This study will examine the emergence of Israel studies at the university level. Historical precedents for departments of Hebrew language instruction, Jewish studies centers, and area studies will be examined to determine where Israel studies chair holders are emerging.
After defining Israel studies, a qualitative methodological approach will be used to evaluate the disciplinary focus of this emerging area. Curriculum available from and degree granting capabilities of various programs will be examined. In addition, surveys taken of Israel studies scholars will provide their assessments of the development of the subject. Four case studies will highlight Israel studies as it is emerging in two public (land grant institutions) versus two private universities.
An emphasis will be placed on why Israel studies might be located outside Middle Eastern studies. Questions regarding the placing of Israel studies within Jewish studies or Near Eastern Languages and Culture departments will be addressed. The placing of Israel studies chairs and centers involves questions of national and global identity. How scholars in the field conceptualize these identities, as well as how they are reflected in the space found for Israel studies scholars are the motivating factors for the case studies.
Ritterband and Wechsler (1994) have examined the emergence of Jewish studies in American universities, with a focus on the “normalization” process in terms of academic mainstreaming. How and if it is possible to extend the process of “normalization” to Israel studies will be addressed. In addition, the dilemma of what Gerald Graff (1993) has described as “teaching the conflicts” within the context of Israel studies will be examined. In the four case studies, two public versus two private institutions, with varying institutional histories in terms of the “uses of knowledge” will highlight this dilemma.