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This book argues that the modern state, from the nineteenth century to the contemporary period, has consistently been used as a means to measure civilizational engagement and attainment. This volume historicizes this dynamic, examining how it impacted state-making in Lebanon and Syria. By putting social, political, and economic pressure on the Ottoman Empire to replicate the modern state in Europe, the book examines processes of racialization, nationalist development, continued imperial expansion, and resistance that became embedded in the state as it was assembled. By historicizing post-imperial and post-colonial state formation in Lebanon and Syria, it is possible to engage in a conceptual separation from the modern state, abandoning the ongoing reproduction of the state as a standard, or benchmark, of civilization and progress.
With four million Syrian refugees as of September 2015, there is urgent need to develop both short-term and long-term approaches to providing education for the children of this population. This report reviews Syrian refugee education for children in the three neighboring countries with the largest population of refugees—Turkey, Lebanon, and Jordan—and analyzes four areas: access, management, society, and quality.
Annotation By providing a new framework for understanding Shi'ite national politics in Lebanon, Roschanack Shaery-Eisenlohr recasts the relationship between religion and nationalism in the Middle East
French rule over Syria and Lebanon was premised on a vision of a special French protectorate established through centuries of cultural activity: archaeological, educational and charitable. Initial French methods of organising and supervising cultural activity sought to embrace this vision and to implement it in the exploitation of antiquities, the management and promotion of cultural heritage, the organisation of education and the control of public opinion among the literate classes. However, an examination of the first five years of the League of Nations-assigned mandate, 1920-1925, reveals that French expectations of a protectorate were quickly dashed by widespread resistance to their cultural policies, not simply among Arabists but also among minority groups initially expected to be loyal to the French. The violence of imposing the mandate 'de facto', starting with a landing of French troops in the Lebanese and Syrian coast in 1919 - and followed by extension to the Syrian interior in 1920 - was met by consistent violent revolt. Examining the role of cultural institutions reveals less violent yet similarly consistent contestation of the French mandate. The political discourses emerging after World War I fostered expectations of European tutelages that prepared local peoples for autonomy and independence. Yet, even among the most Francophile of stakeholders, the unfolding of the first years of French rule brought forth entirely different events and methods. In this book, Idir Ouahes provides an in-depth analysis of the shifts in discourses, attitudes and activities unfolding in French and locally-organised institutions such as schools, museums and newspapers, revealing how local resistance put pressure on cultural activity in the early years of the French mandate.
For almost nine decades, since their mass-resettlement to the Levant in the wake of the Genocide and First World War, the Armenian communities of Lebanon and Syria appear to have successfully maintained a distinct identity as an ethno-culturally diverse group, in spite of representing a small non-Arab and Christian minority within a very different, mostly Arab and Muslim environment. The author shows that, while in Lebanon the state has facilitated the development of an extensive and effective system of Armenian ethno-cultural preservation, in Syria the emergence of centralizing, authoritarian regimes in the 1950s and 1960s has severely damaged the autonomy and cultural diversity of the Armenian community. Since 1970, the coming to power of the Asad family has contributed to a partial recovery of Armenian ethno-cultural diversity, as the community seems to have developed some form of tacit arrangement with the regime. In Lebanon, on the other hand, the Armenian community suffered the consequences of the recurrent breakdown of the consociational arrangement that regulates public life. In both cases the survival of Armenian cultural distinctiveness seems to be connected, rather incidentally, with the continuing 'search for legitimacy' of the state.
Exploring language, culture and education among immigrants in the United States, this volume discusses the range of experiences in raising children with more than one language in major ethno-linguistic groups in New York. Research and practice from the fields of speech-language pathology, bilingual education, and public health in immigrant families are brought together to provide guidance for speech-language pathologists in differentiating language disorders from language variation, and for parents on how to raise their children with more than one language. Commonalities among dissimilar groups, such as Chinese, Korean, and Hispanic immigrants are analyzed, as well as the language needs of Arab-Americans, the home literacy practices of immigrant parents who speak Mixteco and Spanish, and the crucial role of teachers in bridging immigrants' classroom and home contexts. These studies shed new light on much-needed policy reforms to improve the involvement of culturally and linguistically diverse families in decisions affecting their children's education.
Education systems and textbooks in selected countries of the Middle East are increasingly the subject of debate. This volume presents and analyzes the major trends as well as the scope and the limits of education reform initiatives undertaken in recent years. In curricula and teaching materials, representations of the "Self" and the "Other" offer insights into the contemporary dynamics of identity politics. By building on a network of scholars working in various countries in the Middle East itself, this book aims to contribute to the evolution of a field of comparative education studies in this region.
This Handbook provides a systematic and analytical approach to the various dimensions of international, ethnic and domestic conflict over the uses of national history in education since the end of the Cold War. With an upsurge in political, social and cultural upheaval, particularly since the fall of state socialism in Europe, the importance of history textbooks and curricula as tools for influencing the outlooks of entire generations is thrown into sharp relief. Using case studies from 58 countries, this book explores how history education has had the potential to shape political allegiances and collective identities. The contributors highlight the key issues over which conflict has emerged – including the legacies of socialism and communism, war, dictatorships and genocide – issues which frequently point to tensions between adhering to and challenging the idea of a cohesive national identity and historical narrative. Global in scope, the Handbook will appeal to a diverse academic audience, including historians, political scientists, educationists, psychologists, sociologists and scholars working in the field of cultural and media studies.
Preceded by Culture care diversity and universality: a worldwide nursing theory / [edited by] Madeleine M. Leininger, Marilyn R. McFarland. 2nd ed. c2006.