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 quite a few conceptual frameworks rooted in several disciplines and fields, similar to schooling, non secular and cultural reviews, political technological know-how, and Arab stories. The ebook 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 figuring out of the position of schooling in post-Arab Spring states and societies. The publication provides a different and much-needed point of view 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 good mixture of stories of the individuals attests to the wonderful caliber of this promising paintings. "It isn't really rare to listen to sweeping yet normal criticisms of all facets of academic structures within the Arab international - every thing from textbooks to educating methodologies have come below scrutiny. The authors of this assortment search to maneuver the controversy past generalities by way of delivering distinctive stories; whereas knowledgeable by way of a feeling of the inadequacy of present platforms, additionally they offer an empirically wealthy research of latest systems." - Nathan Brown, George Washington college, united states
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17). Similarly, Freeman (1992), asserted that “Apprenticeship of observation serves as de facto guides for teachers. The urge to change and the pull to do what is familiar creates a central tension in teachers’ thinking about their practice (p. 4). Relatedly, Johnson (1996) commented about the tension between teachers’ vision and realities of the classroom and the need to resolve the tension in 17 A. F. ALREBH & R. AL-MABUK a systematic and constructive manner during teacher training. One of the vehicles to resolving this tension is to raise awareness about it in class and to use field experiences and practicum opportunities to examine their assumptions and beliefs and shape teachers’ understanding.
Through active and experiential learning, students will be able to transfer what they learn in class to their everyday living. In the chapter, we propose to examine the issue of pedagogical reformation by addressing four areas: (1) prevailing pedagogical approaches in the Arab World and their impact on students; (2) how teachers effect change by embodying the democratic ideals and values of citizenship, social justice, and pluralism and serving as democratic role models; (3) transformative pedagogies that promote democracy and how; and (4) challenges and opportunities in teaching for democracy in the Arab World.
Now we turn to the fourth and final section of the chapter which focuses on a discussion of potential challenges and opportunities for transforming teaching approaches into democracy-promoting pedagogies in the Arab World. OPPORTUNITIES & CHALLENGES IN TEACHING FOR DEMOCRACY IN THE ARAB WORLD In this final section of the chapter, the challenges and opportunities involved in teaching for democracy are discussed in three subsections: teacher training, teachers’ assumptions and beliefs about teaching, and opportunities.