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The operation of schools in the Arab world is a topic about which very little is known in the West. This volume, first published in 1991, provides information about the Arab school and thus contributes to an understanding of what is taught, by whom, and under what conditions. It seeks to define the interaction between traditional elements and innovative forces impinging on the Arab school, as well as reviewing policies that concern the education of Arab children. It is maintained that Arab schools are in a state of transition, reproducing society and its norms on one hand while on the other operating as agents seeking to transform society. This work examines this claim in detail, providing a unique discussion about education in the Arab world.
This annotated guide of English-language material on education in the Arab world includes books, journal articles, national and international reports and documents and Ph.D. dissertations. The author opens with an introductory essay on the development of education in the Arab Gulf states and an analysis of current issues in educational research. Chapters cover the social context of education; educational systems and structures; country reports on educational developments between 1950 and 1980; religion and education; education at the pre-college level; and higher education with special attention to systems and institutions, curriculum and evaluation, management, students in national and foreign universities, research, sciences, and technology. The book also examines women's education; teachers and teacher education; educational planning; manpower and education; educational guidance and counseling; special education; literacy and adult education; and educational media and instructional technology. Author and subject indexes are provided.
585 new titles, most published from 1980 to 1989, and 213 new editions and supplement volumes of titles cited in the second edition. Appendix and extensive indexes. Recommended for undergraduate bibliographic collections. --ARBA
Education, Empowerment, and Control is about the education of the Palestinian Arab minority in Israel from the establishment of the state of Israel to the present. Using a comparative approach, the study throughout juxtaposes Arab and Hebrew educational systems in terms of administration, resources, curricula contents, and returns. Developments in education are analyzed in conjunction with wide demographic, economic, and sociopolitical changes. Al-Haj explores the expectations of the Palestinian community on the one hand and dominant groups on the other, showing that whereas Palestinians have seen education as a source of empowerment, government groups have seen it as a mechanism of social control. The book also sheds light on the wider issue of education and social change among developing minorities in the postcolonial era. Al-Haj examines modernization, underdevelopment, and control in order to delineate the role education plays among a national minority that is marginalized at the group level and denied access to the national opportunity structure.
Who's Who in the Arab World 2007-2008 compiles information on the most notable individuals in the Arab world. Additionally, the title provides insight into the historical background and the present of this influential and often volatile region. Part I sets out precise biographical details on some 6,000 eminent individuals who influence every sphere of public life in politics, culture and society. Part II surveys the 19 Arab Countries, providing detailed information on the geography, history, constitution, economy and culture of the individual countries. Part III provides information on the historical background of the Arab world. Indexes by country and profession supplement the biographical section. A select bibliography of secondary literature on the Middle East is also included.
The organized play of the pre-school child with a group of peers in an educational atmosphere is now recognised as an important element in child development. The Arab states of the Gulf, as indeed most of the emerging countries, place special emphasis on the education of the young generation and are therefore particularly interested in the creation of pre-school education. This book, first published in 1985, highlights the interplay in Kuwait of the traditional Islamic / Arab approach to education with the more Western influenced ideas on the education of the pre-school child.
The authors of these rich ethnographic essays demonstrate that the Egyptian household plays a crucial, if largely overlooked, role into the dynamics of political, economic, and social change. While Western social scientists have assumed that employment outside the home improves women's autonomy and economic status, economic liberalization in Egypt is shown here to have worsened the economic situation of women and undermined their authority within the household. The collection explains why such everyday issues as unemployment, government subsidies, gender relations, housing, political participation, educational mobility, and the standard of living have become increasingly politicized at he household level, a development that has direct implications in the context of Islamist challenges to the state.
In a timely reminder of how the past informs the present, Baruch Kimmerling and Joel Migdal offer an authoritative account of the history of the Palestinian people from their modern origins to the Oslo peace process and beyond. Palestinians struggled to create themselves as a people from the first revolt of the Arabs in Palestine in 1834 through the British Mandate to the impact of Zionism and the founding of Israel. Their relationship with the Jewish people and the State of Israel has been fundamental in shaping that identity, and today Palestinians find themselves again at a critical juncture. In the 1990s cornerstones for peace were laid for eventual Palestinian-Israeli coexistence, including mutual acceptance, the renunciation of violence as a permanent strategy, and the establishment for the first time of Palestinian self-government. But the dawn of the twenty-first century saw a reversion to unmitigated hatred and mutual demonization. By mid-2002 the brutal violence of the Intifada had crippled Palestine's fledgling political institutions and threatened the fragile social cohesion painstakingly constructed after 1967. Kimmerling and Migdal unravel what went right--and what went wrong--in the Oslo peace process, and what lessons we can draw about the forces that help to shape a people. The authors present a balanced, insightful, and sobering look at the realities of creating peace in the Middle East.