By Eid Mohamed, Visit Amazon's Hannah R. Gerber Page, search results, Learn about Author Central, Hannah R. Gerber, , Slimane Aboulkacem
Schooling and the Arab Spring: Resistance, Reform, and Democracy explores the present debate approximately schooling within the heart East and North Africa post-Arab Spring. It attracts from a number of conceptual frameworks rooted in several disciplines and fields, comparable to schooling, non secular and cultural stories, political technological know-how, and Arab reviews. The publication is, partially, a reaction to an elevated call for because the Arab Spring - through universities, cultural associations, think-tanks, schooling officers, policymakers and newshounds - for a richer, deeper knowing of the position of schooling in post-Arab Spring states and societies. The e-book provides a distinct and much-needed standpoint to this box: its particular concentration is at the Arab context, and its research is of problems with specific relevance to a altering global order. the nice mixture of stories of the participants attests to the superb caliber of this promising paintings. "It isn't rare to listen to sweeping yet basic criticisms of all facets of academic platforms within the Arab international - every thing from textbooks to instructing methodologies have come less than scrutiny. The authors of this assortment search to maneuver the talk past generalities through supplying specified experiences; whereas trained through a feeling of the inadequacy of current platforms, in addition they offer an empirically wealthy research of current systems." - Nathan Brown, George Washington college, united states
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Additional resources for Education and the Arab Spring: Resistance, Reform, and Democracy
Example text
Wood (1990) considers schools and classrooms as communities where students learn and experience what it is like to work for the common good and to be a compassionate, respectful, responsible, contributing, and productive citizen. Community building in the schools that Wood studied was achieved by assigning students to advisors who serve as their point of contact for students and parents with the school. Groups of students meet with their advisors three times a week to talk about academic, social, and personal issues.
Proceedings of the Annual Meeting, Winnipeg, Manitoba. 22 TEACHING FOR DEMOCRACY IN POST-ARAB SPRING Perkins, D. N. (1993). Teaching for understanding. American Educator, 17(3), 28–35. Perkins, D. N. (2008). Smart schools: From training memories to educating minds. New York, NY: Free Press. Perkins, D. , & Salomon, G. (1988). Teaching for transfer. Educational Leadership, 46(1), 22–32. Placha, T. C. (2007). Teaching for democracy: The risks and benefits of teaching in the danger zone. Journal of Thought, 42(1/2), 123–138.
Moreover, teachers must expand their pedagogical imagination to teach through drama, music, art, and poetry, and to avoid the temptation of protective discourse by promote discussion and debate of controversial issues. The opportunities and challenges of teaching for democracy are worth considering as some countries introduce or continue an ongoing focus on teaching for democracy. The initial steps will be fraught with difficulties and hardship; however, in the long run, civic-minded, workers for the common good, respectful and tolerant citizens propel a nation toward progress, prosperity, and security.