|
" Education and the Arab Spring : "
edited by Eid Mohamed (Doha Institute for Graduate Studies, Qatar, University of Guelph, Canada), Hannah R. Gerber (Sam Houston State University, USA) and Slimane Aboulkacem (Sam Houston State University, USA) ; foreword by Bessma Momani.
| Document Type
|
:
|
BL
|
| Record Number
|
:
|
606563
|
| Doc. No
|
:
|
b435782
|
| Title & Author
|
:
|
Education and the Arab Spring : : resistance, reform, and democracy /\ edited by Eid Mohamed (Doha Institute for Graduate Studies, Qatar, University of Guelph, Canada), Hannah R. Gerber (Sam Houston State University, USA) and Slimane Aboulkacem (Sam Houston State University, USA) ; foreword by Bessma Momani.
|
| Page. NO
|
:
|
1 online resource (179)
|
| ISBN
|
:
|
9463004718 (ebk)
|
|
|
:
|
: 9789463004718 (ebk)
|
| Contents
|
:
|
TABLE OF CONTENTS; FOREWORD; PREFACE; ACKNOWLEDGMENTS; CHAPTER ABSTRACTS; SECTION ONE: CLASSROOM ISSUES AND TEACHER PROFESSIONAL DEVELOPMENT STRUGGLES POST-ARAB SPRING; SECTION TWO: YOUTH EDUCATION AND THE SEEDS OF SOCIAL CHANGE; SECTION THREE: IDEOLOGIES, RELIGION, AND EDUCATION AFTER THE ARAB SPRING; EDUCATION, DEMOCRACY, AND THE ARAB SPRING: An Introduction; REFERENCES; SECTION ONE: CLASSROOM ISSUES AND TEACHER PROFESSIONAL DEVELOPMENT STRUGGLES POST-ARAB SPRING; 1. TEACHING FOR DEMOCRACY IN POST-ARAB SPRING: Challenges & Opportunities
|
|
|
:
|
PREVAILING PEDAGOGICAL APPROACHES IN THE ARAB WORLD AND THEIR IMPACT ON STUDENTSPrevalent Pedagogical Approaches; Prevalent Pedagogies: Role of Tradition; Prevalent Pedagogies: Role of Governance; EFFECTING CHANGE BY EMBODYING DEMOCRATIC IDEALS & SERVING AS ROLE MODELS; Teachers as Change Agents; Educating through Modeling; Constructive Attitudes and Actions; Mastery-Learning Orientation; TRANSFORMATIVE PEDAGOGIES THAT PROMOTE DEMOCRACY: THE WHAT AND HOW; Democracy-Promoting Pedagogies; Definitions of Teaching for Democracy; How to Teach for Democracy
|
|
|
:
|
OPPORTUNITIES & CHALLENGES IN TEACHING FOR DEMOCRACY IN THE ARAB WORLDChallenges: Teacher Training; Challenges: Teacher Assumptions & Beliefs about Teaching; Teaching for Democracy: Opportunities; REFERENCES; 2. ARAB SPRING AND TEACHER PROFESSIONAL DEVELOPMENT IN EGYPT: A Case Study; Quality of Teacher Education in Egypt; School Curriculum and Private Tutoring; Professional Development Needs; STATEMENT OF THE PROBLEM; PURPOSE OF THE STUDY AND RESEARCH QUESTIONS; SIGNIFICANCE OF THE STUDY; METHODS AND DESIGN; Participants; Data Collection; Data Analysis; FINDINGS
|
|
|
:
|
Beginning Years of Teaching ExperienceType of Courses to Prepare Novice Teachers; Type of Trainings (PD) Needed; The Efficacy of College Courses for Pre-Service Teachers; In-Service Teacher Trainings/PD Prior to the Arab Spring; In-Service Teacher Trainings/PD after the Arab Spring; Study Abroad Trainings; The Effect of Arab Spring; Gender Issues in Teacher Training/PD; DISCUSSION; IMPLICATIONS OF THE STUDY; LIMITATIONS AND FUTURE RESEARCH; CONCLUSION; NOTE; REFERENCES; APPENDIX A; Interview Questions; APPENDIX B; Sponsored Programs; SECTION TWO: YOUTH EDUCATION AND THE SEEDS OF SOCIAL CHANGE
|
|
|
:
|
3. DEMOCRACY AS STUDENT MOBILIZATION: How Student Unions Struggle for Change in EgyptHigher Education and Democracy; Civic Education Theory; The Arab Spring and Education; History of the Egyptian Student Movements; Post-Arab Spring University Activism in Egypt; Conclusion: Is Student Activism Dead in Egypt?; NOTE; REFERENCES; 4. VULNERABILITY OF THE TUNISIAN EDUCATION SYSTEM: A Pendulum Swing between Reality and Hope; LITERATURE REVIEW; Seeds of the Revolution; Instant Impact of the Revolution; Revolution and Its Aftermath; METHOD AND DESIGN; Sampling; Procedure; RESULTS
|
| Subject
|
:
|
Education-- Middle East-- History-- 21st century.
|
| Dewey Classification
|
:
|
370.956
|
| LC Classification
|
:
|
LA1430.2
|
| Added Entry
|
:
|
Gerber, Hannah R.
|
| Added Entry
|
:
|
Ohio Library and Information Network.
|
| |