution, based on the formative years I spent working at URJ Eisner Camp.
If you think about any of these examples, you’ll see that they’re all built around relating, learning, and action. What’s more, none are necessarily political.
While organizing is most often found on the political left, there is nothing inherently liberal about organizing. In fact, the Tea Party has used Alinsky’s techniques. The approach itself is politically neutral.
This is why I think community organizing can be used to reinvigorate Jewish communities regardless of how (or if) they identify themselves politically.
The idea of congregation-based community organizing has taken off in some sectors of the Jewish world. Rabbi Rachel Timoner, of Congregation Beth Elohim in Park Slope, Brooklyn, says there is no question that the process has created deep community for the 50 people on her “dismantling racism” leadership team.
Jews for Racial and Economic Justice (JFREJ), in New York City, is primarily an Alinsky-style organizing “shop.” But it also has come to serve as a primary Jewish community for many Jews who feel disaffected from more institutional Jewish organizations, especially Jews of color. Politics aside, one of the reasons this community is vibrant is action; its members know there is a purpose for their being together besides just being together.
Rabbi Brian Fink runs a volunteer program for retirees, UJA Federation of New York’s Engage Jewish Service Corps, based at the Marlene Meyerson JCC Manhattan. But it’s much more than a volunteer matching service. The goal is to provide meaningful community for people who may be downsizing and relocating to the city or who lost a major social network when they retired.
And peer mentoring, one-to-one engagement, and volunteer leadership make the program happen—“by design as well as by necessity,” Rabbi Fink adds. It’s not only because of a dearth of staffing—it’s because of the impact that volunteer leadership has on the leaders themselves and the community they are able to nourish. It’s no coincidence that he brings this approach to Engage having previously worked in Hillel, which has embraced organizing (calling it “engagement”) in the last ten-plus years.
Organizers—paid staff—see themselves as teachers, coaches, and talent-scouts. Their job is to invest constantly in developing their leaders, both quantity and quality, so that leadership gives as much to the leader as it does to the community. The skills they gain are transferrable. The action they’re able to take injects meaning into their lives, in a way that should nourish them and keep them coming back for more.
Recruitment should not just be about what new members can do for the organization but also what the organization can do for them. Just think of how much more effective lay leadership boards would be (at synagogues, or other such community-based Jewish organizations) if their members had received extensive training over several years in what it takes to lead a community.
Because as I learned from Gecan, “If you think your organization is all built, you’re on your way to dying.”
An ongoing process of reaching out to potential new members keeps us open. Helping them plug into roles for relating, learning, and taking meaningful action makes us grow. Building their skills so they can move up a ladder of engagement and contribute in new, more significant ways keeps up the influx of fresh ideas and new energy.
Relational, personal recruiting is more than the glue holding a community together; it’s like a shining beacon that makes the community ever-attractive to newcomers, and ever more effective for all.
Author’s Note: I would like to thank Professor Janice Fine, from whom I learned so much about organizing, and without whom this article would not have been possible.
“There are people out there who are educating their hearts as we speak. They’re getting on with the work, they’re loving their kids, they’re loving their students, they’re loving their communities. We must retrain our vision toward those people—we must develop eyes to see and ears to hear where that love is already happening—that is worth our energy and our care and our time, to tend that love, to show that love ourselves.”
—Krista Tippett, Founder and CEO, The On Being Project
“There are just two outcomes that really matter: First, that students feel Judaism is the fertile ground in which they get nurtured to grow, and second, that they find Judaism joyful.” Rabbi Joy Levitt, Executive Director, JCC Manhattan
"Civil discourse requires us to listen generously and to act as though—and to really believe—we could be open to persuasion. We each may think: 'I did not cause this situation, I am not to blame.' Yet we each have the capacity to help society turn the corner, if we honestly ask what went wrong and what we can do about it."
- Martha Minow, the 300th Anniversary University Professor at Harvard University and Joseph William Singer, Bussey Professor of Law, Harvard University
The Wow Metric of Success: Jewish Life in Bloom on the Farm: Spring has arrived, and the Jewish community is busy planting with purpose. In Vaughan, Ontario, the yellow coltsfoot and purple-blue scilla are just starting to flower at the Kavanah Garden, a half acre community garden that’s part of Shoresh, the Canadian-based Jewish environmental organization that includes the Kavanah Garden and Bela Farm. Last Sunday, on “Yom Manual Labor” volunteers gathered to turn the soil, plant seeds, paint outdoor tables and participate in construction projects with the Shoresh team, preparing the garden for growing season.
“Our Jewish community is only as strong as its ability to include all members in the fabric of Jewish life. Doing so helps each of us recognize the unique strengths we all bring to the Jewish community, and that community cannot possibly be complete until we actively and intentionally welcome each other.”
-Meredith Englander Polsky, 2017 Covenant Award Recipient, Director of Institutes and Training, Matan, and Developmental Support Coordinator, Temple Beth Ami Nursery School
“From all of my teachers, I have grown wise.” Psalms 119:99. Framing Jewish Education, a project of The Jewish Lens and supported by The Covenant Foundation, was created to engage teachers, students, and families in conversation about the value of Jewish education and to illustrate the power of great teaching and learning via a curriculum based on visual literacy and text.
“For me, study is a divine and daily imperative; I study a page of Talmud daily so that I am not only teaching. My teaching is constantly being fed by my learning.” —Erica Brown Associate Professor, George Washington School of Education and Human Development. Director, Mayberg Center for Jewish Education and Leadership, 2009 Covenant Award Recipient
The Covenant Classroom means something different to every educator but common goals are to motivate, engage and be inclusive of all learners. In this volume, we’ve collected an array of Teachings on Inspiration and Motivation in all areas of Education.
#ThankATeacher It has been twenty-five years since The Covenant Foundation first opened its doors, and we continue to be humbled by extraordinary Jewish educators from across North America and across the spectrum of Jewish life who have devoted their careers and considerable talents to the field of Jewish education. Now, in celebration of a quarter-century-old tradition of honoring Jewish education and educators, and to kick off a year of public engagement around great teaching, we’re proud to share The Covenant Foundation voices app with you: a new digital way to give and share your gratitude.
“What would it look like if we bet on Jewish early childhood education for the long-term, as our tradition instructs? The task might seem large, but the reward, we know, is great (Pirkei Avot 2:15).”
“Countless leaders have been inspired by the story of the Jewish people leaving bondage in Egypt – those whose names we know, like Martin Luther King, Jr. and those whose names we never will know, whose every-day acts of kindness and resistance fuel social change. This story, our story, has become a cornerstone of modern social justice work.”
—Abby Levine, Director of The Jewish Social Justice Roundtable
This is how I see a “Covenant Classroom”: a place where challenging topics are passionately discussed; a place where complex ancient texts are grappled with; a place in which self- esteem grows, and motivation to learn increases exponentially because of it. An environment in which each Jewish soul is given the confidence to continue the eternal search for meaning.”
—Dr. Sandra Ostrowicz Lilienthal, Curriculum Developer and Instructor at The Rose and Jack Orloff Central Agency for Jewish Education of Broward County and 2015 Covenant Award Recipient
“When powerful, new approaches to learning are introduced through digital tools, meaningful disruptions occur along the way… When this happens, new approaches which previously seemed inaccessible, are suddenly within reach.”
—Barry Joseph, Associate Director for Digital Learning, Youth Initiatives, American Museum of Natural History
“The future of Jewish teen engagement can in fact be found in 3D printers, and in text-people, and in service, and outdoor education, and in anything that brings teens into contact with authentic learning experiences and passionate, caring, knowledgeable educators.”
—Charlie Schwartz, Senior Jewish Educator, Director, BIMA & Genesis, Brandeis High School Programs
Portal seems like a particularly apt metaphor for entry points into Jewish life and learning because ultimately we want those experiences to be deeply experiential and transformative. We also want them to be accessible. A portal has no toll; passage is free. At the same time, a portal is particularistic, not a generic entrance. It conveys a sense of magic, ritual, and power. Similarly, we want to convey that Jewish life is rich, layered, and meaningful beyond what is immediately apparent. We want the encounter with Jewish life to take you on a journey that is profound and surprising. And, given that each of us may enter through the same portal but have a completely different experience of what is on the other "side," the possibilities are endless.
— Judith Rosenbaum, Executive Director, The Jewish Women’s Archive
"We need a new kind of creativity in the classroom that’s going to reach Jewish kids… If a teacher is imaginative, he or she is going to connect to students’ hearts and souls.”
—Dr. Arnold Eisen, Chancellor, Jewish Theological Seminary, Board Member, The Covenant Foundation.
"There are four types of students... The sponge absorbs everything. The funnel brings in on one side lets it out the other. The strainer lets out the wine and retains the lees. The sieve lets out the flour dust and retains the fine flour." —Pirkei Avot 5:15
"There’s a misconception that a venture must depend on large grants from big donors. It makes more sense and it’s more sustainable to test out an idea, and see whether it has the opportunity to make an impact on people’s lives."
— Ariel Beery, founder, PresenTense
I think [creating new Jewish texts] is a really good description of what we’re trying to do. These days we’re increasingly creating products that are intended to be shared on the web. We’ve felt and continue to feel that this medium, and virtual communication as a whole, is being under-tapped for its possibilities for making art.
— Reflections from Sam Ball on the New Jewish Filmmaker Project