Citations are one of the ways that scholars engage one another in dialogue, debate, and discussion. As such, they represent a powerful way in which practitioners constitute themselves and others within a scholarly field. This article studies the citational practices of articles published in the "Journal of Jewish Education" over a 10-year period in order to discover how scholars have constituted the field of research in Jewish Education. Using social network analysis and qualitative examination, this article presents an unprecedented portrait of the field of knowledge including its strengths and new directions for scholarly investigation and analysis of how the field of research in Jewish education has been formed, and how citational references have shaped how scholars and practitioners understand what we know about Jewish education.