This chapter calls into question two commonplace assumptions that undergird the work of those who study and develop ‘school–community connections’. The first assumption is that there is a generally unidirectional sequence of cause and effect (from home to school) in the relationships between communities/parents and schools. The second is that the primary outcomes of these relationships have greater significance for children than for parents. At the same time, the chapter suggests that these outcomes confirm an emerging strand of thought within the study of contemporary Jewry. This emphasizes the fluidity of adult Jewish identities, even — if not especially — among those who may not have previously been deeply engaged with aspects of Jewish life.
