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“Narrow Bridge” offers wonderful lesson in understanding the struggles individuals go through in grappling with questions of identity – in an often quite humorous fashion
Review by BERNIE BELLAN
Is it possible to produce a play that tackles the tremendous pressure any individual deciding to undergo a gender transformation must feel in a way that is both fascinating, yet very amusing? Add to that pressure yet more pressure though when not only is that individual changing their gender, they’re also becoming increasingly drawn to an orthodox form of their religion.
Such is the storyline of Winnipeg Jewish Theatre’s newest production, “Narrow Bridge,” written by Winnipeg playwright Daniel Thau-Eleff – on now at the Berney Theatre in the Asper Campus until March 19.
Although I was somewhat familiar with the background to this particular play (having followed its long development process and the many twists and turns it took until it was finally mounted this year), watching “Narrow Bridge” in a preview performance on Thursday, March 9, left me thinking that the work that had gone into honing “Narrow Bridge” from simply an idea for a story that began 10 years ago into a play that is at once riveting, amusing, and highly educational has been well worth it.
The play opens with the protagonist, played by Elio Zarillo, who is identified as “Sholem” in the playbill, explaining to the audience that – at this point in their life, they are a woman whose name is “Samantha” (or “Shoshana” in Hebrew). (And, despite the antagonism exhibited by so many conservatives to the use of “they” as a pronoun in place of “he” or “she”, while watching this play it is totally apparent why a non-specific pronoun is perfectly appropriate for non-binary individuals. Still, don’t be mistaken into thinking “Narrow Bridge” is some sort of didactic lesson in gender politics. Far from it.)
Samantha is soon joined on stage by sister Naomi, played by Alissa Watson, and mother Elaine, played by Rhea Ekler. Naomi announces that is she going to be married in six weeks to her boyfriend, Kevin, who is about to convert to Judaism. The dialogue in the opening scene is fast paced and often quite humorous.
Soon enough the action moves to a local Orthodox synagogue, where we are introduced to “Mendel,” played by WJT veteran Harry Nelken. If ever there was a perfect fit for a local actor to play an Orthodox Jewish scholar, Harry Nelken is it. Not only does he look every bit the part of an older Orthodox Jew, when he offers dissertations on the Talmud, which he does from time to time through the First Act, he is absolutely convincing as a scholar.
Moreover, as much as one might expect that expositions on certain parts of the Talmud might be somewhat dry – to say the least, Thau-Eleff clearly has a deep understanding both of the Talmud and Jewish history. There is a recurrent reference to the “Sanhedrin” (which, as is explained in the play, was the Jewish high court in the time of the Temple) in “Narrow Bridge”, and although I myself grew up learning about the Sanhedrin, having attended Jewish day school, Mendel’s explanation of how the Sanhedrin worked is quite illuminating.
Samantha’s increasing fascination with the Talmud, strange as it may seem in our modern-day world, is given great credibility by the back and forth dialogue between Samantha and Mendel. Samantha puts her quest for wanting to know more about Judaism in the form of one succinct question to Mendel, that sums up much of what this play is about: “What does it mean to be Jewish?”
Does it help though to have a familiarity with the Talmud and Jewish rituals, such as which occur during Shaabat on Friday evenings in observant Jewish homes, in order to fully understand what is going on in “Narrow Bridge?” I’m honestly not sure. I would rather expect, however, that any audience member who is interested in learning about what would motivate someone who is not Orthodox to begin with to want to become Orthodox, regardless of that audience member’s own background, would find much of what “Narrow Bridge” has to offer quite moving.
As the play develops, a good part of the First Act is taken up with Naomi’s upcoming wedding – and Samantha’s clear reluctance to play a major role in that wedding, notwithstanding Naomi’s request that Samantha be her maid of honor.
Again, there are plenty of clever exchanges between characters – with many pithy observations brought forward. At one point prior to the wedding, when tempers are running high, Naomi says to Samantha – in reaction to something their mother has just said: “There is one thing you have to understand about Jewish families. Everything is a matter of life and death!”
The First Act ends with the actual wedding. Suffice to say it’s not a Hallmark movie wedding.
As we learn more about Samantha’s transformation into Sholem in the Second Act, we also learn more about much of the negativity within the Orthodox Jewish community toward gay, bi, and transgendered Jewish individuals who would still like to remain observant. Thau-Eleff’s treatment of what is a highly contentious subject within the Orthodox world is done though with the utmost sensitivity. There is no condescension in how he depicts Mendel’s refusal to accept Sholem’s gender transformation.
Ultimately, Sholem does find his place within the observant Jewish community – largely thanks to the constant encouragement and support of his mother.
“Narrow Bridge” takes on some very tough subjects – with its recurrent theme being a search for identity – or identities, as the case may be.
Each of the actors handles their role with great sensitivity. Sure, there are many laughs, but there is also a great deal of heartbreak. No doubt a play like “Narrow Bridge” will resonate most deeply with a liberal audience – Jewish or non-Jewish, but it would have a clear meaning for anyone who has either struggled with finding their identity – or watched someone near and dear go though that struggle.
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Cheryl Hirsch Katz, Jewish Child and Family Service’s longest serving staffer, set to retire at end of the month
By MYRON LOVE “I loved working at Jewish Child and Family Service,” says Cheryl Hirsh Katz, who is due to retire at the end of June. “I have always appreciated the warm and welcoming atmosphere here. I feel that the people working here are my extended family. I am going to miss my colleagues”.
“I have derived great satisfaction over the years to have been able to help many people in our community of all ages through my work at JCFS,” she continues.
After 44 years at the agency, Katz, the longest-serving member of the staff, was given an appreciative send-off at the JCFS’s recent (June 23) Annual General Meeting at the Shaarey Zedek Synagogue.
The daughter of Art and Bess Hirsh, Cheryl grew up in Garden City. She attended Peretz School, then Jefferson Junior High and Garden City Collegiate. She joined the staff of JCFS in 1981, shortly after receiving her Bachelor of Social Work degree.
She earned an MSW in 1990.
“I chose to become a social worker,” she recalls, “because I always wanted to be able to help people.”
Katz was originally hired by JCFS to work with newcomers. After a couple of years, she was given responsibility for looking after the needs of older adults.
“I really enjoyed working in older adult services,” she says. “That is where I spent the bulk of my time at JCFS.”
After ten years as a case worker, she was promoted to a supervisory role. Later, she was also given responsibility for mental health and addictions programming and settlement services, while keeping the older adult files under her purview.
“As a supervisor, I wasn’t directly involved with individual clients,” she points out. “I was more involved with programming. Among the programs for seniors we organized were – for example – sessions on elder abuse, digital storytelling and memory loss.”
She notes that one of the trends she has seen over the last 44 years is that people are living longer and living in their homes longer. A lot more of our clients are living well into their 90s,” she observes. “We have had to continually expand our staff and the services we provide in order to accommodate the growing demands of an aging population.”
She also spoke of the mental health needs of seniors and aging Holocaust survivors.
She says that she has mixed feelings about leaving JCFS. “After so many years working full time, I am going to have to create a new routine,” she comments.
She notes that, now that she is retired, she will have more time to spend with her parents – who are in their 90s.
And then, there are the two dogs to look after. “I will have time now to try new activities,” she says. “ I might learn to play mah-jong.”
She speaks about maybe doing some traveling – although her husband, Murray, is still working full time.
(She and Murray have one daughter, Farah.)
“Retirement may also include some volunteering,” she adds.
It is quite likely, she will be continuing her association with JCFS but in a volunteer capacity.
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Gray Academy students shine in provincial, national debating competitions
By MYRON LOVE It has been another good year for Gray Academy’s high school students who participated in provincial and national debating competitions. The best results were recorded by Grade 9 student Noa Mednikov, who finished fourth overall nationally, fourth in interpretive reading, and fifth in persuasive speaking at the junior National Public Speaking Championship in early May in Vancouver.
Last October, in the Junior Provincial British Parliamentary Championship – which was held at St. John’s-Ravenscourt – Noa and her partner, Raya Braunstein, finished third as a team while Raya placed third in individual debating.
Their fellow Grade 9 student Maxim Moscalenkov tied for first in persuasive speaking in Vancouver, while the Gray Academy team of Gabe Tapper and Aaron Koplovich finished fifth. Aaron also finished fifth in his individual debate.
Earlier, in March, Maxim finished fifth in the Provincial Juniors debating competition, which was held at Balmoral Hall He and his debate partner, Nate Shenkarow, finished seventh among the teams entered. Last November, he and partner, Ethan Tenenbein, finished seventh in the Junior Prepared Tournament – just behind the Gray Academy team of Nate Shenkarow and Jack Kay.
At the senior high level in that competition, the team of Jacob Tenenbein and Jonah Novoseller finished fourth and Jacob was recognized as fifth best in an individual capacity. Jonah and Jacob also paired up to win the Asper Cup, which was held at their home school.
Jacob represented Manitoba at the Junior National Speech Championship in Vancouver in May and, last October, he and Grade 12 Gray Academy students Julie Krozkin and Daniel Bokser represented Canada at an international debating tournament in Bermuda.
Gray Academy’s debating program was introduced by Linda Martin in 2003. She also led the debating teams at Balmoral Hall. In 2011, Martin was succeeded by Gray Academy high school English teacher Andrew Kaplan.
“Andrew has done a wonderful job with the debating program” says Martin, who has a debating trophy at Gray Academy named in her honour, as well as a provincial trophy for best individual junior debater. “Over the years, Gray Academy students have done very well in many local, national and international competitions,” she adds.
About three weeks ago, this writer had the opportunity to sit down with Andrew Kaplan and six of the school’s top debaters while they discussed the benefits of learning how to debate. According to Noah Strauss – who competed in the Junior Provincials at Balmoral Hall in March, public speaking leaves him with a feeling of accomplishment.
“It’s a good skill set to have,” he observes. “It builds confidence.”
“A benefit of being able to debate is that you learn how to convince people that you know what you are talking about,” adds Maxim Moscolenkov.
Raya Braunstein notes that being able to debate is a skill that she expects to be helpful in many university courses which she may choose to take.
As Andrew Kaplan notes, the ability to express yourself has a great impact in whatever career you choose to pursue.
He points out that debating is compulsory at Gray Academy for all Grade 7 and 8 students – and students can continue debating as an option in the higher grades
Of course, competitive debating is not for everyone. For those students who opt to take that path, the journey begins with internal school debate competition – with the top debating teams and individuals qualifying for local tournaments and – potentially – beyond.
Andrew Kaplan reports that a small number of high schools in Winnipeg and southern Manitoba have active debating programs – including St. Johns Ravenscourt, St. Paul’s High School, St. Mary’s Academy, Garden City and Maples Collegiates in the Seven Oaks School Division, St. Maurice (a Catholic School), as well as Morden Collegiate and Dasmesh, a Sikh private school.
Kaplan expresses his appreciation to the Asper Foundation and an endowment spearheaded by the Kives Family for providing funding for the Gray Academy debating program – as well as the Andrew Slough Foundation – which was established by his friends in memory of the outstanding former Ravenscourt student debater and lawyer who passed away suddenly two years ago at the still young age of 38.
I am confident that our Jewish community can look forward to the continued success of Gray Academy’s star debaters and to the continual emergence of future stars as the times goes by.
Local News
Antisemitism has crept into grade school in Canada
Antisemitism in Canada has moved beyond protests and politics; it is now entering classrooms and altering how Jewish children see themselves functioning within them.
A a university student I have observed the experience of my younger brother in grade eight as a Jewish student. Over the past few months, his school has been at the center of several deeply troubling incidents that have made him feel unsafe in our parks, community, and even his school. Swastikas were drawn around the community, in parks and ponds. Additionally, an older man, who claims to be a pro-Palestinian influencer, stood outside his predominantly Jewish school wearing a keffiyeh, filming a video which then circulated between students on TikTok.
This same man later showed up to our local Jewish community center in keffiyeh to allegedly watch his son play basketball where my brother and many of his classmates go for their lessons, basketball games, and Jewish events. These moments made him and his peers feel watched and targeted just for being Jewish. Local political representatives condemned the incidents and raised awareness about antisemitism, but the fear among students didn’t go away. The feeling of being targeted for simply existing has been taught to my brother, something my parents had tried their hardest to escape from.
Most recently, my brother was chosen to represent his school at a regional science fair. When one of the judges arrived wearing a keffiyeh, he froze. For many, including my brother after the incidents he has faced, the keffiyeh represents a political message. But even more so for my younger brother, it is tied to the fear and intimidation he had already experienced. He felt nervous, distracted, and unsure of how to act.
This is not about silencing political expression. It is about a child who came to share his ideas and left feeling uncertain and afraid. It is about the atmosphere forming in Canadian schools, where Jewish students are being made to feel targeted and unwelcome.
His school made an effort to address the incidents, but the impact is lasting. Posts on social media, much can be very vague at times about inclusion cannot fully undo the feeling of being singled out. A kind word from a teacher does not erase the fear that builds when threats are left unspoken but deeply felt.
I am writing this as a sister who watched her younger brother lose a moment that should have been filled with confidence and pride. He deserved to feel safe. So do all Jewish students in this country.
Moving forward, schools must take concrete steps to protect all students. Antisemitism cannot only be addressed when it becomes violent or overt. It must also be recognized when it appears as intimidation, symbolic targeting, or political messaging that creates fear among students. Children should never have to question whether they are safe in their own classrooms or community spaces.
Events that are meant to support and celebrate students must remain focused on them. Individuals who feel the need to bring political symbols or messages into school grounds or children’s events should not be welcomed in those spaces. Schools must make it clear that their environments exist to support learning, safety, and inclusion, not to host agendas that can intimidate or isolate students.
Administrators and educators must develop clear guidelines for identifying and responding to antisemitic behavior in all its forms. This includes strengthening security measures, offering ongoing staff training, and engaging directly with Jewish families to understand their concerns. Inclusion is not a one-time statement. It is a responsibility that must be reflected in everyday decisions and actions. No child should ever feel unsafe or unwelcome because of their identity.
The author is a Campus Media Fellow with HonestReporting Canada and Allied Voices for Israel who lives in Toronto.