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Some occupy)72(, or)]TJ0 -1.206 TD-0.0553 Tw[(have occupied, positions of responsibility)70.5(, such as presidents of a university)69.3(, or deans)]TJ0 -1.212 TD0.0825 Tw[(of faculties, directors of research centres or education programme coordinators of)]TJT*-0.0437 Tw[(major regional and international or)24.2(ganisations. Others have been actively engaged in)]TJ0 -1.206 TD0.02 Tw(community-based education initiatives, promoting access to learning to groups that)Tj0 -1.212 TD0.0381 Tw[(have hitherto been excluded and even for)23.4(gotten by the powers that be. )59.4(All have, in)]TJT*-0.0058 Tw[(one way or another)38.4(, striven hard to draw on theoretical perspectives from a range of)]TJ0 -1.206 TD0.0668 Tw[(disciplinesÑand especially from the social sciencesÑin order to articulate deeper)]TJ0 -1.212 TD0.0172 Tc0.125 Tw[(understandings of the interaction between education and society)71.8(, in ways that)]TJT*0.0001 Tc-0.0093 Tw(challenge power and try to open up spaces for more democratic and equitable forms)Tj0 -1.206 TD0.0244 Tw(of life.)Tj1.416 -1.212 TD-0.049 Tw[(Many of our interviewees lived through keen struggles for freedom from colonial)]TJ-1.416 -1.212 TD0.0213 Tc0.1249 Tw[(rule, and from home-grown despots that critiqued foreign oppression only to)]TJ0 -1.206 TD0.0001 Tc-0.0289 Tw(reproduce indigenous versions thereof in the wake of independence. Some remained)Tj0 -1.212 TD0.0015 Tc0.125 Tw(Ôat homeÕ living the discomfort that is common among critical intellectuals who)TjT*-0.0001 Tc-0.0437 Tw[(never really feel )]TJ6.6042 0 TD-0.0099 Tc-0.0439 Tw(Ôat homeÕ, never really ÔbelongÕ. Others took flight, but still look back)Tj-6.6042 -1.206 TD-0.0089 Tw(at their native countries with distressed but still hopeful eyes, hankering as they do for)Tj0 -1.212 TD0.0527 Tw(social relations that are more humane, less exploitative, and less marked by inequity)TjT*0.057 Tw(and injustice. Indeed, such desires appear particularly salient and arresting given the)Tj0 -1.206 TD-0.0418 Tw[(developments that we have witnessed in )22.1(T)37.1(unisia and Egypt as this special issue went to)]TJ0 -1.212 TD0.0055 Tc0.125 Tw[(pressÑdevelopments that reminded us, once again, that peopleÕ)65.5(s aspirations for)]TJT*-0.0099 Tc0.0476 Tw[(freedom and self-determination cannot be extinguished, and that authoritarianism, in)]TJ0 -1.206 TD0.1216 Tw(all its forms, ultimately sows the seeds of its own destruction...though history also)Tj0 -1.212 TD-0.0147 Tw(reminds us that, as the Polish saying wryly remarks, when people pull down the statue)TjT*0.0566 Tw(of Ôthe greatÕ, they tend to leave the pedestalÑintimating, of course, that the task of)Tj0 -1.206 TD0.0249 Tw[(emancipation is never complete, and that the educator)-27.6(Õ)53.1(s)0( job is never done.)]TJ1.416 -1.212 TD0.0001 Tc0.0101 Tw(The bio-academic narratives of these educatorsÑthe milestones in their lives as)Tj-1.416 -1.212 TD-0.0515 Tw[(they grew up in a world that was as exciting as it was threatening, in which they often)]TJ0 -1.206 TD-0.0009 Tw(felt they could not ÔfitÕ, and from which they sometimes felt obliged to flee, and yet)Tj0 -1.212 TD0.0139 Tw(to which they retained a loyalty and commitment, and to which they ultimately and)TjT*-0.0343 Tw(painfully return, again and againÑthese stories are important narratives that deserve)Tj0 -1.206 TD0.0729 Tw(to be told. For here, other educators will read about personal journeys, unfinished)Tj0 -1.212 TD0.0097 Tw(and incomplete though they are, where individuals tried to make sense of the world)TjT*0.0036 Tw(around themÑto Ôread the worldÕ, as FreireÑthe most often cited educator in these)Tj0 -1.206 TD-0.0356 Tw[(interviewsÑwould say)65.4(. )20.6(W)80.1(e)0( see, above all, the ef)18.1(forts of individuals to lead a life that)]TJ0 -1.212 TD0.0251 Tw(lives up to ideals that can be expressed and achieved through education.)Tj8 0 0 8 53.825 606.4451 Tm-0.0012 Tw[(RONALD G. SUL)93.8(T)78.6(ANA)]TJETendstreamendobj36 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj38 0 obj<</Length 5221>>stream
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Readers in all probability)]TJ0 -1.212 TD0.0227 Tw[(do not need to be reminded that, as with most autobiographical writing, they will)]TJT*0.0341 Tw(find in these interviews the usual ÔtropesÕ that tend to manifest themselves in the)Tj0 -1.206 TD0.0519 Tc0.125 Tw(way educators present themselves to othersÑstories that are necessarily)Tj0 -1.212 TD0.0514 Tc0.1249 Tw[(influenced by identity considerations which Ôconstruct a self-image as a)]TJT*0.0446 Tc0.125 Tw[(consistently moral individualÕ)76( \(Convery)71.5(, 1999, p.131\), with the interview)]TJ0 -1.206 TD0.0259 Tc0.1249 Tw[(convention providing an opportunity to fulfil personal identity projects. )29.5(The)]TJ0 -1.212 TD0.0101 Tc0.018 Tw[(ÔperformanceÕ)78.2( of oneÕ)52.8(s self-narration, what is recalled, and how what is recited is)]TJT*0.0252 Tc0.125 Tw[(selected, connected, or)25.9(ganized and presented, gives the reader a sense of an)]TJ0 -1.206 TD0.0101 Tc0.1114 Tw[(individual who has a coherent and enduring moral self \(Bourdieu, 1986\), often)]TJ0 -1.212 TD-0.0217 Tw(marked by Ôtransformative epiphaniesÕÑor critical events that had a major impact)TjT*0.0262 Tc0.1249 Tw[(on oneÕ)53.2(s personal and professional trajectoryÑthe principled overcoming of)]TJ0 -1.206 TD0.0101 Tc0.09 Tw[(Ôhostile and oppositional forcesÕ, and the establishment of a Ôpreferred identityÕ)]TJ0 -1.212 TD0.025 Tw(shaped by an inexorable development as a morally refined individual.)Tj1.416 -1.212 TD-0.0254 Tw[(In this sense, therefore, it is important to keep in mind that Ôthe activity of self-)]TJ-1.416 -1.206 TD0.0279 Tw[(disclosure creates, rather than relates, Ôthe self)-46.3(Õ)73.1(Õ)73.1( \(Convery)65.8(, 1999, p.137\), and that)]TJ0 -1.212 TD0.0314 Tc0.1249 Tw[(the purpose of this collection of interviews is not to present ÔsupermenÕ or)]TJT*0.0101 Tc0.0282 Tw(ÔsuperwomenÕ in a narrative which positions educators as ÔheroesÕ \(who are self-)Tj0 -1.206 TD0.0692 Tw[(sacrificing, principled, committed to equity)70.5(, undaunted by setbacks\) or ÔwhoresÕ)]TJ0 -1.212 TD0.0098 Tw[(\(who have sold their soul to the ÔsystemÕ, abandoned students to their lot, and are)]TJT*-0.018 Tw[(only interested in self-advancement and personal careers\). )64.1(Anybody who has been)]TJ0 -1.206 TD0.0199 Tw(an educator knows full well that life is far more complex than that...and indeed it)Tj0 -1.212 TD-0.0548 Tw[(is this constant, critical awareness of such complexity in the incredibly challenging)]TJT*0.1029 Tw(task of education that keeps the bio-narrative interviews in this collection from)Tj0 -1.206 TD-0.0442 Tw(sliding into a mode of self-celebratory complaisance which can perversely serve to)Tj0 -1.212 TD0.014 Tw[(make us Ôregular readersÕ)80.1( feel inadequate and ultimately excluded. )20.4(This would be)]TJT*0.0236 Tc0.125 Tw(especially regrettable, given the wide audience of teachersÑwhether novice,)Tj0 -1.206 TD0.0259 Tc0.1249 Tw[(experienced or expertÑwhich this collection of interviews primarily )]TJ30.462 0 TD0.0158 Tc0.125 Tw(tries to)Tj-30.462 -1.212 TD0.0081 Tc0 Tw(in)Tj0.7943 0 TD(t)Tj0.2861 0 TD0.0115 Tc0.1124 Tw[(erpel)3.4(l)3.4(a)3.3(t)3.4(e)4.3(. W)-6.8(h)]TJ5.638 0 TD0.0182 Tc0.1249 Tw[(ile the dif)21.2(ferent authors are reflexive in dif)20.8(ferent ways and to)]TJ-6.7185 -1.212 TD0.0101 Tc0.1037 Tw[(dif)19.3(ferent extents about the stories they weave, providing readers with hooks by)]TJ0 -1.206 TD-0.0506 Tw[(means of which the narratives can be critically engaged with and deconstructed, all)]TJ0 -1.212 TD0.0884 Tw[(make it clear that, as educators, we all have our battles to fight, and demons to)]TJT*0.0334 Tw[(chase, and that their narratives are not an end in itself, but a means of improving)]TJ0 -1.206 TD0.0246 Tw(our understanding of the educational experience.)Tj1.416 -1.212 TD0.106 Tw[(These educators tell us much about the schools in which they grew up, and)]TJ-1.416 -1.212 TD0.1005 Tw(about the achievements and failings of the education systems that developed in)Tj0 -1.206 TD-0.0409 Tw[(their countries over the past decades. Readers of this volume will learn a great deal)]TJ0 -1.212 TD0.0384 Tc0.1249 Tw[(about the key challenges confronting education in dif)25.3(ferent Mediterranean)]TJT*0.0101 Tc-0.0058 Tw[(countries, and the region more generally)73.5(. )16.3(They will witness seasoned thinkers and)]TJ0 -1.206 TD0.0177 Tc0.125 Tw(doers drawing dexterously and skilfully on a range of theoretical frameworks)Tj0 -1.212 TD0.0101 Tc0.079 Tw(in order to peel layer after layer of social realities that assume a common sense)Tj8 0 0 8 237.3951 606.4451 Tm0.0001 Tc0.0253 Tw[(EDUCA)114.7(T)18.6(ORS OF )17(THE MEDITERRANEAN)]TJETendstreamendobj39 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj41 0 obj<</Length 5105>>stream
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But perhaps most importantly)71.7(, readers will not only be informed but)]TJ0 -1.206 TD-0.0117 Tw[(also inspired, feeling they have come up close and personal with scholars from their)]TJ0 -1.212 TD-0.0397 Tw(region, who are engaged not only in a search for knowledge, but also for ÔbeingÕ. For)TjT*0.0046 Tw[(these interviews bear witness to genuine ef)22.4(forts on the part of individuals who have)]TJ0 -1.206 TD0.0012 Tc0.125 Tw[(striven to live up to the ideal of active citizenry)71.7(, where the identities of scholar)47.4(,)]TJ0 -1.212 TD0.0027 Tc0.1249 Tw[(educator and citizen mer)19.3(ge together in ways that recall the classical Greek term)]TJT*0.0001 Tc-0.009 Tw(ÔphronesisÕ, which reminds us that ÔunderstandingÕ carries with it a responsibility to)Tj0 -1.206 TD0.0358 Tw[(be and the challenge to act in accordance with what we now see to be the bestÑin)]TJ0 -1.212 TD0.089 Tw(terms of the most virtuousÑcourse of action. For education has, since its ancient)TjT*-0.0069 Tw(beginnings, been associated with the search for the Ôgood lifeÕ, a life worth living in)Tj0 -1.206 TD0.0248 Tw(accordance with principles that connect with and promote the common good.)Tj1.416 -1.212 TD0.1105 Tw[(In their search for ÔanswersÕ, the educators we have interviewed raise several)]TJ-1.416 -1.212 TD0.0668 Tw(questions, reminiscent of the problem-posing education that is the hallmark of the)Tj0 -1.206 TD-0.0518 Tw[(Freirian dialogic approach. )22.1(Which education structures and which education systems)]TJ0 -1.212 TD-0.0208 Tw(are most appropriate for the region, and what kinds of responses should one make to)TjT*0.0002 Tc0.1249 Tw[(the challenge of globalisation? How can we develop education practices that are)]TJ0 -1.206 TD0.0001 Tc0.0153 Tw(responsive to economic realities, without being narrowly defined by a vocationalist)Tj0 -1.212 TD0.0488 Tw[(ideology that panders to corporate interests at the cost of fairness and equity)78.1(. How)]TJT*0.0255 Tc0.1249 Tw[(can one transform age-old pedagogies that ÔnormaliseÕ authoritarianism, and)]TJ0 -1.206 TD0.021 Tc[(reproduce in miniature undemocratic forms of life rampant in wider society?)]TJ0 -1.212 TD0.0001 Tc0.1067 Tw(How can education be at one at the same time embedded in and Ôspeak toÕ local)TjT*0.0334 Tc0.1249 Tw[(specificities, yet connect individuals to wider national, regional and global)]TJ0 -1.206 TD0.0001 Tc-0.0599 Tw[(communities? )24.4(Which language to use as a medium of instruction, given the dynamics)]TJ0 -1.212 TD0.0152 Tw[(of both centrifugal and centripetal forces in todayÕ)66.9(s complex world? In which ways)]TJT*-0.0501 Tw[(can we integrate the new technologies in our pedagogies, without falling into the trap)]TJ0 -1.206 TD0.0869 Tw(that would confuse means with ends, and gadgetry with knowledge, wisdom, and)Tj0 -1.212 TD0.0032 Tc0.125 Tw[(uprightness? How can we provide an educational experience that is meaningful,)]TJT*0.0001 Tc0.0897 Tw[(relevant, and useful to groups that are dif)20.4(ferentially located in socio-geographical)]TJ0 -1.206 TD0.0092 Tw[(spaces, yet ensure that dif)22.1(ferential provision does not sell any group short? )25.1(T)71.1(o)0( what)]TJ0 -1.212 TD-0.0436 Tw(extent can the deeply-felt religious sentiments of a group be permitted to define what)TjT*0.0871 Tw[(counts as education in a free society)68.9(, and how can one arbitrate justly and wisely)]TJ0 -1.206 TD0.0058 Tw[(among competing groups and claims in order to develop an educational system that)]TJ0 -1.212 TD0.0319 Tw[(is inclusive of dif)19.2(ference? How can one resist, contest, and of)22.2(fer alternatives to the)]TJT*0.0027 Tc0.125 Tw[(fundamentalist, predatory orthodoxy of neo-liberalist and managerialist forms of)]TJ0 -1.206 TD0.0087 Tc(education, when these have become so globally entrenched, and so terrifyingly)Tj0 -1.212 TD0.0001 Tc0.0326 Tw[(hegemonic? )21.7(What does one do, and how can one act nobly and with honour)44.7(, in the)]TJ8 0 0 8 53.825 606.4451 Tm-0.0012 Tw[(RONALD G. SUL)93.8(T)78.6(ANA)]TJETendstreamendobj42 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj44 0 obj<</Length 2511>>stream
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BT/F1 1 Tf10 0 0 10 375.4551 44.965 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(11)Tj/F2 1 Tf-32.448 39.288 TD-0.0367 Tw[(Q. T)91.7(ell us a little about who you ar)45.1(e, about some of the most significant milestones in)]TJ0 -1.212 TD0.0154 Tc0.125 Tw[(your personal/pr)35.9(o)-0.1(fessional life. Locate and position yourself within the socio-)]TJT*0.0001 Tc-0.0278 Tw[(political and historical movements that define who and what you ar)42.1(e, and wher)43.5(e you)]TJ0 -1.206 TD0.0004 Tc0 Tw(ÔstandÕ.)Tj/F1 1 Tf1.416 -1.212 TD-0.0099 Tc0.001 Tw(I was born in Jerusalem on November 3, 1929 into a Christian family whose roots)Tj-1.416 -1.212 TD-0.0572 Tw(in Jerusalem-Palestine go back for at least five hundred years as far as the records of the)Tj0 -1.206 TD0.0219 Tw[(Greek Orthodox Church in Jerusalem could tell. My father studied architecture at the)]TJ0 -1.212 TD0.0155 Tw[(Fine )56(Arts )54(Academy in )58.2(Athens and was amongst the first architects in Palestine during)]TJT*-0.0317 Tw[(the British Mandate. His style in architecture combined the )62.5(Arabic arch with the Greek)]TJ0 -1.206 TD-0.0614 Tw[(Corinthian column heads and his unique style spread not only in Jerusalem \(one can see)]TJ0 -1.212 TD-0.0077 Tw[(many of the houses he built still standing in the new City of Jerusalem, now known as)]TJT*0 Tc0 Tw(W)Tj0.852 0 TD-0.0099 Tc0.0249 Tw(est Jerusalem\) but also in Ramallah and in some neighbouring villages.)Tj0.564 -1.206 TD0.0001 Tc0.0375 Tw(I was sent at the tender age of five to the boarding school of Birzeit which was)Tj-1.416 -1.212 TD0.0367 Tw[(one of the very few national, non-governmental secondary schools established in a)]TJT*0.0626 Tw[(rural area. )55.2(At the time national or private schools were few anyway and mostly in)]TJ0 -1.206 TD-0.015 Tw[(Jerusalem. )21(The only government schoolÑThe )59.1(Arab CollegeÑwas in Jerusalem and)]TJ0 -1.212 TD0.0659 Tw[(top students from the primary government schools from the rest of Palestine were)]TJT*0.0253 Tw(sent to it.)Tj1.416 -1.206 TD0.011 Tc0.1249 Tw[(I enjoyed my life at Birzeit School but still missed my parents, family and)]TJ-1.416 -1.212 TD0.0001 Tc-0.0241 Tw[(Jerusalem. Coming home to Jerusalem for vacations was something I always looked)]TJT*0.0061 Tc0.1249 Tw[(forward to. I enjoyed accompanying my father to the old city to buy fruits and)]TJ0 -1.206 TD0.0001 Tc0.0769 Tw[(vegetables and where I learned from him how to buy the right kind of lamb meat)]TJ0 -1.212 TD0.0415 Tw[(from the meat market. Our centre of life in Jerusalem had always been the )47(YMCA)]TJT*0.0691 Tw(where boys and young men \(prior to 1948\), be they Christians, Moslems or Jews,)Tj0 -1.206 TD-0.0615 Tw[(interacted freely and played together without ever feeling any barriers. On Saturdays,)]TJ0 -1.212 TD0.0196 Tw[(the Palestine Symphony Orchestra \(Arabs and Jews\) would perform in the open air)]TJT*0.0529 Tw[(and on Sundays, the clock bell tower would chime lovely music. However)53.2(, during)]TJ0 -1.206 TD0.0017 Tc0.125 Tw[(the 40s \(WWII\) the Palestinian )61.9(Arabs and Jews started growing apart as Zionist)]TJ0 -1.212 TD0.0001 Tc0.0943 Tw(activities were increasing: illegal Jewish immigration, terrorist attacks against the)TjT*0.0254 Tc0.125 Tw[(British and )55.9(Arabs, and establishing Jewish-only settlements with the idea of)]TJ0 -1.206 TD0.0001 Tc-0.0199 Tw(founding a Jewish National home in Palestine and thus displacing, rather than living)Tj11 0 0 11 177.395 582.7451 Tm0 Tc0.0012 Tw(GABI BARAMKI)Tj/F2 1 Tf-6.1855 -1.4564 TD0.0003 Tw[(Emeritus Pr)39.5(ofessor)107.2(, Birzeit UniversityÑPalestine)]TJ/F3 1 Tf13 0 0 13 114.275 500.0051 Tm-0.0507 Tw[(EDUCA)75.1(TION AGAINST)19.2( )5.5(ALL)53( )-50.6(ODDS)]TJ/F2 1 Tf11 0 0 11 101.195 480.3851 Tm0 Tw(The Palestinian Struggle for Survival and Excellence)Tj9 0 0 9 174.455 550.3451 Tm-0.0001 Tc(gbaramki@hotmail.com)Tj-13.5667 -56 TD0 Tc-0.0002 Tw(Mediterranean Journal of Educational Studies, Vol. 15\(2\), pp. 11-21, 2010)TjETendstreamendobj52 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R/F3 19 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj56 0 obj<</Length 4999>>stream
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What have been some of the most formative moments in your own education?)]TJ-1.416 -1.206 TD0.011 Tw[(Her)37.3(e)0( you can also tell r)40.8(eaders about the individuals, movements, or)39.9(ganisations, etc)]TJ0 -1.212 TD0.0054 Tc0.1249 Tw[(that wer)36(e most influential in shaping your development as an educator/scholar/)]TJT*0 Tc0 Tw(citizen.)Tj/F1 1 Tf1.416 -1.206 TD0.007 Tc0.1249 Tw[(The period when I was a boarding student at Birzeit High School \(renamed)]TJ-1.416 -1.212 TD0.0001 Tc0.095 Tw[(Birzeit College in 1942\) was one of the most formative periods in my education.)]TJT*0.0249 Tw[(Here I learned discipline and how to adjust and to live in a community)75.6(. )15.1(This meant)]TJ0 -1.206 TD-0.0033 Tw(being considerate of others and being sensitive to their needs, thinking of the public)Tj0 -1.212 TD-0.0324 Tw[(good and putting it above oneÕ)60(s personal needs. I got to love nature and to appreciate)]TJT*0.0203 Tc0.1249 Tw[(team work as a tool for success. My talents in singing and theatre were also)]TJ0 -1.206 TD0.0001 Tc-0.0526 Tw[(developed in this atmosphere. I also learned how one can enjoy the simplest of things)]TJ0 -1.212 TD0.0299 Tw[(including enduring living under harsh conditions. )26.8(W)80.1(e)0( had a laugh when the roof of)]TJT*-0.0599 Tw[(our dormitory leaked in winter)45(, telling our parents that Birzeit now had running water)]TJ0 -1.206 TD0.0226 Tw[(in every room. )17.2(W)80.1(e)0( still make fun of the occupation, and that allows us to endure it.)]TJ0 -1.212 TD0.0002 Tc0.004 Tw[(It was in this school that I received my first lessons in )62.5(Arab nationalism in its broad)]TJT*0.0001 Tc0.0227 Tw[(sense. Our history teachers taught us )59.5(Arab history and how we should take pride in)]TJ0 -1.206 TD-0.0531 Tw[(our heritage. Our school song called for )57.2(Arab unity and it was in so many subtle ways)]TJ0 -1.212 TD0.025 Tw[(that one got the spirit and sense of identity and love of country)74.5(.)]TJ1.416 -1.212 TD-0.0288 Tw[(When I was still in high school trying to hold my fort in the study of chemistry at)]TJ-1.416 -1.206 TD0.0357 Tw[(the universityÑwhile my parents wanted me to study medicine, which is the usual)]TJ0 -1.212 TD-0.0107 Tw(expectation with parents of children who are good at sciencesÑI got the advice of a)TjT*-0.0011 Tw[(young friend of the family who had just graduated from the )59.6(American University of)]TJ0 -1.206 TD0.0086 Tw[(Beirut \(AUB\) with a BA in Chemistry: ÔOne should study the subject that one likes)]TJ0 -1.212 TD0.0923 Tw(and not the subject that suits others even if one can do well in this other field.Õ I)TjT*0.0373 Tw[(developed this further myself and continued to give this advice to my students and)]TJ0 -1.206 TD-0.0271 Tw(anxious parents: the major you take up will stay with you all your life and if you like)Tj0 -1.212 TD-0.0564 Tw(it you are bound to excel in it and that will give you happiness rather than leading you)TjT*0.0316 Tw[(to boredom and mediocrity)67.4(. So when I graduated from Birzeit College in 1946 and)]TJ0 -1.206 TD0.0266 Tw[(obtained the Palestine Matriculation Certificate, I was ready to go to )65.9(AUB to study)]TJ0 -1.212 TD0.0468 Tc0.1249 Tw[(chemistry without any problem. )55.1(At that time, students with the Palestine)]TJT*0.0001 Tc-0.0332 Tw(Matriculation certificate entered the sophomore class, which meant that at the end of)Tj0 -1.206 TD0.0808 Tw[(the year I received the )55.1(Associate degree in Science and went on to the junior and)]TJ0 -1.212 TD0.0248 Tw[(senior classes to obtain my B.A. degree in Chemistry in 1949.)]TJ1.416 -1.212 TD-0.0307 Tw[(During my second year at the )57.8(AUB, we heard the devastating news about the UN)]TJ-1.416 -1.206 TD-0.0155 Tw[(partition plan of Palestine \(UN Resolution 181\). )57.2(All the University students went on)]TJ0 -1.212 TD0.055 Tw[(demonstration in Beirut once or twice, but classes soon resumed normally)76.6(. During)]TJ8 0 0 8 53.825 606.4451 Tm0.0002 Tc0.0016 Tw(GABI BARAMKI)TjETendstreamendobj57 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj59 0 obj<</Length 5160>>stream
BT/F1 1 Tf10 0 0 10 375.4551 44.965 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(13)Tj-32.448 53.856 TD0.0286 Tw[(that year I was getting news from my family about their moving from our house to)]TJ0 -1.212 TD0.074 Tw[(another)41.7(, supposedly safer place, in the German Colony close to where my uncleÕ)64.3(s)]TJ0 -1.206 TD0.0126 Tc0.125 Tw[(family was living. )62.5(After a few months however)35(, the news of the Deir )40.9(Y)98.6(asseen)]TJ0 -1.212 TD0.0001 Tc0.1181 Tw[(Massacre spreadÑabout 200 people, men, women and children from this village)]TJT*0 Tc-0.0042 Tw[(close to Jerusalem were slaughtered by the Ir)21.2(gun Jewish terrorist group. My parents)]TJ0 -1.206 TD0.0001 Tc-0.0592 Tw(decided that it would be safer to go and stay in Birzeit at the College, in an area where)Tj0 -1.212 TD-0.062 Tw[(my aunt and her family)68.2(, the Nasirs, lived. )20.8(When the school opened, they went to Gaza)]TJT*0.0755 Tw[(where they shared renting a house with another refugee family from Jerusalem as)]TJ0 -1.206 TD0.0196 Tw(houses for rent in Gaza were scarce at the time. Eventually when they could not go)Tj0 -1.212 TD0.0338 Tw[(back to their house in Jerusalem, my father took a job with UNR)67.1(W)104.1(A)62.1( in Gaza as an)]TJT*-0.0456 Tw[(engineer and the family found a suitable house to rent. )21.4(W)86.1(e)0( joined thousands of others)]TJ0 -1.206 TD0.024 Tw(as Palestinian Refugees.)Tj1.416 -1.212 TD-0.0451 Tw[(In my senior year)46.5(, I received a tuition scholarship from )53.2(AUB as most Palestinians)]TJ-1.416 -1.212 TD0.0322 Tw[(were cut of)21.4(f from their families and sources of income. I graduated from )57.7(AUB and)]TJ0 -1.206 TD-0.0271 Tw[(got a job as assistant instructor at that University and that was how I found myself in)]TJ0 -1.212 TD0.0188 Tw[(the teaching profession without ever having thought about it. I learnt a lot from my)]TJT*-0.0544 Tw(students, who were not much younger than myself, and started enjoying teaching and)Tj0 -1.206 TD-0.0408 Tw[(also thought about how to make learning enjoyable for my students. In 1951 I started)]TJ0 -1.212 TD-0.038 Tw[(work on my MA at the University while teaching. I received my MA degree in 1953.)]TJ1.416 -1.212 TD-0.0459 Tw[(During my )56.3(AUB years there were opportunities that I took advantage of to satisfy)]TJ-1.416 -1.206 TD-0.0155 Tw[(my interests. I joined )60.2(AUB trips during Christmas vacations to the Cedar Mountains)]TJ0 -1.212 TD-0.0466 Tw[(and learned skiing. It is true we occasionally had snow in Jerusalem and Birzeit, both)]TJT*-0.0038 Tw(of which are about 800 meters above sea level, but it was the first time that I saw so)Tj0 -1.206 TD0.0254 Tw[(much snow and in such a beautiful setting with thousand year)29.4(-old cedar trees. )21.7(That)]TJ0 -1.212 TD0.116 Tw[(helped me when I went to Montreal, Canada in 1957, where snow is the normal)]TJT*0.0204 Tw[(setting for at least five months of the year)61.4(. I also joined a choral group and a music)]TJ0 -1.206 TD0.0049 Tc0.125 Tw[(club where I got my first taste of listening to opera. )27(The head of the chemistry)]TJ0 -1.212 TD0.0001 Tc0.0263 Tw[(department at )62.9(AUB, professor )12.1(W)98.1(.)0(A.W)72.4(est, was an avid hiker and I joined the hiking)]TJT*0.1173 Tw(group which regularly went on hiking trips in the beautiful Lebanese mountains.)Tj0 -1.206 TD0.0085 Tc0.1249 Tw[(Hiking was again a hobby that stayed with me. I passed on this interest to my)]TJ0 -1.212 TD0.0001 Tc-0.0008 Tw(students and colleagues when I joined Birzeit as a teacher and administrator and we)TjT*0.0843 Tw(went exploring the Palestinian mountains in our area which is just as beautiful as)Tj0 -1.206 TD0.0458 Tw[(Lebanon, though with less water)60.3(. From my experience at )59.5(AUB and later at McGill)]TJ0 -1.212 TD-0.0566 Tw[(University I always give the message to my students who go to study abroad: take the)]TJT*0.0651 Tw(full advantage of your stay overseas, not only by gaining as much knowledge and)Tj0 -1.206 TD-0.0177 Tw[(expertise as you can from the university and its professors, but also by taking part in)]TJ0 -1.212 TD-0.0412 Tw(the other extra-curricular activities that are available, as these will be valuable to you)TjT*0.0489 Tw[(and will enrich your personality)68.6(. It was at )56.8(AUB that I first experienced democracy)]TJ0 -1.206 TD0.0248 Tw(through student elections and the process that led to them.)Tj1.416 -1.212 TD-0.0308 Tw(After four years of teaching and administration at Birzeit, I received a fellowship)Tj-1.416 -1.212 TD-0.053 Tw[(to study for my Ph.D. I chose McGill University where a friend of mine was studying)]TJ0 -1.206 TD0.017 Tw[(Neurosur)19.8(gery there and he advised me to go there myself. McGill to me was a new)]TJ0 -1.212 TD0.0079 Tc0.125 Tw[(experience. ÔShoppingÕ for a supervisor for my Ph.D. was fascinating. Meeting)]TJ/F2 1 Tf8 0 0 8 215.1951 606.4451 Tm0 Tc0 Tw(P)Tj0.48 0 TD0.0001 Tc(ALESTINE)Tj/F1 1 Tf4.44 0 TD0.0002 Tc-0.0569 Tw[(ÑEDUCA)102.5(TION AGAINST)24( ALL)39.5( )-56.2(ODDS)]TJETendstreamendobj60 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj62 0 obj<</Length 4987>>stream
BT/F1 1 Tf10 0 0 10 53.825 45.085 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(14)Tj0 53.844 TD0.0074 Tw[(graduate students from all over the globe coming from dif)25(ferent backgrounds was a)]TJ0 -1.212 TD-0.0371 Tw[(new rich interesting experience to me. I met Hungarians who were worried about the)]TJ0 -1.206 TD0.0345 Tw[(invasion of Hungary by USSR, I met Pakistanis and Indians who came from a war)]TJ0 -1.212 TD0.0304 Tw[(zone, I met Chinese from Hong Kong who had family in China that they could not)]TJT*0.0082 Tc0.125 Tw(see, and of course I met Canadians. I learned about their national and political)Tj0 -1.206 TD0.0001 Tc-0.0621 Tw[(problems as they learned about mine. I found that most of them knew very little about)]TJ0 -1.212 TD0.0017 Tc0.125 Tw[(my case \(Palestine\) and I found myself often having to start from below zero. I)]TJT*0.0001 Tc0.0269 Tw(needed to correct wrong information that was fed to people by the media which, in)Tj0 -1.206 TD0.0606 Tw[(my experience, is generally pro-Zionist. It helped that I did not fit into the picture)]TJ0 -1.212 TD0.0382 Tw[(they formed from the media about Ôterrorist PalestiniansÕ who wanted to throw the)]TJT*-0.0233 Tw[(Jews into the sea: I was 6ft 4 tall, light-skinned and Christian. Nobody knew the fact)]TJ0 -1.206 TD-0.0525 Tw(that two-thirds of the Palestinians were thrown out of their country by Zionists forces)Tj0 -1.212 TD-0.0214 Tw[(in 1948. )18(What I got from my stay at McGill and in Canada in general is the value set)]TJT*0.0011 Tw(on research and scientific work but how little is known about foreign countries, and)Tj0 -1.206 TD-0.0082 Tw[(in our case how much distortion we are subjected to so that we appear as ÔterroristsÕ)]TJ0 -1.212 TD0.0623 Tw[(and criminals and the Israeli Jews as the victims: this is not simple ignorance, but)]TJT*-0.0524 Tw[(prejudice against us. I realized how much work Palestinians have to do to educate the)]TJ0 -1.206 TD0.0341 Tc0.1249 Tw[(masses and to reach those who lead in the )25.3(W)78.1(est. I learned that people can)]TJ0 -1.212 TD0.007 Tc[(communicate easily and freely)68.3(,)0.1( in spite of dif)17.4(ferences in backgrounds, cultures,)]TJT*0.0001 Tc0.0251 Tw(political and national problems, because people as humans are equal.)Tj1.416 -1.206 TD-0.035 Tw[(When I came back to Palestine in 1953 to work at Birzeit College, the )30.4(W)74.1(est Bank)]TJ-1.416 -1.212 TD0.0025 Tw[(had become part of the Kingdom of Jordan. )27.2(The Jordanian Government set the goal)]TJT*-0.0333 Tw[(to put all children of school age into schools. )27.9(That meant the need for a lar)15.2(ge number)]TJ0 -1.206 TD0.0236 Tw[(of teachers to carry the load. )25.2(The government established two-year teacher training)]TJ0 -1.212 TD0.034 Tw[(colleges as an ur)20.6(gent measure and sent the top school graduates to )62.8(AUB for higher)]TJT*0.1228 Tw[(education, as the first university in Jordan was not established until 1963. )27.5(When)]TJ0 -1.206 TD0.0338 Tw(Birzeit started its freshman class as part of the Junior College in 1953, it was not a)Tj0 -1.212 TD0.0519 Tw[(common event. )23.3(There was only one Junior College in the whole area and that was)]TJT*0.0983 Tw[(Aleppo College in )61.8(Aleppo, SyriaÑan )51.4(American College, recognized by )59.5(AUB. Its)]TJ0 -1.206 TD0.0163 Tw[(students could therefore easily transfer to )57.8(AUB and other )56.5(American universities. )62.7(At)]TJ0 -1.212 TD0.0693 Tw(Birzeit, that was also our plan, but it took us nine years before our students could)TjT*0.1025 Tw[(transfer directly with full credit to )61.4(AUB. Prior to that, students had to sit for full)]TJ0 -1.206 TD0.0318 Tw[(entrance exams to get into second or third year at the university)70(. Co-education was)]TJ0 -1.212 TD0.0713 Tw[(also a first at Birzeit. )22.4(W)80.1(e)0( had mixed classes at the high school level but male and)]TJT*0.0592 Tw[(female students had their separate campuses after school. )61.6(As we started the Junior)]TJ0 -1.206 TD-0.0523 Tw[(College we had to start carefully into getting a full co-educational system with mixed)]TJ0 -1.212 TD-0.0173 Tw[(theatrical and musical playsÑnot a common happening at the time. )32.6(The dormitories)]TJT*0.0246 Tw(were separate, of course.)Tj1.416 -1.206 TD-0.0001 Tw[(My mentor when I started my work at Birzeit was Musa Nasir)46(, the principal and)]TJ-1.416 -1.212 TD-0.0331 Tw[(co-founder of Birzeit School and College. From him I learned the elements of public)]TJT*0.0034 Tc0.1249 Tw(administration and the leadership and planning of an educational institution that)Tj0 -1.206 TD0.0249 Tc[(always needed public support, especially if one insisted on high quality and)]TJ0 -1.212 TD0.0001 Tc-0.0284 Tw[(excellence. I learned a lot from my students and colleagues and appreciated the need)]TJ8 0 0 8 53.825 606.4451 Tm0.0002 Tc0.0016 Tw(GABI BARAMKI)TjETendstreamendobj63 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj65 0 obj<</Length 5128>>stream
BT/F1 1 Tf10 0 0 10 375.4551 44.965 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(15)Tj-32.448 53.856 TD0.0249 Tw[(to keep oneÕ)62(s ears open to listen to criticism and see how elements of this criticism)]TJ0 -1.212 TD0.0442 Tw(could be used in a positive manner to the benefit of the institution. I took after my)Tj0 -1.206 TD0.0351 Tw[(father in being compassionate with my students and colleagues, as he was with his)]TJ0 -1.212 TD0.0246 Tw[(employees as a successful contractor)59.8(.)]TJ1.416 -1.212 TD0.0674 Tw(After the occupation of the rest of Palestine in 1967, the College continued its)Tj-1.416 -1.206 TD0.0161 Tc0.1249 Tw[(work and later decided to develop into a full four)29.9(-year College and later to a)]TJ0 -1.212 TD0.0065 Tc0.125 Tw[(University with programmes in )57.1(Arts, Sciences, Business and Engineering and a)]TJT*0.0001 Tc-0.0595 Tw[(graduate programme in Education. In November 1974, the Israeli military authorities)]TJ0 -1.206 TD0.0058 Tw[(deported Dr)58.9(. Hanna Nasir)42.9(, who was the president of the University at that time, and)]TJ0 -1.212 TD0.0458 Tw(I took over the running of the University and continued to do so until his return in)TjT*0.0201 Tc0.1249 Tw[(1993. During this period, the university grew and developed into the leading)]TJ0 -1.206 TD0.0001 Tc0.0373 Tw[(Palestinian university)68.2(. Our graduates stood out as leaders in their communities and)]TJ0 -1.212 TD0.079 Tw(were able to do well in the best universities abroad. I played a major role in both)TjT*-0.0626 Tw[(keeping the spirit of the university and in leading the University in the right direction:)]TJ0 -1.206 TD0.1136 Tw[(training the students in the practice of democracy)73.4(, non-violent resistance, putting)]TJ0 -1.212 TD0.0236 Tw[(public good ahead of personal interest and respect for community work. )24.7(There was)]TJT*0.0195 Tc0.1249 Tw[(a rich extra-curricular programme which helped in building the well rounded)]TJ0 -1.206 TD0.0001 Tc0.0246 Tw(personality of our graduates.)Tj1.416 -1.212 TD-0.0219 Tw[(I am an independent Palestinian )61.6(Arab nationalist, strongly attached to the land of)]TJ-1.416 -1.212 TD-0.0286 Tw[(our forefathers. I am an educator who helped build and develop the higher education)]TJ0 -1.206 TD0.0172 Tc0.125 Tw[(system in Palestine, and a founding member of the Palestinian )63.2(Academic and)]TJ0 -1.212 TD0.0001 Tc-0.0119 Tw(Cultural Boycott of Israel Campaign which started in 2004. Perhaps one of the most)TjT*0.0004 Tw[(important or)17.5(ganizations that influenced me as a person and a citizen is the Pugwash)]TJ0 -1.206 TD0.0368 Tc0.125 Tw[(Conference on Science and )20.5(W)80.8(orld )58.1(Af)18.7(fairs and particularly its long-serving)]TJ0 -1.212 TD0.0001 Tc-0.0259 Tw[(presidents, Dorothy Hodgkin, a Nobel Laureate in Chemistry)71.6(, and Joseph Rotblatt, a)]TJT*0.0355 Tw(Nobel laureate in Peace. It is through the Pugwash Conference that I became more)Tj0 -1.206 TD-0.022 Tw(aware of the responsibility of scientists in resolving conflicts by peaceful means and)Tj0 -1.212 TD-0.0395 Tw(the role scientists play in the development of weapons of mass destruction and hence)TjT*0.0028 Tc0.125 Tw(their ethical responsibility for using their knowledge for the elimination of such)Tj0 -1.206 TD0.0001 Tc0.0253 Tw[(weapons, eventually leading to a war)25.8(-free world.)]TJ1.416 -1.212 TD0 Tc0 Tw( )Tj0.2736 0 TD( )Tj0.2736 0 TD0.0001 Tc0.0235 Tw(I, as part of the majority of Palestinians, felt that to end occupation and obtain)Tj-1.9632 -1.212 TD-0.0154 Tw[(our freedom we must fight for it. )22.2(The issue then becomes what kind of fight. I chose)]TJ0 -1.206 TD0.0886 Tw(resistance and fight by non-violent means as Gandhi did in India and Mandela in)Tj0 -1.212 TD-0.0397 Tw[(South )54.9(Africa. In each of these countries you had a power with a formidable and well-)]TJT*0.107 Tw(trained army controlling and oppressing the indigenous population, just as in our)Tj0 -1.206 TD0.0983 Tw(case. However the similarity stops there as in none of these cases was the power)Tj0 -1.212 TD-0.0498 Tw[(interested or intent on displacing the population and ÔimportingÕ people from all over)]TJT*0.0712 Tw[(the globe to settle them in the land that is cleansed from its original inhabitants. I)]TJ0 -1.206 TD-0.0391 Tw[(know that Israel depends a lot on world support and thus, we need to address first the)]TJ0 -1.212 TD0.1008 Tw[(international civil society and academics, and we can only do that by convincing)]TJT*0.0473 Tw[(these groups of the seriousness of the problem and the violations Israel committed)]TJ0 -1.206 TD-0.0621 Tw[(and continues to commit against us. But we cannot do that while we are also violating)]TJ0 -1.212 TD-0.0014 Tw(human rights by attacking civilians even though Israel is committing crimes against)Tj/F2 1 Tf8 0 0 8 215.1951 606.4451 Tm0 Tc0 Tw(P)Tj0.48 0 TD0.0001 Tc(ALESTINE)Tj/F1 1 Tf4.44 0 TD0.0002 Tc-0.0569 Tw[(ÑEDUCA)102.5(TION AGAINST)24( ALL)39.5( )-56.2(ODDS)]TJETendstreamendobj66 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj68 0 obj<</Length 4869>>stream
BT/F1 1 Tf10 0 0 10 53.825 45.085 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(16)Tj0 53.844 TD-0.0147 Tw[(our civilian population. )17.2(The world is waking up and I think it is just a matter of time)]TJ0 -1.212 TD0.0718 Tw(before Israel will have to be held accountable for its crimes against humanity and)Tj0 -1.206 TD0.0725 Tw[(justice will be done and peace will follow by ending the Israeli occupation of our)]TJ0 -1.212 TD0.0091 Tw(land leading to the establishment of a state in Palestine where all people have equal)TjT*-0.0466 Tw(rights including the right of return for the Palestinians who were expelled or left their)Tj0 -1.206 TD0.1035 Tw[(land and property during periods of war)60(.)0( I am amongst the leadership that works)]TJ0 -1.212 TD0.0251 Tw(with the civil society towards this end.)Tj/F2 1 Tf1.416 -2.418 TD0.0002 Tc-0.0232 Tw[(Q. What ar)35(e some of the key educational Ôpr)47.6(oblematicsÕ)113.1( that curr)41.2(ently pr)36.7(eoccupy)]TJ-1.416 -1.212 TD0.0102 Tc0.1249 Tw[(you? How ar)39.8(e these linked to the br)38.3(oader pr)36.2(eoccupations you may have about)]TJT*0.0084 Tc0.125 Tw[(society? What is your r)40.9(esponse to these pr)37.2(oblematics and pr)37.4(eoccupations, as a)]TJ0 -1.206 TD0.0001 Tc0.0251 Tw(scholar and as a citizen?)Tj/F1 1 Tf1.416 -1.212 TD0.0037 Tw(The problems in education that have been mounting during the last fifteen years)Tj-1.416 -1.212 TD-0.0498 Tw[(are enormous and one does not know where to start. Let us say that, if any good came)]TJ0 -1.206 TD0.0176 Tw[(out of the Oslo agreement of 1993, it is the fact that the Palestinians took char)30.3(ge of)]TJ0 -1.212 TD-0.0498 Tw[(the education portfolio and that, for the first time ever)48.7(, they had the chance to prepare)]TJT*-0.0385 Tw[(their own school curricula and to run their education system. However)48.1(, Israel, still as)]TJ0 -1.206 TD-0.0148 Tw(the controlling power and with the upper hand, realized the importance of education)Tj0 -1.212 TD0.0999 Tw(for self-determination and independence and put all kinds of obstacles to hamper)TjT*0.0259 Tw(this operation:)Tj1.416 -1.206 TD0.0052 Tc0.1249 Tw[([a] Funding: Israel started to hit on sources of funding for the curricula and)]TJ-1.416 -1.212 TD0.0001 Tc-0.057 Tw(textbooks on the \(unfounded\) grounds that in Geography and History textbooks there)TjT*-0.0525 Tw[(is incitement against Israel. )59.5(As an example, in the Geography of Palestine, we use the)]TJ0 -1.206 TD0.0867 Tw[(Palestine under the mandate map, and Israel would say that we did not recognize)]TJ0 -1.212 TD-0.0319 Tw[(IsraelÕ)52.6(s existence. )21.3(W)80.1(e)0( responded by asking what borders we should use, as Israel has)]TJT*0.0465 Tw[(not yet set its of)18.8(ficial borders. Luckily)70.1(, the EU as the major donor investigated the)]TJ0 -1.206 TD0.0262 Tw[(matter and realized that the allegations of Israel and Israeli settler or)28(ganization that)]TJ0 -1.212 TD0.0252 Tw(started the allegations, were unfounded.)Tj1.416 -1.212 TD-0.0613 Tw([b] Closure of some schools during the second Intifada and occupying the schools)Tj-1.416 -1.206 TD0.0251 Tw(for the use of the occupation army during certain operations.)Tj1.416 -1.212 TD0.0295 Tw([c] Erecting check points between cities and villages, often leading to complete)Tj-1.416 -1.212 TD-0.0386 Tw(siege of certain villagesÑleading to the inability of students of all ages to reach their)Tj0 -1.206 TD-0.0082 Tw[(schools or universities. )19.6(These check points reached a total of over 600, dispersed all)]TJ0 -1.212 TD0 Tw[(over the )19.8(W)80.1(est Bank. How these check points help IsraelÕ)62(s security is something that)]TJT*-0.0472 Tw[(I cannot fathom. On the contrary)71.2(, these checkpoints provide less security for Israel as)]TJ0 -1.206 TD0.0249 Tw(they create frustrations and anger leading some people to take violent actions.)Tj1.416 -1.212 TD0.0824 Tw[([d] )16.7(The ÔApartheid )19.2(W)80.1(allÕ)79.3( which Israel calls the Ôseparation fenceÕ, is a wall of)]TJ-1.416 -1.212 TD-0.0344 Tw(concrete slabs as high as 8 meters that is built mostly on Palestinian land occupied in)Tj0 -1.206 TD-0.0097 Tw(1967 and often comes between students and their schools in a neighbouring town or)Tj0 -1.212 TD0.1145 Tw[(village and between farmers and their fields. )28.4(The )11.9(W)86.1(all winds in such ways as to)]TJT*0.0091 Tw(annex to Israel most Israeli settlements \(which are illegal according to international)Tj0 -1.206 TD-0.0595 Tw[(law\), as well as most of the areas in the )24(W)80.1(est Bank which have the under)20.4(ground water)]TJ0 -1.212 TD0.1101 Tw(tables. It is 900 kilometres long, compared to the borders between Israel and the)Tj8 0 0 8 53.825 606.4451 Tm0.0002 Tc0.0016 Tw(GABI BARAMKI)TjETendstreamendobj69 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj71 0 obj<</Length 5082>>stream
BT/F1 1 Tf10 0 0 10 375.4551 44.965 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(17)Tj-32.448 53.856 TD0.0952 Tw(Palestinian territory on June 4)Tj5.8 0 0 5.8 174.755 586.8851 Tm0 Tc0 Tw(th)Tj10 0 0 10 179.255 583.5251 Tm( )Tj0.3453 0 TD0.0001 Tc0.0952 Tw(1967Ñthe so-called Green LineÑwhich are only)Tj-13.1733 -1.212 TD0.0254 Tw(300 kilometres long.)Tj1.416 -1.206 TD0.0009 Tw(All these issues come at a time when the Ministry of Education is trying to cope)Tj-1.416 -1.212 TD0.0238 Tc0.125 Tw[(with ever)26.3(-increasing demands on education: the building of schools, and the)]TJT*0.0001 Tc0.011 Tw[(recruitment of more teachers to meet this demand. )26(This puts pressure on the budget)]TJ0 -1.206 TD0.0821 Tw(that is mostly dependent on external donorsÑa source that is not always reliable,)Tj0 -1.212 TD0.025 Tw[(making it dif)16.3(ficult to plan far ahead.)]TJ1.416 -1.212 TD0.0117 Tw[(Of course, under these circumstances, compromises have to be made: quality of)]TJ-1.416 -1.206 TD-0.011 Tw[(education suf)22.2(fers as a result of the increasing students/teacher ratio and crowding of)]TJ0 -1.212 TD0.0003 Tc0 Tw(facilities.)Tj1.416 -1.212 TD0.0001 Tc-0.0217 Tw(I have not mentioned in all this the siege on the Gaza Strip which has been going)Tj-1.416 -1.206 TD-0.0083 Tw[(on for four years now)70.6(. )11.9(The siege is a collective punishment that is considered by the)]TJ0 -1.212 TD0.0068 Tc0.125 Tw[(international community as a war crime. )25.6(This siege, where Israel controls what)]TJT*0.0001 Tc0.0515 Tw[(material enters into Gaza, has af)23.6(fected education in several ways: simple things as)]TJ0 -1.206 TD0.0886 Tw[(pencils and writing papers were not allowed in. )26.6(T)35.1(ravel restrictions af)21.1(fect students)]TJ0 -1.212 TD0.0154 Tc0.125 Tw(wishing to go abroad for further studies, or teachers who wish to go for self-)TjT*0.0039 Tc[(improvement or for carrying research with colleagues abroad; it also af)29(fects the)]TJ0 -1.206 TD0.0001 Tc0.0382 Tw[(ability of universities to develop and update their laboratories. Of course, the 2008)]TJ0 -1.212 TD0.0222 Tw(attack on an already besieged Gaza made things much worse, given the destruction)TjT*0.0249 Tw(of its infrastructure and a number of schools and university buildings.)Tj1.416 -1.206 TD0.0363 Tw(These are problems directly related to the Israeli harsh occupation and will end)Tj-1.416 -1.212 TD0.0253 Tw(only when occupation ends.)Tj1.416 -1.212 TD0.0175 Tw[(In addition to all the above, I must add my concerns about two major issues not)]TJ-1.416 -1.206 TD-0.0478 Tw(related to occupation: the quality of higher education and the high percentage of high)Tj0 -1.212 TD-0.0148 Tw(school graduates opting for academic rather than vocational and technical education)TjT*0.0053 Tw[(\(VTE\). )20(The trend in Palestinian society has been to concentrate on academic higher)]TJ0 -1.206 TD0.0201 Tc0.125 Tw[(education, resulting in a great deal of pressure on universities to admit ever)33.4(-)]TJ0 -1.212 TD0.0001 Tc0.018 Tw(increasing numbers of students without providing the required physical facilities or)TjT*0.0225 Tc0.1249 Tw[(the number of qualified faculty and staf)24.5(f to maintain a reasonable quality of)]TJ0 -1.206 TD0.0119 Tc[(education. )17.6(This led to the overloading of the faculty with teaching hours, thus)]TJ0 -1.212 TD0.0001 Tc0.0547 Tw[(reducing their ability to carry out research of reasonable quality)74.6(, if at all. )21(Thus the)]TJT*-0.0004 Tw[(quality of programmes, by and lar)20.3(ge, has suf)19.3(fered significantly in the last decade. )60.2(A)]TJ0 -1.206 TD0.0251 Tw(major cause is the lack of finances available to enable the universities to attract the)Tj0 -1.212 TD0.0042 Tw(qualified teachers needed to improve the student/teacher ratio and to make progress)TjT*0.0087 Tc0.125 Tw(in the research output. For a developing country like Palestine, poor quality of)Tj0 -1.206 TD0.0177 Tc[(education is highly detrimental and af)24.9(fects negatively the development of the)]TJ0 -1.212 TD0.0001 Tc0 Tw[(country)67.9(.)]TJ1.416 -1.212 TD0.0268 Tw[(The other issue which is related to the first is the low proportion of high school)]TJ-1.416 -1.206 TD0.0728 Tw[(graduates enrolled in technical and vocational schools. Not enough tertiary )30(TVET)]TJ0 -1.212 TD0.0036 Tc0.1249 Tw[(institutions are available, but the major reason is the lack of proper guidance at)]TJT*0.0232 Tc0.125 Tw[(school and at home to direct students to the )29(TVET)14( sector)57.4(. )17.4(There is a social/)]TJ0 -1.206 TD0.0001 Tc-0.0381 Tw(psychological factor as well, that may be common in developing countries where the)Tj0 -1.212 TD0.007 Tc0.125 Tw[(prevalent idea is about the superior social position of university graduates over)]TJ/F2 1 Tf8 0 0 8 215.1951 606.4451 Tm0 Tc0 Tw(P)Tj0.48 0 TD0.0001 Tc(ALESTINE)Tj/F1 1 Tf4.44 0 TD0.0002 Tc-0.0569 Tw[(ÑEDUCA)102.5(TION AGAINST)24( ALL)39.5( )-56.2(ODDS)]TJETendstreamendobj72 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj74 0 obj<</Length 4972>>stream
BT/F1 1 Tf10 0 0 10 53.825 45.085 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(18)Tj0 53.844 TD0.0071 Tc0.1249 Tw[(TVET graduates, which makes the university education the first choice of high)]TJ0 -1.212 TD0.0002 Tc0.0047 Tw[(school graduates, with only a few enrolling in )24(TVET)17.6( colleges as a first choice. )26.5(This)]TJ0 -1.206 TD0.0102 Tc0.1249 Tw[(has also led to some of the two-year colleges to strive to upgrade to four)29.2(-year)]TJ0 -1.212 TD0.0001 Tc0.0102 Tw(programmes not out of necessity as much as out of prestige and the ability hence to)TjT*0.0167 Tc0.125 Tw[(attract more students to these schools. )22.4(The cost-benefit of such an upgrade is)]TJ0 -1.206 TD0.0001 Tc0.0244 Tw(questionable in most cases.)Tj1.416 -1.212 TD0.0046 Tc0.125 Tw(These two issues need a policy decision which should be accompanied by a)Tj-1.416 -1.212 TD0.0029 Tc0.1249 Tw[(financial commitment to support tertiary education and to link this support with)]TJ0 -1.206 TD0.0063 Tc0.125 Tw[(quality)68.1(. Support from donor countries should include a well planned manpower)]TJ0 -1.212 TD0.0001 Tc-0.0594 Tw[(development programme whereby top graduates are sent abroad to select universities)]TJT*0.0249 Tw[(to receive the training and education and come back to serve in the country)75.2(.)]TJ1.416 -1.206 TD0.0754 Tw[(There have been several studies about )20.2(TVET)23.5( which the Ministry of Education)]TJ-1.416 -1.212 TD0.0074 Tc0.125 Tw[(should start implementing seriously)71.6(, committing an appropriate budget both for)]TJT*0.0001 Tc0.0252 Tw(manpower development \(including training\) and for building and equipment.)Tj/F2 1 Tf1.416 -2.418 TD-0.0331 Tw[(Q. What ar)38.8(e your r)40.5(eflections about the major for)35.2(ces that ar)40.7(e shaping educational)]TJ-1.416 -1.212 TD-0.0016 Tw[(practice in your country/r)43.3(egion? What ar)34.2(e the dynamics and inter)41.7(ests that underpin)]TJ0 -1.206 TD-0.045 Tw[(these for)37.8(ces, and what kinds of challenges do they r)43.3(epr)37.3(esent for the articulation of an)]TJ0 -1.212 TD0.0246 Tw[(education pr)38.8(oject in your country/r)37.3(egion?)]TJ/F1 1 Tf1.416 -1.212 TD-0.0095 Tw[(In my countryÑPalestineÑeducation, whether primary)75.1(, secondary or tertiary)66.6(, is)]TJ-1.416 -1.206 TD-0.0033 Tw[(a top priority for every family to the extent that it is almost an obsession. )28.3(This came)]TJ0 -1.212 TD-0.0333 Tw[(as a result of the dispossession of the lar)18.6(ge majority of the population by the Zionists)]TJT*0.0003 Tc0.1249 Tw[(in 1948 who managed, through a major ethnic cleansing operation, to expel two)]TJ0 -1.206 TD0.0001 Tc0.0373 Tw[(thirds of the population. )22.5(These people, bereft of their land and earthly possessions,)]TJ0 -1.212 TD-0.0228 Tw[(became refugees in the neighbouring countries living in a state of statelessness. )32.9(This)]TJT*0.0845 Tw(is when the value of education became apparent since those who had nothing but)Tj0 -1.206 TD0.0099 Tw[(their education were able to manage and succeed in starting a new life. Palestinians)]TJ0 -1.212 TD0.0476 Tw(learned the hard way that education is a valuable commodity that, once possessed,)TjT*0.0253 Tw[(cannot be taken away from them.)]TJ1.416 -1.206 TD0.027 Tw[(At the same time all countries in the region were experiencing for the first time)]TJ-1.416 -1.212 TD0.0165 Tc0.125 Tw[(freedom from colonialism, and governments were aware of the importance of)]TJT*0.0001 Tc0.0016 Tw[(education for development and for preparing the cadres for self-government. )66.7(As the)]TJ0 -1.206 TD0.002 Tc0.125 Tw[(Palestinians had no country of their own with the exception of what was left of)]TJ0 -1.212 TD0.0001 Tc-0.0447 Tw[(Palestine \(which, in 1950, became part of the kingdom of Jordan\), they helped in this)]TJT*-0.0373 Tw[(process of development. )60.4(As skilled and educated workers they played a major role in)]TJ0 -1.206 TD-0.0495 Tw(developing these countries and these workers became the major source of income for)Tj0 -1.212 TD0.0135 Tc0.125 Tw[(the families left in the refugee camps. )22.4(Throughout this period the Palestinians)]TJT*0.0039 Tc0.1249 Tw[(depended on the neighbouring )56.5(Arab countriesÑEgypt, Iraq, Syria, Lebanon and)]TJ0 -1.206 TD0.0001 Tc0.0321 Tw(JordanÑfor providing university education, and therefore felt no pressing need for)Tj0 -1.212 TD0.0376 Tw[(starting universities of their own. However)46(, after the war of 1967, when the rest of)]TJT*0.0183 Tw[(Palestine was occupied by Israel, and the travel of young people from the occupied)]TJ0 -1.206 TD0.0244 Tc0.1249 Tw[(territory became a harrowing and humiliating experience, the need arose for)]TJ0 -1.212 TD0.0214 Tc0.125 Tw(establishing universities in the occupied Palestinian territories in spite of the)Tj8 0 0 8 53.825 606.4451 Tm0.0002 Tc0.0016 Tw(GABI BARAMKI)TjETendstreamendobj75 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj77 0 obj<</Length 5105>>stream
BT/F1 1 Tf10 0 0 10 375.4551 44.965 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(19)Tj-32.448 53.856 TD0.0237 Tw[(dif)19.3(ficulties put in front of them by the Israeli occupation authorities. By 1993 eight)]TJ0 -1.212 TD-0.0139 Tw(universities were established and operated on a non-profit basis, with major funding)Tj0 -1.206 TD0.0021 Tc0.125 Tw[(for the running expenses coming from the PLO and a small part from fees paid)]TJ0 -1.212 TD0.0001 Tc0.0271 Tw(by students.)Tj1.416 -1.212 TD0.0545 Tw(During the 70s and 80s the liberal democratic atmosphere was dominant at the)Tj-1.416 -1.206 TD-0.0144 Tw[(universities. )15.7(W)44.1(ith the formation of the Palestinian National )63.4(Authority)61.8(, the university)]TJ0 -1.212 TD0.0093 Tc0.1249 Tw[(campuses gradually underwent unwelcome changes: factionalism increased and)]TJT*0.0001 Tc0.0533 Tw[(students tended to increasingly resort to violence as frustration mounted. )27.8(The high)]TJ0 -1.206 TD0.0622 Tw[(hopes of liberation and state formation were shattered as the )26.1(W)80.1(est Bank and Gaza)]TJ0 -1.212 TD0.0291 Tw(were littered with check points that made simple communication and movement of)TjT*0.0379 Tw(people and goods a traumatic experience. Israeli violence mounted with increasing)Tj0 -1.206 TD0.0263 Tw(violations of human rights, expropriation of land, the building of more settlements,)Tj0 -1.212 TD0.0065 Tc0.125 Tw(and Jewish-only roads to secure these settlements, settlersÕ violence against the)TjT*0.0001 Tc-0.0014 Tw(Palestinian population and against olives and other fruit trees \(cutting, burning\), the)Tj0 -1.206 TD0.0135 Tw[(Apartheid wallÑall this happening while our Palestinian )61.6(Authority stands helpless.)]TJ0 -1.212 TD0.033 Tw(All this raised the level of anger to a degree that violence replaced reason amongst)TjT*-0.0081 Tw[(some students. I must hasten to say that this is not the general state of af)25(fairs but the)]TJ0 -1.206 TD0.0485 Tc0.125 Tw[(gradual change might be indicative of a trend that might reach alarming)]TJ0 -1.212 TD0.0001 Tc-0.0198 Tw[(consequences if the political situation continues to deteriorate. )30.4(There is now though,)]TJT*0.003 Tc0.1249 Tw[(a movement to adopt non-violent resistance among the civil society and student)]TJ0 -1.206 TD0.0001 Tc0.1027 Tw[(population in particular)61.6(. )14.9(This may not be related to student violence, but it could)]TJ0 -1.212 TD0.0813 Tw[(af)15.2(fect it especially with signs of success of non-violent protests abroad that could)]TJT*0.0245 Tw[(af)15.2(fect the situation at home.)]TJ/F2 1 Tf1.416 -2.418 TD0.0182 Tc0.125 Tw[(Q. Which r)42.2(ecent developments/innovations in the education sector in your)]TJ-1.416 -1.212 TD0.0001 Tc0.074 Tw[(country fill you with hope in terms of fur)5.6(thering the agenda of democracy)55.2(, and of)]TJ0 -1.206 TD0.0249 Tw[(equity? Which r)37.3(ecent developments do you feel most critical of, and why)]TJ/F4 1 Tf29.232 0 TD0 Tc0 Tw(?)Tj/F1 1 Tf-27.816 -1.212 TD0.0001 Tc0.0923 Tw(The establishment of Centres of Excellence in the Palestinian universities is a)Tj-1.416 -1.212 TD0.0058 Tc0.125 Tw[(development that should be commended. )26.5(The Quality Improvement Fund \(QIF\))]TJ0 -1.206 TD0.0001 Tc-0.0111 Tw[(established with the help of the )21.4(W)80.1(orld Bank, not only helped in the creation of these)]TJ0 -1.212 TD0.0313 Tw(centres, but also helped to bring about better and stronger cooperation amongst the)TjT*0.017 Tw[(local universities. )20.7(This cooperation is an important and healthy development which)]TJ0 -1.206 TD0.007 Tc0.125 Tw[(was missing at the early stages of the development of the universities. )64(Another)]TJ0 -1.212 TD0.0001 Tc-0.033 Tw[(interesting development is the introduction of e-learning in several universities. )33.7(This)]TJT*-0.0585 Tw[(is a relatively new development in Palestine and not only does this help overcome the)]TJ0 -1.206 TD0.0047 Tc0.125 Tw[(issue of road blocks and dif)17.5(ficulties students meet in getting to their schools or)]TJ0 -1.212 TD0.0001 Tc0.082 Tw[(universities, but it also allows the introduction of new methods of learning and is)]TJT*-0.0227 Tw(especially helpful for teachers to improve the quality of learning not only at the high)Tj0 -1.206 TD-0.0471 Tw(school level but also at the university level where it hardly existed before in this area.)Tj0 -1.212 TD-0.046 Tw(This matter meets some resistance on the part of some administrators, but has proved)TjT*0.0249 Tw[(its ef)17.4(fectiveness when applied in government schools and training institutes.)]TJ1.416 -1.206 TD-0.0333 Tw[(I am not happy about the trend of expanding graduate programmes where quality)]TJ-1.416 -1.212 TD0.1103 Tw(is not up to the level expected, as qualified faculty members are not available in)Tj/F2 1 Tf8 0 0 8 215.1951 606.4451 Tm0 Tc0 Tw(P)Tj0.48 0 TD0.0001 Tc(ALESTINE)Tj/F1 1 Tf4.44 0 TD0.0002 Tc-0.0569 Tw[(ÑEDUCA)102.5(TION AGAINST)24( ALL)39.5( )-56.2(ODDS)]TJETendstreamendobj78 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R/F4 20 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj80 0 obj<</Length 4888>>stream
BT/F1 1 Tf10 0 0 10 53.825 45.085 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(20)Tj0 53.844 TD-0.0422 Tw[(suf)16.3(ficient numbers. Qualified faculty are overworked and hence cannot give the time)]TJ0 -1.212 TD-0.0042 Tw[(needed to produce outputs of good quality)71.8(. I am worried that the economic factor of)]TJ0 -1.206 TD0.0483 Tw[(admitting a lar)21(ge number of students \(who pay tuition fees in excess of the cost in)]TJ0 -1.212 TD-0.0492 Tw[(these programmes\), plays a major part in the decision to open such courses. )26.3(The need)]TJT*-0.038 Tw(for the programmes could be there, but without adequate number of qualified faculty)Tj0 -1.206 TD0.0268 Tw[(there is no justification for such a development. )64.2(Another matter of great concern to)]TJ0 -1.212 TD0.0286 Tc0.1249 Tw[(me is the poor linguistic skills amongst graduates. Students are admitted in)]TJT*0.0001 Tc0.0973 Tw[(increasing numbers from government schools where the level of communications)]TJ0 -1.206 TD0.0038 Tc0.125 Tw[(skillsÑparticularly in EnglishÑis rather poor)57.3(. )20.6(The universities are hardly doing)]TJ0 -1.212 TD0.0001 Tc0.0564 Tw(anything to improve this, and universities which in the past paid more attention to)TjT*0.0461 Tw(English, for more than one reason, have dropped the matter of remedial courses in)Tj0 -1.206 TD0.05 Tw[(English that ensured the adequate standard of graduates in that language. I believe)]TJ0 -1.212 TD0.0209 Tw(that the mastery of a second language, in our case English, is essential for enabling)TjT*-0.0218 Tw(the graduates to have access to the up-to-date information and developments in their)Tj0 -1.206 TD-0.0049 Tw(fields and in the world. In this age of globalisation, English is an important tool that)Tj0 -1.212 TD0.0148 Tw(would give the person an edge when competing for jobs or for being a leader in his)TjT*0.0458 Tw[(or her community)71.1(, able not only to communicate with fellow countrymen but with)]TJ0 -1.206 TD0.0243 Tw[(the world at lar)18.2(ge.)]TJ/F2 1 Tf1.416 -2.424 TD0.0966 Tw[(Q. What comments would you car)41.9(e to make about the impact of globalisation)]TJ-1.416 -1.206 TD0.0729 Tw[(and/or r)37.7(egionalisation \(e.g. Eur)42(opeanisation\) on educational development in your)]TJ0 -1.212 TD-0.0001 Tc0 Tw[(country/r)36.8(egion?)]TJ/F1 1 Tf1.416 -1.212 TD0.0043 Tc0.125 Tw(For a small country like Palestine, networking amongst universities with the)Tj-1.416 -1.206 TD0.0257 Tc0.1249 Tw[(outside world was vital for their development and survival. It was therefore)]TJ0 -1.212 TD0.0001 Tc0.0443 Tw[(imperative for the universities to follow programmes that allow their graduates \(or)]TJT*0.0195 Tc0.125 Tw[(even under)19.3(graduates\) to transfer to higher levels of under)25.1(graduate studies, or)]TJ0 -1.206 TD0.0001 Tc0.0951 Tw[(graduate studies abroad without losing credit for the work they did. )27.1(W)74.1(e)0( therefore)]TJ0 -1.212 TD-0.0074 Tw[(followed the credit hour system which suited us and was more flexible. Fortunately)77.5(,)]TJT*0.0263 Tw(with globalisation, European universities with the advent of the European common)Tj0 -1.206 TD0.0062 Tc0.125 Tw[(market and later the European Union, pressed for better mobility amongst their)]TJ0 -1.212 TD0.0001 Tc0.0113 Tw(students and that helped us also. Palestinian universities later established a network)TjT*0.0294 Tw[(with the European universities \(the Palestinian European )61.8(Academic Cooperation in)]TJ0 -1.206 TD0.0206 Tc0.1249 Tw[(EducationÑwith the appropriate acronym PEACE Programme\) in 1991. )30(This)]TJ0 -1.212 TD0.0008 Tc0.125 Tw(enabled our students to pursue higher degrees, and our faculty to carry out joint)TjT*0.0001 Tc0.0671 Tw(research programmes, at the universities that were members in the network which)Tj0 -1.206 TD0.0244 Tw(reached over 40 European universities.)Tj1.416 -1.212 TD0 Tc0 Tw(W)Tj0.906 0 TD0.0001 Tc-0.0608 Tw(ith student mobility becoming easier amongst the region and the wider worldÑ)Tj-2.322 -1.212 TD0.0088 Tc0.125 Tw(especially with Europe and the USÑit was imperative that standardization and)Tj0 -1.206 TD0.0043 Tc[(assurance of quality at the universities be properly attended to. )27.2(The Ministry of)]TJ0 -1.212 TD0.0001 Tc-0.0054 Tw[(Higher Education established the )57.3(Accreditation and Quality )57.1(Assurance Commission)]TJT*0.0167 Tc0.1249 Tw[(as an independent Unit to support this endeavour)58(. )22.2(This commission became a)]TJ0 -1.206 TD0.0001 Tc-0.0022 Tw[(member of the International Quality )56.2(Assurance )63.8(Agencies network. )17.3(Thus, because of)]TJ0 -1.212 TD0.006 Tc0.1249 Tw[(globalisation, the monitoring of quality of programmes at the universities made)]TJ8 0 0 8 53.825 606.4451 Tm0.0002 Tc0.0016 Tw(GABI BARAMKI)TjETendstreamendobj81 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj83 0 obj<</Length 3567>>stream
BT/F1 1 Tf10 0 0 10 375.4551 44.965 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(21)Tj-32.448 53.856 TD0.0273 Tc0.1249 Tw[(mobility amongst students even more meaningful and will serve to promote)]TJ0 -1.212 TD0.0121 Tc[(understanding and better communication among universities worldwide. In my)]TJ0 -1.206 TD0.0001 Tc-0.0036 Tw(opinion this is an important and very positive development that came about through)Tj0 -1.212 TD0.0108 Tc0.125 Tw(globalisation. It will take time to make sure that all the programmes in all the)TjT*0.0001 Tc0.0459 Tw[(universities meet the requirement of quality)75.3(, but this is already happening and will)]TJ0 -1.206 TD0.0252 Tw(gradually become a part of the development process.)Tj1.416 -1.212 TD-0.0519 Tw[(No doubt, students and graduates of Palestinian universities will benefit from this)]TJ-1.416 -1.212 TD-0.031 Tw(development as it will improve their competitive ability in the bigger job market and)Tj0 -1.206 TD0.0365 Tc0.125 Tw(will help in their mobility among universities abroad. Faculty members of)Tj0 -1.212 TD0.0001 Tc0.001 Tw(Palestinian universities equally benefit from this trend as it improves their ability to)TjT*-0.0264 Tw[(carry out research with colleagues from other universities abroad who are part of the)]TJ0 -1.206 TD0.0215 Tw[(network. It also allows faculty members from European universities in the network)]TJ0 -1.212 TD0.0361 Tw(to join their colleagues in Palestine to give courses or to carry out joint research in)TjT*-0.0222 Tw[(Palestine, thus allowing them to get to know our situation first hand. )26.6(This is a matter)]TJ0 -1.206 TD-0.0203 Tw(of great importance as it contributes to international understanding, and to a just and)Tj0 -1.212 TD0.0249 Tw(peaceful resolution of the conflict in our region.)Tj9 0 0 9 120.395 367.825 Tm0 Tc0.0257 Tw[(SELECTED PUBLICA)106.7(TIONS BY)35.2( GABI BARAMKI)]TJ8 0 0 8 50.975 347.3651 Tm0.0002 Tc0.0014 Tw(Baramki, G. \(2010\) )Tj/F2 1 Tf8.085 0 TD0.0001 Tc0.0015 Tw(Peaceful ResistanceÑBuilding a Palestinian University under Occupation)Tj/F1 1 Tf29.8425 0 TD(. London:)Tj-36.5175 -1.2 TD0.0268 Tw(Pluto Press.)Tj-1.41 -1.2 TD0.056 Tw[(Baramki, G. \(2006\) Palestinian higher educationÑan overview)73.3(, )]TJ/F2 1 Tf26.1525 0 TD[(This W)87.6(eek in Palestine)]TJ/F1 1 Tf9.2175 0 TD(, Issue No. 102,)Tj-33.96 -1.2 TD0.0005 Tc0 Tw[(October)52.2(.)]TJ-1.41 -1.2 TD0.005 Tc0.1249 Tw[(Baramki, G. \(1992\) )61.2(Aspects of Palestinian life under occupation, )]TJ/F2 1 Tf27.6 0 TD[(British Journal of Middle Eastern)]TJ-26.19 -1.2 TD0.0001 Tc0 Tw(Studies)Tj/F1 1 Tf2.8875 0 TD0.0098 Tw[(, V)129.6(ol.19\(2\), )-13.4(pp.125-132.)]TJ-4.2975 -1.2 TD0.0252 Tw[(Baramki, G. \(2003\) ÔSecurity and violence in the Middle EastÕ. ISODARCO workshop, )66.7(Andalo.)]TJT*0.0219 Tc0.125 Tw[(Baramki, G. \(2002\) Itamar Marcus againÑ)]TJ/F2 1 Tf18.8325 0 TD[(Jerusalem Post)]TJ/F1 1 Tf6.57 0 TD0 Tc0 Tw( )Tj0.3969 0 TD0.0219 Tc0.125 Tw[(editorial about Palestinian textbooks,)]TJ/F2 1 Tf-24.3894 -1.2 TD0.0001 Tc0.0123 Tw(Palestine Monitor)Tj/F1 1 Tf7.2675 0 TD(, September 7.)Tj-8.6775 -1.2 TD0.0215 Tw[(Baramki, G. \(2002\) La mme peur)41.4(, )]TJ/F2 1 Tf14.445 0 TD(Le Novelle Observateur)Tj/F1 1 Tf9.6 0 TD[(, Novembre 28, )19.6(V)129.6(ol.127.)]TJ/F2 1 Tf-3.5175 43.185 TD0 Tc0 Tw(P)Tj0.48 0 TD0.0001 Tc(ALESTINE)Tj/F1 1 Tf4.44 0 TD0.0002 Tc-0.0569 Tw[(ÑEDUCA)102.5(TION AGAINST)24( ALL)39.5( )-56.2(ODDS)]TJETendstreamendobj84 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj87 0 obj<</Length 126>>stream
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BT/F1 1 Tf10 0 0 10 375.4551 44.965 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(23)Tj/F2 1 Tf-32.448 39.288 TD-0.0098 Tw[(Q.)-829.9(T)94.1(ell us a little about who you ar)35.4(e, about some of the most significant milestones)]TJ0 -1.212 TD0.0018 Tc0.1249 Tw[(in your personal/pr)39.5(o)0(fessional life and your most noteworthy achievements as an)]TJT*0.0001 Tc-0.0233 Tw(educator/scholar/citizen. Locate and position yourself within the socio-political and)Tj0 -1.206 TD0.0249 Tw[(historical movements that define who and what you ar)44(e, and wher)34.8(e you ÔstandÕ.)]TJ/F1 1 Tf1.416 -1.212 TD-0.019 Tw(I was born in 1943 in MarjÕyoun, a town in South Lebanon about 100 kilometres)Tj-1.416 -1.212 TD-0.009 Tw[(south-east of Beirut and about ten kilometres from the Palestinian borders then. )27.9(The)]TJ0 -1.206 TD0.0138 Tw[(town residents may be described according to the standards in the 1950s, as mainly)]TJ0 -1.212 TD0.0939 Tw(middle class, including merchants, landowners, and professionals with a minority)TjT*0.004 Tc0.1249 Tw[(working class of soldiers, artisans, and workers. My father was an artisan/small)]TJ0 -1.206 TD0.0001 Tc0.0013 Tw[(contractor)40.9(, and as such my family was a working class family)74.2(. My mother)37.9(, who had)]TJ0 -1.212 TD0.0056 Tc0.1249 Tw[(a high school diploma from an )60.4(American missionary school and had a working)]TJT*0.0001 Tc-0.015 Tw(knowledge of English, was considered to be an educated individual according to the)Tj0 -1.206 TD0.0152 Tc0.1249 Tw[(standards of the time. My family)72.9(, especially my mother)45.1(, had high educational)]TJ0 -1.212 TD0.0001 Tc0.0675 Tw(expectations for the children, particularly for me, being the only male child in the)TjT*0 Tc0 Tw[(family)67.1(.)]TJ1.416 -1.206 TD-0.071 Tc(Tw)Tj1.2622 0 TD0.0001 Tc0.0473 Tw[(o bundles of events stand out in my memory)66(. First, as a child of six years, I)]TJ-2.6782 -1.212 TD0.1079 Tw(suddenly became aware of the existence of the Palestinian issue when an elderly)TjT*0.0843 Tw[(Palestinian couple, Imm Mousa and )59(Abu Hussein, came unexpectedly to live in a)]TJ0 -1.206 TD0.0283 Tw[(room in the basement of our shabby house. )18.3(They were referred to as refugees from)]TJ0 -1.212 TD0.0317 Tw[(Palestine. )21.6(The couple looked happy as if they were coming to visit for a short time)]TJT*0.0397 Tw(waiting for the ÔeventsÕ in Palestine to clear up. Imm Mousa treated and pampered)Tj0 -1.206 TD0.0327 Tw[(me like her son. )56.4(After few months, the couple suddenly faded away as suddenly as)]TJ0 -1.212 TD0.0608 Tw(they first appeared, most probably to join one of the hastily primitive shelters that)TjT*-0.0417 Tw(were set up by the UN to house the hundreds of thousands of Palestinian refugees for)Tj0 -1.206 TD0.1077 Tw[(what was thought to be few months before returning to their homes in Palestine.)]TJ0 -1.212 TD-0.0351 Tw[(Until now)63.8(, I do not know what made my family share their poverty and the little they)]TJT*0.0254 Tw(had with this Palestinian couple!)Tj1.416 -1.206 TD0.0824 Tw(The second bundle of events which I vividly remember pertains to the critical)Tj-1.416 -1.212 TD0.0056 Tc0.125 Tw[(role that the transistor radio played in connecting me to the world of news and)]TJT*0.0001 Tc0.0942 Tw[(culture. )17.9(W)44.1(ith this little magic transistor box in my hand and from my poor home)]TJ0 -1.206 TD0.0267 Tw[(in this remote town I could follow what was happening in the world. I took special)]TJ11 0 0 11 174.575 582.7451 Tm0 Tc0.0234 Tw(MURAD JURDAK)Tj/F2 1 Tf-4.3036 -1.4564 TD0.0252 Tw(American University of BeirutÑLebanon)Tj/F3 1 Tf13 0 0 13 68.675 500.0051 Tm0.0246 Tw[(SEARCHING FOR PRAXIS )57.8(AND EMANCIP)68.6(A)75.8(TION)]TJ6.3554 -1.2 TD0.0256 Tw[(IN )52.8(AN OLD CUL)88.7(TURE)]TJ/F2 1 Tf9 0 0 9 183.515 550.3451 Tm0 Tw[(jur)40.4(dak@aub.edu.lb)]TJ-14.7267 -56.1933 TD-0.0002 Tw(Mediterranean Journal of Educational Studies, Vol. 15\(2\), pp. 23-33, 2010)TjETendstreamendobj92 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R/F3 19 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj94 0 obj<</Length 5021>>stream
BT/F1 1 Tf10 0 0 10 53.825 45.085 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(24)Tj0 53.844 TD0.1083 Tw[(interest in the broadcast from radio Cairo which had at that time a cultural radio)]TJ0 -1.212 TD-0.0625 Tw[(channel that specialized in broadcasting and critiquing classical plays and music. )29.6(The)]TJ0 -1.206 TD0.0252 Tw[(transistor was an artefact that helped shape my educational and cultural formation.)]TJ1.416 -1.212 TD-0.0374 Tw[(My education at school and university was a continuing struggle to work in order)]TJ-1.416 -1.212 TD-0.0416 Tw[(to support myself and my family and at the same time maintain a very high academic)]TJ0 -1.206 TD0.0072 Tw[(achievement standard, which I regarded as the only thing that could give me a head)]TJ0 -1.212 TD0.0175 Tw[(start to obtain a scholarship to enable me to continue my education and to move up)]TJT*0.0261 Tw[(the social ladder)55.6(.)]TJ1.416 -1.206 TD0.1052 Tw[(My career as a mathematics educator started when, upon graduation from the)]TJ-1.416 -1.212 TD0.0291 Tc0.1249 Tw[(American University of Beirut \(AUB\), I had my second encounter with the)]TJT*0.0001 Tc0.1057 Tw(Palestinian issue when I took the job of an assistant teacher training specialist in)Tj0 -1.206 TD0.0792 Tw[(mathematics at the Institute of Education run jointly by UNR)61.5(W)110.1(A)56.1( \(United Nations)]TJ0 -1.212 TD0.0625 Tw[(Relief and )20.1(W)80.1(orks )55(Agency for Palestine Refugees in the Near East\) and UNESCO.)]TJT*0.0305 Tc0.125 Tw[(The Institute of Education provided long- and short-term in-service teacher)]TJ0 -1.206 TD0.0001 Tc0.0419 Tw[(education programs to teachers in Palestinian refugee camps in the )28.1(W)80.1(est Bank and)]TJ0 -1.212 TD0.0269 Tw[(Gaza as well as in the refugee host countries \(Lebanon, Jordan, and Syria\). My job)]TJT*-0.0013 Tw(was to cooperate with the UNESCO mathematics education specialist to design and)Tj0 -1.206 TD-0.0322 Tw(supervise the implementation of the mathematics education courses for mathematics)Tj0 -1.212 TD0.011 Tw[(teachers in all UNR)59.8(W)110.1(A)50.1( schools. In the course of my job, I had to visit the UNR)63.4(W)110.1(A)]TJT*-0.0265 Tw(schools in the Palestinian camps regularly and conduct training sessions for teachers)Tj0 -1.206 TD0.0004 Tc0 Tw(there.)Tj1.416 -1.212 TD0.0001 Tc0.0482 Tw[(My experiences in the UNR)63.2(W)104.1(A)62.1( schools made me aware of the extent to which)]TJ-1.416 -1.212 TD-0.0006 Tw(education is intricately linked to social context and justice. Here I came face to face)Tj0 -1.206 TD-0.0451 Tw[(with a human tragedy)69.6(, where the Palestinian people in their totality were uprooted by)]TJ0 -1.212 TD0.046 Tc0.1249 Tw[(force and intimidation from their homes in their country Palestine, to be)]TJT*0.0001 Tc-0.0393 Tw[(accommodated in refugees camps with minimum provisions for survival. On the one)]TJ0 -1.206 TD0.0905 Tw(hand, I had a chance to experience the glaring injustice which was evident in the)Tj0 -1.212 TD-0.0621 Tw[(daily life of the people in the camps as well as in the schools. On the other hand, I also)]TJT*0.0256 Tw[(experienced the human compassion reflected in the tremendous ef)26.6(forts of UNR)55.3(W)110.1(A)]TJ0 -1.206 TD0.0152 Tw[(to provide subsistence and education via UNR)60.5(W)110.1(A)56.1( schools, which were comparable)]TJ0 -1.212 TD0.0109 Tc0.125 Tw[(to, and even better than public schools in the )60.1(Arab countries which hosted the)]TJT*0.0001 Tc-0.0305 Tw(Palestinian refugees. Now that I reflect on that experience, I realize that education in)Tj0 -1.206 TD0.002 Tc0.1249 Tw[(the Palestinian camps was more meaningful to the people than any of the many)]TJ0 -1.212 TD0.0001 Tc0.025 Tw[(countries I had the chance to know)66.4(.)]TJ1.416 -1.212 TD0.1121 Tw[(I finished my Ph.D. in 1973 and joined the Department of Education and the)]TJ-1.416 -1.206 TD0.0056 Tw[(Science and Mathematics Education Centre \(SMEC\) at )62.5(AUB. )55.2(As it often happens, I)]TJ0 -1.212 TD0.0315 Tc0.125 Tw[(started my career there by developing the courses for the Master degree in)]TJT*0.0161 Tc0.1249 Tw[(mathematics education. )58.8(As a young assistant professor)43.3(, I was inspired, in this)]TJ0 -1.206 TD0.0282 Tc0.125 Tw[(foundational phase, by my professors and their courses at the University of)]TJ0 -1.212 TD0 Tc0 Tw(W)Tj0.906 0 TD0.0001 Tc0.1155 Tw[(isconsin-Madison. My teaching at )63.1(AUB and my supervision of MA)56.5( theses had)]TJ-0.906 -1.212 TD0.0294 Tc0.1249 Tw[(little impact on my belief system regarding the social aspects of education.)]TJ0 -1.206 TD0.0001 Tc-0.0188 Tw[(Attempting to publish a paper on my first research project in a scholarly journal was)]TJ0 -1.212 TD0.1123 Tw(a remarkably daring feat. For some reason, the journal of )Tj/F2 1 Tf24.168 0 TD(Educational Studies in)Tj/F1 1 Tf8 0 0 8 53.825 606.4451 Tm0.0002 Tc0.0261 Tw(MURAD JURDAK)TjETendstreamendobj95 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj97 0 obj<</Length 5394>>stream
BT/F1 1 Tf10 0 0 10 375.4551 44.965 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(25)Tj/F2 1 Tf-32.448 53.856 TD(Mathematics )Tj/F1 1 Tf5.388 0 TD-0.0267 Tw[(\(ESM\) attracted my attention because it dealt with topics similar to my)]TJ-5.388 -1.212 TD0.0021 Tc0.125 Tw[(project. )19(The editor of ESM was Freudenthal himself, one of the early fathers of)]TJ0 -1.206 TD0.0122 Tc0.1249 Tw[(mathematics education, who was the founder)47.6(, editor)43.2(,)0.1( and the single irrefutable)]TJ0 -1.212 TD0.0072 Tc0.125 Tw[(referee of ESM. Frankly)68.1(, I was not intimidated to send the manuscript to ESM)]TJT*0.0001 Tc-0.0413 Tw[(because I was simply not then aware of the weight and temper of Freudenthal. )32.4(T)65.1(o)0( my)]TJ0 -1.206 TD0.0266 Tw[(great surprise, I received a letter from Freudenthal responding to my submission in)]TJ0 -1.212 TD0.0223 Tw[(strong and unquestionable authority to tell me that, unlike some of the ÔrubbishÕ he)]TJT*-0.0232 Tw[(received, there may be something good in my manuscript but I needed to work on it.)]TJ0 -1.206 TD0.0041 Tc0.125 Tw[(I did revise the manuscript and it was eventually published. My first successful)]TJ0 -1.212 TD0.0343 Tc[(experience with publishing in international mathematics education journals)]TJT*0.0001 Tc0.0903 Tw[(encouraged me first to continue my career as a mathematics education researcher)]TJ0 -1.206 TD0.0189 Tw[(and second, it initiated me to the ÔtradeÕ of publishing in international journals.)]TJ1.416 -1.212 TD0 Tc-0.0028 Tw(An experience which had a lasting impact on my conception of social aspects of)Tj-1.416 -1.212 TD0.0072 Tc0.1249 Tw[(education was my involvement in several mathematics curriculum development)]TJ0 -1.206 TD0.0001 Tc0.0916 Tw[(projects in Saudi )60.4(Arabia and Sudan. )15.6(This brought me face to face with the actual)]TJ0 -1.212 TD0.0172 Tc0.125 Tw[(world of policy makers, schools, teachers, and students. )24.6(Through institutional)]TJT*0.0001 Tc-0.0517 Tw[(arrangement between the )57.3(American University of Beirut and some )64.7(Arab ministries of)]TJ0 -1.206 TD0.0254 Tc0.125 Tw[(education, the Science and Mathematics Education Centre was char)27.8(ged with)]TJ0 -1.212 TD0.0152 Tc0.1249 Tw[(implementing science and mathematics curriculum development in some )68.4(Arab)]TJT*0.012 Tc0.125 Tw(countries. I assumed the leadership role in the mathematics education of these)Tj0 -1.206 TD0.0001 Tc0.1123 Tw[(projects. Saudi )54.1(Arabia was an oil-rich kingdom with vast financial resources and)]TJ0 -1.212 TD0.0845 Tw(very ambitious plans for social development but within the strict interpretation of)TjT*-0.0246 Tw[(Islam. )16(The Sudan, on the other hand, was a poor)46.8(, vast, agrarian republic with limited)]TJ0 -1.206 TD0.1157 Tw[(financial resources to meet its development needs. Culturally)74.6(, Saudi )56.2(Arabia is an)]TJ0 -1.212 TD0.0058 Tc0.1249 Tw[(ethnically)65.7(, linguistically)72.1(, and religiously homogeneous Moslem society)69(,)0.1( whereas)]TJT*0.0084 Tc[(Sudan is \(was\) an ethnically)70(, linguistically)65.6(, and religiously diverse society)70.7(.)0.1( )17.6(The)]TJ0 -1.206 TD0.0136 Tc[(education system in Saudi )60.3(Arabia grew out of religious community schools to)]TJ0 -1.212 TD0.0001 Tc0.0341 Tw[(become a vast public education system whose schools were equipped with modern)]TJT*0.0038 Tc0.125 Tw[(facilities and mostly expatriate teachers from other )67.6(Arab countries, mainly from)]TJ0 -1.206 TD0.0048 Tc[(Egypt; whereas, the education system in Sudan was modelled in its educational)]TJ0 -1.212 TD0.0001 Tc0.0251 Tw(approach after that of Britain, which had ruled the country before the fifties.)Tj1.416 -1.212 TD-0.0381 Tw(The Sudanese schools lacked in facilities and equipment but were in good supply)Tj-1.416 -1.206 TD0.0134 Tc0.125 Tw[(of well-prepared Sudanese teachers. Unlike Saudi )63.4(Arabia, Sudan had a unique)]TJ0 -1.212 TD0.0036 Tc[(tradition in teacher education. In the 1930s, Grif)23.2(fiths, one of HMI inspectors of)]TJT*0.0001 Tc0.027 Tw(education, decided to establish an institution to prepare teachers for rural areas and)Tj0 -1.206 TD-0.0445 Tw(set up an institute of education, calling it Bakht-Al-Rida after the name of the nearest)Tj0 -1.212 TD0.1007 Tw[(little village. )18.6(There he built a campus with minimal facilities similar to what one)]TJT*0.0148 Tc0.125 Tw[(would expect in the rural areas of Sudan. )23.3(The recruited student teachers were)]TJ0 -1.206 TD0.0001 Tc0.051 Tw(required to live on campus and lead a combined life of work and education in this)Tj0 -1.212 TD0.0107 Tw[(minimalist environment. )21.6(The student teachers as a group were expected to develop,)]TJT*0.0684 Tw[(test, and debate the school curriculum, lesson by lesson. Grif)27.7(fiths documented the)]TJ0 -1.206 TD0.0006 Tc0.125 Tw[(establishment of Bakht-Al-Rida and his experiences there in a book, now out of)]TJ0 -1.212 TD0.0001 Tc0.0743 Tw(print, under the title )Tj/F2 1 Tf8.49 0 TD(An Experiment in Education )Tj/F1 1 Tf11.904 0 TD[(\(Grif)19.5(fiths, 1953\). For about five)]TJ/F2 1 Tf8 0 0 8 151.955 606.4451 Tm0 Tw(LEBANON)Tj/F1 1 Tf4.4475 0 TD0.0002 Tc0.0244 Tw[(ÑPRAXIS )61.6(AND EMANCIP)87.1(A)114.7(TION IN )55.5(AN OLD CUL)87(T)0.1(URE)]TJETendstreamendobj98 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj100 0 obj<</Length 4835>>stream
BT/F1 1 Tf10 0 0 10 53.825 45.085 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(26)Tj0 53.844 TD0.1142 Tw[(years in the mid-seventies, our team had the chance to work with teams of local)]TJ0 -1.212 TD0.1122 Tw(mathematics educators and to visit schools and meet with teachers in both Saudi)Tj0 -1.206 TD0.0561 Tw[(Arabia and Sudan. )17.1(The socioeconomic and cultural contrast between Saudi )63.1(Arabia)]TJ0 -1.212 TD-0.0267 Tw[(and Sudan sharpened my awareness of the complexity of how and to what extent the)]TJT*0.0225 Tc0.1249 Tw[(socioeconomic and cultural contexts mediate student mathematics learning. I)]TJ0 -1.206 TD0.0001 Tc0.1239 Tw[(emer)19.5(ged from these experiences with a double identity)66.8(, a mathematics education)]TJ0 -1.212 TD-0.0217 Tw[(researcher and a mathematics educator)62.6(. )16.5(The researcher identity made me conform to)]TJT*-0.0407 Tw(the standards set by the scholarly community without much regard to implications of)Tj0 -1.206 TD0.0408 Tw[(my research to practice. On the other hand, the educator identity pushed me to use)]TJ0 -1.212 TD0.0613 Tw[(my expertise in the field to give judgments and recommendation to policy makers)]TJT*0.0652 Tw(and practitioners without regard to research findings. By the end of eighties I was)Tj0 -1.206 TD0.0114 Tc0.1249 Tw[(able to achieve a professional transformation by integrating the researcher and)]TJ0 -1.212 TD0.0001 Tc0.0247 Tw(educator identities through integrating theory and praxis!)Tj/F2 1 Tf1.416 -2.418 TD-0.0158 Tw[(Q.)-313.9(What have been some of the most formative moments in your own education?)]TJ-1.416 -1.212 TD0.011 Tw[(Her)37.3(e)0( you can also tell r)40.8(eaders about the individuals, movements, or)39.9(ganisations, etc)]TJT*0.0054 Tc0.1249 Tw[(that wer)36(e most influential in shaping your development as an educator/scholar/)]TJ0 -1.206 TD0 Tc0 Tw(citizen.)Tj/F1 1 Tf1.416 -1.212 TD0.0049 Tc0.1249 Tw[(In the early primary grades, I became more conscious of my socioeconomic)]TJ-1.416 -1.212 TD0.0001 Tc0.0331 Tw[(status. Somehow this awareness gave me a sense of empowerment. Now that I can)]TJ0 -1.206 TD-0.0364 Tw[(analyze it from my present perspective, I can trace that sense of empowerment to my)]TJ0 -1.212 TD0.0406 Tw[(home environment which developed in me a resilient motivation to achieve, as the)]TJT*-0.0231 Tw[(only way up the socioeconomic ladder for me and for my family and to an obsessive)]TJ0 -1.206 TD0.0129 Tw(drive to achieve distinction in school work to the point that I became determined to)Tj0 -1.212 TD0.0091 Tw(achieve the highest average in class in every subject. Given this head start, I started)TjT*0.0662 Tw(to realize that the personal capital I owned \(my ability for distinguished academic)Tj0 -1.206 TD0.0014 Tw(achievement\) and my home capital \(attitudes and values\) were valuable to the point)Tj0 -1.212 TD-0.0232 Tw[(that the principal of the school, a compassionate and visionary educator)47.1(, allowed me)]TJT*0.0008 Tw(to continue in school even after I informed him that my family would not be able to)Tj0 -1.206 TD0.0389 Tc0.1249 Tw[(pay tuition anymore. )19.5(Throughout my school years, not only had I not felt)]TJ0 -1.212 TD0.0001 Tc0.0669 Tw[(disadvantaged because of my socioeconomic status, but on the contrary)72.4(, I did feel)]TJT*0.0251 Tw(empowered and proud of being a disadvantaged student.)Tj1.416 -1.206 TD-0.0052 Tc0.1249 Tw[(Coming from a low socioeconomic status would have been a barrier to join a)]TJ-1.416 -1.212 TD-0.0099 Tc0.0382 Tw[(private university)64.8(, let alone the most expensive one. )22.7(The Ôhome capitalÕ)79.2( I carried and)]TJT*0.0071 Tw[(my school success story helped me land a full scholarship at the )59.9(American University)]TJ0 -1.206 TD0.0115 Tw[(of Beirut, the elitist and prestigious university in the Middle East. )27.2(The requirement of)]TJ0 -1.212 TD-0.0248 Tw[(my scholarship was that the field of study be a developmental one, such as agriculture,)]TJT*-0.0352 Tw[(education, or public administration. My school grades made me eligible to be accepted)]TJ0 -1.206 TD-0.0312 Tw[(in any field of study)66.2(. However)42.8(, I chose math as a major)43.4(, and to satisfy the requirements)]TJ0 -1.212 TD-0.0498 Tw[(of my scholarship I had to study for a teaching diploma, along with my bachelor degree)]TJT*0.0212 Tw[(in math. )19.2(Though I would have preferred literature, I eventually chose mathematics as)]TJ0 -1.206 TD-0.0361 Tw[(my subject because of my belief that it was regarded by society as the more prestigious)]TJ0 -1.212 TD0.0251 Tw[(of all other school subjects both intellectually and economically)72.1(.)]TJ8 0 0 8 53.825 606.4451 Tm0.0002 Tc0.0261 Tw(MURAD JURDAK)TjETendstreamendobj101 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj103 0 obj<</Length 5410>>stream
BT/F1 1 Tf10 0 0 10 375.4551 44.965 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(27)Tj-31.032 53.856 TD0.0104 Tc0.1249 Tw[(At )56.1(AUB I had my first true experience with a multi-cultural society)73.5(.)0.1( In the)]TJ-1.416 -1.212 TD0.0106 Tc0.125 Tw[(nineteen sixties, the )62.3(AUB student body)60(, which had a representation of over 60)]TJ0 -1.206 TD0.0001 Tc-0.035 Tw[(nationalities, was a truly multi-cultural community with students coming from many)]TJ0 -1.212 TD0.006 Tw[(countries such as Iran, )56.2(Afghanistan, Sudan, Cyprus, most )61.2(Arab countries, and many)]TJT*0.0347 Tw[(European and )56.7(American countries. )18.3(The professors also represented a multi-cultural)]TJ0 -1.206 TD0.0189 Tc0.1249 Tw[(mix. )19.4(This experience taught me the positive side of living in a multi-cultural)]TJ0 -1.212 TD0.0001 Tc0.0252 Tw[(community with people of dif)23.7(ferent colours, languages, and cultures.)]TJ1.416 -1.212 TD-0.0212 Tw[(One of the significant things that I learned at )63.2(AUB was how to make choices and)]TJ-1.416 -1.206 TD0.0357 Tw[(take responsibility for their consequences. )58.3(AUB has a long history of adopting and)]TJ0 -1.212 TD0.0265 Tw(practicing a liberal education model since its establishment in 1966. Its motto Ô)Tj/F2 1 Tf31.896 0 TD0 Tw(that)Tj-31.896 -1.212 TD-0.0256 Tw(you may have life and have it abundantly)Tj/F1 1 Tf16.29 0 TD-0.075 Tc0 Tw(Õ )Tj0.4825 0 TD0.0001 Tc-0.0256 Tw[(was engraved on )57.3(AUB main gate then and)]TJ-16.7725 -1.206 TD-0.0285 Tw[(continues there to be a beacon for its education. )63.4(As a teenager coming from a remote)]TJ0 -1.212 TD0.0155 Tc0.125 Tw[(town where most of the important choices were made for me, I found myself)]TJT*0.0081 Tc[(challenged by the expectations at )61.4(AUB to make my own choices and carry the)]TJ0 -1.206 TD0.0001 Tc0.0346 Tw[(responsibility for their consequences. For the first time I was on my own to decide)]TJ0 -1.212 TD0.0306 Tw[(what, how)69.5(, when, or if I want to learn. )57.7(At )50.9(AUB, I made one of the most significant)]TJT*-0.0268 Tw[(choices of my life when, after graduation from )59.8(AUB, I got married to my wife Muna)]TJ0 -1.206 TD0.0246 Tw[(who studied mathematics with me at )57(AUB.)]TJ1.416 -1.212 TD-0.0199 Tw[(After completing the Bachelor degree in mathematics and the )28.5(T)71.1(eaching Diploma)]TJ-1.416 -1.212 TD0.0099 Tw[(in the teaching of mathematics, I decided to follow a Master degree in mathematics)]TJ0 -1.206 TD0.0053 Tc0.1249 Tw[(at )56.7(AUB, and luckily was granted a teaching assistantship. However)51.4(, during that)]TJ0 -1.212 TD0.0001 Tc0.0652 Tw[(period, I was initiated into the real world of teaching mathematics from two entry)]TJT*0.0165 Tc0.125 Tw[(points: First, during my study for the Master degree, I had to teach freshman)]TJ0 -1.206 TD0.0001 Tc-0.059 Tw[(mathematics courses as part of my assistantship, and second, I concurrently started to)]TJ0 -1.212 TD0.0023 Tc0.125 Tw[(be a part-time secondary school mathematics teacher)63.1(. Both teaching experiences)]TJT*0.0001 Tc-0.0457 Tw[(reinforced my conception of the teaching of mathematics that I had formed, based on)]TJ0 -1.206 TD0.1184 Tw[(experiences with my former mathematics teachers and my experience during my)]TJ0 -1.212 TD0.0559 Tw[(under)15.5(graduate study at )57.4(AUB. )57.5(At the time I viewed math teaching as a delivery act)]TJT*-0.0503 Tw[(which involved the presentation and explanation of mathematical concepts in a clear)55.1(,)]TJ0 -1.206 TD0.008 Tc0.1249 Tw[(correct, and systematic way)70.2(. )16.8(The teaching act normally ended with assessment,)]TJ0 -1.212 TD0.0168 Tc[(which constituted the basis for judging students: )25.5(Those who did not meet the)]TJT*0.0157 Tc0.125 Tw[(ÔstandardÕ for success were judged to be deficient in their abilities or in their)]TJ0 -1.206 TD0.0014 Tc0.1249 Tw[(background knowledge. I rarely thought that the emotional, social, economic, or)]TJ0 -1.212 TD0.0001 Tc-0.0163 Tw[(family background could influence how students learned, what they learned, or how)]TJT*0.0246 Tw(much they learned.)Tj1.416 -1.206 TD-0.0099 Tc0.093 Tw[(My work with UNR)55.9(W)112.1(A)-0.1(/UNESCO Institute of Education ended in 1971 when I)]TJ-1.416 -1.212 TD-0.0295 Tw[(accepted a fellowship to study for a PhD in mathematics education at the University of)]TJT*0 Tc0 Tw(W)Tj0.894 0 TD-0.0099 Tc0.0686 Tw[(isconsin-Madison. )19.4(The fellowship was a part of a programme aimed at building a)]TJ-0.894 -1.206 TD-0.0258 Tw[(capacity in science and mathematics education at the )60.7(American University of Beirut in)]TJ0 -1.212 TD-0.0066 Tc0.1249 Tw[(order to form a centre for science and mathematics education there. )64.7(At the time I)]TJT*-0.0099 Tc0.0311 Tw[(accepted the of)20.7(fer)42.3(, the Science and Mathematics Centre had already been established)]TJ0 -1.206 TD0.0016 Tc0.125 Tw[(and had four science educators who completed the fellowship programme at the)]TJ0 -1.212 TD-0.0099 Tc0.025 Tw[(University of )24.3(W)34.1(isconsin-Madison but had no mathematics educator)64.7(.)]TJ/F2 1 Tf8 0 0 8 151.955 606.4451 Tm0.0001 Tc0 Tw(LEBANON)Tj/F1 1 Tf4.4475 0 TD0.0002 Tc0.0244 Tw[(ÑPRAXIS )61.6(AND EMANCIP)87.1(A)114.7(TION IN )55.5(AN OLD CUL)87(T)0.1(URE)]TJETendstreamendobj104 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj106 0 obj<</Length 4936>>stream
BT/F1 1 Tf10 0 0 10 53.825 45.085 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(28)Tj1.416 53.844 TD0.0328 Tw[(My education at University of )20.7(W)38.1(isconsin-Madison helped expand my technical)]TJ-1.416 -1.212 TD0.0705 Tw[(and professional knowledge but fell short of making a transformation in my basic)]TJ0 -1.206 TD0.0544 Tw[(conceptions of education and its role. )59.7(At UW)54.9(-Madison I was initiated, for the first)]TJ0 -1.212 TD0.0368 Tw(time, into research issues in mathematics education and research methods in social)TjT*-0.0565 Tw[(sciences. I had also my first opportunity to engage in ongoing research projects there.)]TJ0 -1.206 TD0.0683 Tw[(However)41.8(, my experience did not add to my understanding of the social aspects of)]TJ0 -1.212 TD0.0002 Tc0.0038 Tw(education. For example, my dissertation which was based on a teaching experiment)TjT*0.0001 Tc0.0492 Tw(of mathematical structure was conducted in Lebanon in two school systems which)Tj0 -1.206 TD0.0244 Tc0.1249 Tw[(accommodated students with diametrically opposite socioeconomic and even)]TJ0 -1.212 TD0.0001 Tc-0.062 Tw[(cultural backgrounds: One was the UNR)58.5(W)110.1(A)56.1( school system which served the children)]TJT*-0.0352 Tw(of the Palestinian refugees in Lebanon and the second was the most exclusive school)Tj0 -1.206 TD0.0049 Tc0.125 Tw[(in the country)65.7(. However)44.3(, the dissertation did not try)66.2(, in any way)65.9(,)0( to explain the)]TJ0 -1.212 TD0.0001 Tc0.1249 Tw(learning of students in terms of their socioeconomic or cultural backgrounds but)TjT*0.0675 Tw[(focused on the ef)19.2(fect of teaching mathematical structure on mathematics learning.)]TJ0 -1.206 TD0.0064 Tw(The study as conducted did not take note of the social context and assumed it could)Tj0 -1.212 TD0.0152 Tw(have been conducted anywhere with the same methods and probably with the same)TjT*-0.0001 Tc0 Tw(conclusions.)Tj/F2 1 Tf1.416 -2.418 TD0.0002 Tc-0.0232 Tw[(Q. What ar)35(e some of the key educational Ôpr)47.6(oblematicsÕ)113.1( that curr)41.2(ently pr)36.7(eoccupy)]TJ-1.416 -1.212 TD0.0102 Tc0.1249 Tw[(you? How ar)39.8(e these linked to the br)38.3(oader pr)36.2(eoccupations you may have about)]TJ0 -1.206 TD0.0084 Tc0.125 Tw[(society? What is your r)40.9(esponse to these pr)37.2(oblematics and pr)37.4(eoccupations, as a)]TJ0 -1.212 TD0.0001 Tc0.0251 Tw(scholar and as a citizen?)Tj/F1 1 Tf1.416 -1.212 TD0.1009 Tw[(Almost all the critical educational issues that have preoccupied me in the last)]TJ-1.416 -1.206 TD-0.0094 Tw[(decade emanate from my conviction that it is through reflection and action upon the)]TJ0 -1.212 TD0.0284 Tc0.125 Tw[(world \(praxis\) that individuals and communities achieve transformation and)]TJT*0.0215 Tc0.1249 Tw[(emancipation. For me, education ought to be driven by praxis in order to be)]TJ0 -1.206 TD0.0001 Tc0.0727 Tw[(meaningful and empowering. )20.8(The educational ÔproblematicsÕ)75.2( that has preoccupied)]TJ0 -1.212 TD0.0657 Tw[(me most are: )16.5(The role of the )63.5(Arabic language, problem solving in school and life,)]TJT*0.0249 Tw[(equity and quality of education in the )59.2(Arab countries.)]TJ1.416 -1.206 TD0.0007 Tc0.125 Tw[(Achieving literacy in the )57.6(Arabic language is problematic. First, the lar)26.9(ge gap)]TJ-1.416 -1.212 TD0.0001 Tc0.0289 Tw[(between spoken )52.3(Arabic and formal )61.5(Arabic as taught in schools results in extremely)]TJT*0.0097 Tc0.125 Tw[(limited use and practice of the academic )61.6(Arabic learned. Second, )55.8(Arabic is the)]TJ0 -1.206 TD0.0001 Tc0.0657 Tw[(language of the Qur)-39(Õan which for Muslims is not simply a revelation but the very)]TJ0 -1.212 TD-0.0062 Tw[(words of God communicated to the world through an immutable text in )65.1(Arabic. )17.5(The)]TJT*-0.0104 Tw[(widely held conception of )59.8(Arabic as a sacred language dismissed or resisted, mostly)]TJ0 -1.206 TD-0.0566 Tw[(on ideological grounds, the many attempts to bridge the gap between classical )63.6(Arabic)]TJ0 -1.212 TD0.0384 Tw[(and )58.8(Arabic as used in the real world. )21(This led to an odd situation where the )54.9(Arabic)]TJT*0.0026 Tc0.125 Tw(taught in schools is perceived as an academic language and as a cultural carrier)Tj0 -1.206 TD0.0001 Tc0.0439 Tw[(whereas spoken )56.3(Arabic \(or a foreign language, mainly English\) is the one used for)]TJ0 -1.212 TD0.0252 Tw(expression, communication, and thinking in real life.)Tj1.416 -1.212 TD0.0963 Tw(Another live issue in Lebanon is the use of a foreign language, instead of the)Tj-1.416 -1.206 TD0.125 Tw[(native )53.7(Arabic, as a language of instruction in mathematics and sciences. Foreign)]TJ0 -1.212 TD(languages took such a stronghold that mathematics and sciences continued to be)Tj8 0 0 8 53.825 606.4451 Tm0.0002 Tc0.0261 Tw(MURAD JURDAK)TjETendstreamendobj107 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj109 0 obj<</Length 5317>>stream
BT/F1 1 Tf10 0 0 10 375.4551 44.965 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(29)Tj-32.448 53.856 TD0.0334 Tw(taught in a foreign language even after independence in 1943 and despite laws and)Tj0 -1.212 TD0.0036 Tc0.1249 Tw[(regulations to limit such practices. )25.7(The social implications of the use of foreign)]TJ0 -1.206 TD0.0001 Tc-0.0488 Tw(language are obvious. Mathematics and sciences are often described as critical filters)Tj0 -1.212 TD0.1192 Tw[(to university education in general and to scientific occupations in particular)64.6(. )19.4(The)]TJT*0.0377 Tc0.125 Tw[(foreign language adds one more filter since the socially and economically)]TJ0 -1.206 TD0.0001 Tc0.0338 Tw(disadvantaged have less opportunities to learn a foreign language and practice it in)Tj0 -1.212 TD0.0095 Tc0.125 Tw[(their home milieu. Consequently)71.6(, mathematics and sciences taught in a foreign)]TJT*0.0142 Tc0.1249 Tw[(language tend to discriminate educationally and economically against students)]TJ0 -1.206 TD0.0001 Tc-0.0609 Tw[(coming from low socioeconomic classes. )27.4(There is also a diver)13.4(gence among Lebanese)]TJ0 -1.212 TD0.0984 Tw(on the implications of teaching in a foreign language to individual and collective)TjT*0.1188 Tw[(identity)68.6(. )19(There are those who believe that )58.1(Arabic is a carrier of the )55.4(Arab-Islamic)]TJ0 -1.206 TD-0.0444 Tw(culture and hence should be maintained as the language of teaching on one hand, and)Tj0 -1.212 TD0.0082 Tc0.125 Tw[(others who believe that the foreign language is a carrier of the western culture)]TJT*0.0001 Tc-0.0561 Tw[(through which they want to maintain cultural ties with the west. Obviously)70.8(, the social)]TJ0 -1.206 TD0.0188 Tw(and national divisiveness becomes more complicated if the lines of social divisions)Tj0 -1.212 TD0.0705 Tw(due to the use of a foreign language coincide with cultural issues. I expressed my)TjT*-0.0057 Tw(thoughts regarding these issues in a lecture \(Jurdak, 1989\) given at the International)Tj0 -1.206 TD0.0245 Tw(Conference of Mathematics Education \(ICME\).)Tj1.416 -1.212 TD0.0778 Tw[(The second educational issue which has pre-occupied me for some time is the)]TJ-1.416 -1.212 TD0.0481 Tw[(apparent discrepancy between problem solving, particularly in mathematics, in the)]TJ0 -1.206 TD0.0189 Tw[(school and real life contexts. My research of this issue led me to discover LeontÕev)]TJ0 -1.212 TD0.0138 Tw[(activity theory and Engestr_m activity system as powerful constructs for looking at)]TJT*0.0019 Tc0.1249 Tw[(school and real life as two dif)26.4(f)0.1(erent sociocultural activity systems which in turn)]TJ0 -1.206 TD0.0001 Tc-0.0315 Tw[(helped in understanding the discrepancy in problem solving between school and real)]TJ0 -1.212 TD-0.0007 Tw(life. My research in this area resulted in a series of three articles all published in the)TjT*0 Tw(journal )Tj/F2 1 Tf3.132 0 TD0.0454 Tw(Educational Studies in Mathematics of Education)Tj/F1 1 Tf20.082 0 TD0 Tc0 Tw( )Tj0.2955 0 TD0.0001 Tc0.0454 Tw(\(Jurdak & Shahin, 1999,)Tj-23.5095 -1.206 TD0.0257 Tw(2001, and Jurdak, 2006\).)Tj1.416 -1.212 TD0.0101 Tc0.0411 Tw[(One issue that has pre-occupied me for a while is the question of educational)]TJ-1.416 -1.212 TD0.0103 Tc0.0042 Tw(equity in quality education. In my book )Tj/F2 1 Tf16.482 0 TD0 Tc0 Tw(T)Tj0.48 0 TD0.0101 Tc0.0044 Tw[(owar)44.4(d Equity in Quality in Mathematics)]TJ-16.962 -1.206 TD0.0442 Tc0 Tw(Education)Tj/F1 1 Tf4.506 0 TD0 Tc( )Tj0.4191 0 TD0.0441 Tc0.125 Tw[(\(Jurdak, 2009\), I ar)20.8(gue that educational equity and quality are)]TJ-4.9251 -1.212 TD0.0101 Tc-0.0212 Tw[(inseparable constructs and that the challenge is to move towards equity-in-quality)78.7(.)]TJT*-0.0329 Tw[(In Part 1 of the book, I provided an analysis of the theoretical underpinnings of the)]TJ0 -1.206 TD0.1249 Tw(construct of equity-in-quality and made the case that education is a purposeful)Tj0 -1.212 TD0.1032 Tw(collective activity enacted in a specific social-cultural context and constitutes a)TjT*0.0312 Tc0.1249 Tw[(global nested hierarchical multi-factor system and that inequities in quality)]TJ0 -1.206 TD0.0423 Tc0.125 Tw[(education result from multiple interactions of the multifactor system thus)]TJ0 -1.212 TD0.0347 Tc(rendering inequities amenable to change. In Part 2 of the book, I used the)TjT*0.0101 Tc0.0114 Tw[(theoretical framework to analyze )24.6(TIMSS 2003 contextual data across a sample of)]TJ0 -1.206 TD0.0576 Tw[(18 countries in order to identify)72(, compare, and interpret student, teacher)42.7(, school,)]TJ0 -1.212 TD0.0585 Tc0.125 Tw(and country related factors which account for variation in mathematics)TjT*0.0101 Tc-0.0164 Tw[(achievement within and across the 18 countries. Based on the analysis, I suggest a)]TJ0 -1.206 TD0.086 Tw(multifactor strategy for moving towards equity-in-quality in mathematics which)Tj0 -1.212 TD0.0248 Tw(I believe may be relevant to education as a whole.)Tj/F2 1 Tf8 0 0 8 151.955 606.4451 Tm0.0001 Tc0 Tw(LEBANON)Tj/F1 1 Tf4.4475 0 TD0.0002 Tc0.0244 Tw[(ÑPRAXIS )61.6(AND EMANCIP)87.1(A)114.7(TION IN )55.5(AN OLD CUL)87(T)0.1(URE)]TJETendstreamendobj110 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj112 0 obj<</Length 5405>>stream
BT/F1 1 Tf10 0 0 10 53.825 45.085 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(30)Tj/F2 1 Tf1.416 53.844 TD-0.0331 Tw[(Q .What ar)38.8(e your r)40.5(eflections about the major for)35.2(ces that ar)40.7(e shaping educational)]TJ-1.416 -1.212 TD-0.0016 Tw[(practice in your country/r)43.3(egion? What ar)34.2(e the dynamics and inter)41.7(ests that underpin)]TJ0 -1.206 TD-0.045 Tw[(these for)37.8(ces, and what kinds of challenges do they r)43.3(epr)37.3(esent for the articulation of an)]TJ0 -1.212 TD0.0246 Tw[(education pr)38.8(oject in your country/r)37.3(egion?)]TJ/F1 1 Tf1.416 -1.212 TD0.0271 Tw(One of the forces that has shaped educational policy and practice in Lebanon is)Tj-1.416 -1.206 TD-0.0162 Tw[(the accumulation of its modern history)69.5(. Lebanon has been and still is a cross-road of)]TJ0 -1.212 TD0.0778 Tw[(dif)13.3(ferent cultures. In its recent history)79.2(, Lebanon has become a bridge between the)]TJT*0.0368 Tc0.1249 Tw[(western culture and the )56.8(Arab-Islamic culture. In the 19)]TJ5.8 0 0 5.8 302.525 502.1651 Tm0.0366 Tc0 Tw(th )Tj10 0 0 10 309.845 498.8051 Tm0.125 Tw[(century)70.2(, Christian)]TJ-25.602 -1.206 TD0.0054 Tc0.1249 Tw[(missionaries started to establish schools which reflected western values through)]TJ0 -1.212 TD0.0001 Tc-0.0389 Tw(several means, the most important of which was using French or English, not only as)TjT*-0.06 Tw[(a foreign language, but also as a medium of instruction. In the last three decades there)]TJ0 -1.206 TD0.105 Tw(was an unprecedented growth in Islamic schools that were founded by charitable)Tj0 -1.212 TD0.0422 Tw[(or)17.2(ganizations and even political parties. Because the religiously-sponsored schools)]TJT*0.0083 Tc0.1249 Tw[(promote dif)19.9(f)0.1(erent value systems they tend to deal with educational issues from)]TJ0 -1.206 TD0.0056 Tc[(dif)17.7(f)0.1(erent perspectives. )21.3(This situation makes the approval and implementation of)]TJ0 -1.212 TD0.0001 Tc0.0041 Tw[(ur)17.2(gently-needed forward-looking educational policies a tedious job which normally)]TJT*0.0252 Tw(ends in consensual policies that continue the )Tj/F2 1 Tf18.198 0 TD(status quo)Tj/F1 1 Tf4.11 0 TD0 Tc0 Tw( )Tj0.2753 0 TD0.0001 Tc0.0252 Tw[(in one way or another)56.2(.)]TJ-21.1673 -1.206 TD0.0101 Tc-0.0255 Tw[(The nature of the political system is a major obstacle in the development of the)]TJ-1.416 -1.212 TD0.0343 Tc0.1249 Tw[(educational system in Lebanon. )23.7(The socio-political history of Lebanon has)]TJT*0.0247 Tc[(produced a confessional political system based on what is called consensual)]TJ0 -1.206 TD0.0101 Tc0.0005 Tw[(democracy based on the consensus of the dif)24.2(ferent Lebanese confessional groups.)]TJ0 -1.212 TD0.0479 Tc0.125 Tw(Confessional groups exercise their political power through constitutional)TjT*0.0101 Tc0.0131 Tw[(provisions, key laws, and unwritten political conventions. )24.4(The constitution which)]TJ0 -1.206 TD0.032 Tc0.125 Tw[(is based on the )20.5(T)73(aif accord of 1990, stipulates among other things that the)]TJ0 -1.212 TD0.0101 Tc0.1243 Tw(parliamentary seats and the key administrative posts should be divided equally)TjT*0.0275 Tc0.1249 Tw[(between Christians and Muslims. Furthermore, the election laws since 1990)]TJ0 -1.206 TD0.038 Tc0.125 Tw[(stipulated quota representation for dif)20.4(ferent dominations of Christians and)]TJ0 -1.212 TD0.0101 Tc-0.0218 Tw[(Muslims. )20.1(W)36.1(ith regard to education, the )21.5(T)75.1(aif )51.5(Accord called for unified textbooks in)]TJT*0.0312 Tc0.1249 Tw[(history and civic education and re-emphasized the principle of Ôfreedom of)]TJ0 -1.206 TD0.0101 Tc-0.0577 Tw(teachingÕ which is generally intended to safeguard the right of the Lebanese groups)Tj0 -1.212 TD0.0251 Tw(to open schools and other educational institutions.)Tj1.416 -1.212 TD0.0001 Tc0.0879 Tw[(The political system is frequently paralyzed when faced with critical sensitive)]TJ-1.416 -1.206 TD-0.0568 Tw[(issues and education is not immune in that regard. For example, in 1997, the Ministry)]TJ0 -1.212 TD0.0211 Tc0.125 Tw[(of Education undertook a national curriculum project from grades K-12. )27(The)]TJT*0.0119 Tc0.1249 Tw[(formation of the curriculum committees was a delicate exercise to balance the)]TJ0 -1.206 TD0.0051 Tc[(representation of dif)17.6(ferent political and confessional groups. In certain sensitive)]TJ0 -1.212 TD0.0001 Tc0.0928 Tw[(subjects, like history)67.5(, dif)18.3(ferent groups lobbied strongly to include their discrepant)]TJT*-0.0625 Tw[(conceptions of the history of Lebanon to the extent that the history curriculum has yet)]TJ0 -1.206 TD-0.0287 Tw[(to be issued. )55.1(Another example is what happened to the higher education sector in the)]TJ0 -1.212 TD0.0074 Tc0.125 Tw[(last three decade. )17.4(The number of universities and colleges mushroomed from a)]TJT*0.0001 Tc-0.0252 Tw[(handful of long and well-established universities, including the Lebanese university)78.4(,)]TJ0 -1.206 TD0.0181 Tc0.1249 Tw[(to more than forty private universities and colleges many of which belong to)]TJ0 -1.212 TD0.0001 Tc0.0707 Tw(confessional groups and are hardly subjected to any standard of quality control or)Tj8 0 0 8 53.825 606.4451 Tm0.0002 Tc0.0261 Tw(MURAD JURDAK)TjETendstreamendobj113 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj115 0 obj<</Length 5030>>stream
BT/F1 1 Tf10 0 0 10 375.4551 44.965 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(31)Tj-32.448 53.856 TD0.0183 Tw[(assurance. )20.3(The weak political will renders the governmentÕ)62(s role in education more)]TJ0 -1.212 TD0.0253 Tw[(as a referee than a decision maker)61(.)]TJ1.416 -1.206 TD-0.0621 Tw[(The historical accumulation produced a two-tier educational system of public and)]TJ-1.416 -1.212 TD0.0258 Tc0.125 Tw[(private school which acts as a potent force that has dampened the equitable)]TJT*0.0001 Tc0.0373 Tw[(development of the education in Lebanon. )23.8(The public school system in Lebanon is)]TJ0 -1.206 TD0.051 Tw[(inferior to the private system in terms of size, quality)71.6(, and ef)19.7(ficiency)65.7(. One unusual)]TJ0 -1.212 TD0.0118 Tc0.125 Tw[(feature of the educational system in Lebanon is that the private school system)]TJT*0.0001 Tc0.0947 Tw[(accommodates the majority of students \(60% compared to 40% for public school)]TJ0 -1.206 TD0.0368 Tc0.125 Tw[(system\). )17.4(The general perception, supported by evidence from international)]TJ0 -1.212 TD0.0001 Tc0.0395 Tw(comparative studies, continues to be that the quality of education is much better in)TjT*0.0057 Tc0.1249 Tw[(private schools than public schools because of the relatively superior quality of)]TJ0 -1.206 TD0.0001 Tc-0.0316 Tw[(human and material resources in private schools on one hand, and the inef)29.2(ficient and)]TJ0 -1.212 TD-0.0187 Tw[(bureaucratic public education system on the other hand. Because the private schools)]TJT*0.0955 Tw[(are tuition-based they can af)26.6(ford to attract higher quality human resources and to)]TJ0 -1.206 TD0.0351 Tc0.1249 Tw[(obtain better facilities and equipment. )26.1(The public schools operate within a)]TJ0 -1.212 TD0.0001 Tc0.0848 Tw[(centralized system controlled by the ministry of education and consequently have)]TJT*-0.0114 Tw[(little autonomy in their instructional decisions to enable them to adequately respond)]TJ0 -1.206 TD0.0227 Tw[(to student needs. One latent danger in the two-tier system is that the public schools)]TJ0 -1.212 TD0.0099 Tc0.1249 Tw[(accommodate low socioeconomic students, whereas the majority of students in)]TJT*0.0001 Tc-0.0074 Tw[(private schools come from middle and high socioeconomic classes. )30.5(This situation is)]TJ0 -1.206 TD-0.0565 Tw(a threat to social and national harmony particularly when the line of division between)Tj0 -1.212 TD0.025 Tw(public and private schools coincides with social or confessional divisions.)Tj/F2 1 Tf1.416 -2.418 TD0.0182 Tc0.125 Tw[(Q. Which r)42.2(ecent developments/innovations in the education sector in your)]TJ-1.416 -1.212 TD0.0001 Tc0.074 Tw[(country fill you with hope in terms of fur)5.6(thering the agenda of democracy)55.2(, and of)]TJT*0.0249 Tw[(equity? Which r)37.3(ecent developments do you feel most critical of, and why?)]TJ/F1 1 Tf1.416 -1.206 TD0.0015 Tw(Lebanon adopted a number of macro, grand policies and measures in an attempt)Tj-1.416 -1.212 TD-0.035 Tw[(to further the educational reform agenda such as the educational revival plan in 1994)]TJT*-0.0415 Tw(and the development and implementation of national curricula for all school subjects)Tj0 -1.206 TD-0.0177 Tw[(\(except history\) in 1997. However)47.3(, these developments have yet to produce tangible)]TJ0 -1.212 TD-0.0445 Tw[(improvements in the quality of education in the country)73.5(, especially in public schools.)]TJT*0.0999 Tw[(This is because of the rigid top-down and bureaucratic educational system which)]TJ0 -1.206 TD0.0077 Tw[(allows only a little to Ôtrickle downÕ from the policy making at the top to the reality)]TJ0 -1.212 TD0.0262 Tw(of public schools.)Tj1.416 -1.212 TD0.0221 Tw(One development that I find promising is a small little publicized project called)Tj/F2 1 Tf-1.416 -1.206 TD-0.0497 Tw(School net Lebanon )Tj/F1 1 Tf8.046 0 TD(whose ultimate goal is to interconnect all primary and secondary)Tj-8.046 -1.212 TD0.0129 Tc0.125 Tw(public schools and private schools and available libraries with the Ministry of)TjT*0.026 Tc(Education and Higher Education using a state-of-the-art telecommunications)Tj0 -1.206 TD0.0304 Tc[(infrastructure with a gateway to the global internet, supported by the latest)]TJ0 -1.212 TD0.0174 Tc0.1249 Tw[(information and communications technologies. )23(The reasons I find this project)]TJT*0.0001 Tc-0.012 Tw[(promising are many)68.7(. First, the projectÕ)55.6(s goal, scope, and modern technology make it)]TJ0 -1.206 TD0.0494 Tw[(an unprecedented innovative educational project in Lebanon. Second, it is the first)]TJ0 -1.212 TD0.0046 Tc0.1249 Tw[(time in the educational history of Lebanon that there is a shared developmental)]TJ/F2 1 Tf8 0 0 8 151.955 606.4451 Tm0.0001 Tc0 Tw(LEBANON)Tj/F1 1 Tf4.4475 0 TD0.0002 Tc0.0244 Tw[(ÑPRAXIS )61.6(AND EMANCIP)87.1(A)114.7(TION IN )55.5(AN OLD CUL)87(T)0.1(URE)]TJETendstreamendobj116 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj119 0 obj<</Length 4897>>stream
BT/F1 1 Tf10 0 0 10 53.825 45.085 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(32)Tj0 53.844 TD0.1123 Tw(project between private and public schools under the umbrella of the ministry of)Tj0 -1.212 TD0.0069 Tc0.1249 Tw[(education. )58.6(Admittedly)64.9(, the system has yet to be interactive and dynamic and to)]TJ0 -1.206 TD0.0191 Tc0.125 Tw[(connect students and not schools. )16.7(The third reason is that public schools and)]TJ0 -1.212 TD0.0104 Tc(hopefully their students will have access to the internet which, if implemented)TjT*0.0001 Tc0.0037 Tw[(properly)64.7(, may present a challenge to public schools and their students as well as the)]TJ0 -1.206 TD0.0032 Tc0.1249 Tw[(educational system itself. Connecting to the internet is likely to develop student)]TJ0 -1.212 TD0.0255 Tc[(critical thinking through engaging students in searching for answers to their)]TJT*0.0107 Tc0.125 Tw[(questions thus providing them with the opportunity to challenge the prevailing)]TJ0 -1.206 TD0.0001 Tc0.1151 Tw(studentsÕ conception that the teacher and the textbooks determine the source and)Tj0 -1.212 TD0.0149 Tc0.125 Tw[(validity of knowledge. )16.7(This is particularly important for public schools which)]TJT*0.0162 Tc0.1249 Tw[(accommodate students coming mainly from lower socioeconomic classes who)]TJ0 -1.206 TD0.0001 Tc0.0646 Tw[(normally do not have access to internet. On the negative side, the internet may be)]TJ0 -1.212 TD0.0116 Tw(used by teachers to maintain their power to control studentsÕ knowledge by using it)TjT*0.025 Tw(simply as a source of factual information to fulfil purely academic assignments.)Tj1.416 -1.206 TD0.0098 Tw(There are many threats to the success of this project. First, the unstable political)Tj-1.416 -1.212 TD-0.0347 Tw[(system in Lebanon does not provide any guarantee that the school net project will go)]TJT*0.0206 Tw[(beyond its pilot phase of about 130 public and private schools. Second, if the high-)]TJ0 -1.206 TD-0.0567 Tw[(risk national external examination system is not aligned with the kind of learning that)]TJ0 -1.212 TD0.0173 Tw(ICT may provide, the chances of empowering student learning through ICT will be)TjT*0.0002 Tc0 Tw(dampened.)Tj/F2 1 Tf1.416 -2.418 TD0.0001 Tc0.0966 Tw[(Q. What comments would you car)41.9(e to make about the impact of globalisation)]TJ-1.416 -1.212 TD0.0729 Tw[(and/or r)37.7(egionalisation \(e.g. Eur)42(opeanisation\) on educational development in your)]TJ0 -1.206 TD-0.0001 Tc0 Tw[(country/r)36.8(egion?)]TJ/F1 1 Tf1.416 -1.212 TD0.042 Tc0.125 Tw[(I was one of the few mathematics educators who wrote quite early on)]TJ-1.416 -1.212 TD0.0001 Tc-0.0328 Tw[(globalisation in a lecture entitled ÔMathematics Education in the Global )28.2(V)62.1(illage: )17.8(The)]TJ0 -1.206 TD0 Tc0 Tw(W)Tj0.876 0 TD0.0118 Tc0.1249 Tw[(edge and the Filter)-36.8(Õ)74.8( \(Jurdak, 1994\), given at the International Conference of)]TJ-0.876 -1.212 TD0.0019 Tc[(Mathematics Education \(ICME\). I still believe that  globalisation has a negative)]TJT*0.0001 Tc0.0416 Tw(impact in terms of divisiveness \(wedge\) and exclusion \(filter\). I would like to add,)Tj0 -1.206 TD0.007 Tw[(however)35.8(, that globalisation can have a positive impact on education as an incubator)]TJ0 -1.212 TD0.1095 Tw(for emancipation. Globalisation is reinforcing the historically accumulated divide)TjT*0.0068 Tc0.125 Tw(between developed and developing countries, which is reflected in a two-tiered)Tj0 -1.206 TD0.0038 Tc[(global education system of dif)22.4(ferent modes of educational development which I)]TJ0 -1.212 TD0.0001 Tc0.004 Tw(referred to as the optimal mode of development \(moderate or high equity-in-quality)TjT*0.0349 Tw(education and integration with the global educational community\) and the separate)Tj0 -1.206 TD0.0002 Tc0.0039 Tw(mode of development which I refer to as apartheid \(low equity-in-quality education)Tj0 -1.212 TD0.0001 Tc-0.0136 Tw[(and mar)20.2(ginalisation at the global level\) \(Jurdak, 2009\). Globalisation has positioned)]TJT*0.0141 Tw(developed countries at a highly favourable competitive edge in the global economy)Tj0 -1.206 TD0.0408 Tw(and this is likely to reinforce the educational advantage in terms of quality of their)Tj0 -1.212 TD0.0003 Tc0.125 Tw(education as reflected in the results of international comparative studies \(Jurdak,)TjT*0.0001 Tc-0.0497 Tw[(2009\). On the other hand, because the developing countries control two potent forces)]TJ0 -1.206 TD0.012 Tc0.125 Tw(that shape global education, mainly the internet and English, globalization has)Tj0 -1.212 TD0.0001 Tc0.0321 Tw[(helped mar)16.1(ginalize developing countries from active participation and contribution)]TJ8 0 0 8 53.825 606.4451 Tm0.0002 Tc0.0261 Tw(MURAD JURDAK)TjETendstreamendobj120 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj122 0 obj<</Length 5379>>stream
BT/F1 1 Tf10 0 0 10 375.4551 44.965 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(33)Tj-32.448 53.856 TD0.1098 Tw[(to global educational community)74.4(. )10(These two forces put developing countries at a)]TJ0 -1.212 TD0.0012 Tw(disadvantage in terms of the quality of their education particularly in comparison to)Tj0 -1.206 TD0.115 Tw(international standards and also in terms of preserving their valued local cultural)Tj0 -1.212 TD0.0621 Tw[(values and practices. )23.3(The positive ef)16.6(fect of globalisation is in the empowerment it)]TJT*-0.0544 Tw(provides individuals and communities to challenge the establishment through the un-)Tj0 -1.206 TD0.0187 Tc0.125 Tw(restricted instant access to information that the global communication system)Tj0 -1.212 TD0.0009 Tc0.1249 Tw[(provides. Experience has shown that this empowerment has to start at the lar)27.6(ger)]TJT*0.0001 Tc0.0247 Tw(social context before it filters into the educational system.)Tj1.416 -1.206 TD0.0517 Tw[(Globalisation is likely to impact rich and poor )63.6(Arab countries dif)19(ferently)68.7(. Most)]TJ-1.416 -1.212 TD-0.0387 Tw(oil-producing countries have invested vastly in globalising their educational systems)TjT*0.0403 Tw(through importing the latest educational technology and highly trained experts and)Tj0 -1.206 TD-0.0034 Tw(introducing grand plans to modernise their curricula and instruction and at the same)Tj0 -1.212 TD-0.0445 Tw[(time were determined to preserve the ecology of their culture. However)52.2(, these ef)19.8(forts)]TJT*0.0212 Tw(have not so far grown roots and have yielded little in terms of the promised quality)Tj0 -1.206 TD0.0155 Tc0.125 Tw(improvement in educational outcomes. One possible reason may be that these)Tj0 -1.212 TD0.0001 Tc0.124 Tw[(countries face the dilemma of appropriating the western technological aspects of)]TJT*0.0017 Tc0.125 Tw[(education while closely protecting some valued aspects of their culture. )67.1(Another)]TJ0 -1.206 TD0.014 Tc(reason may be the inherent weakness in the base of human resources in these)Tj0 -1.212 TD0.0025 Tc[(countries. On the other hand, education in most poor )61.6(Arab countries is likely to)]TJT*0.0001 Tc0.0096 Tw[(remain isolated from the ef)24(fects of globalisation. Both rich and poor )62.2(Arab countries)]TJ0 -1.206 TD0.0169 Tw(will be waiting for ÔGodotÕ or for praxis and emancipation!)Tj9 0 0 9 192.455 305.245 Tm-0.0001 Tc0 Tw(REFERENCE)Tj8 0 0 8 50.975 281.005 Tm0.0001 Tc0.0015 Tw[(Grif)16.4(fiths, V)129.6(.)0( )-21.3(\(1953\) )]TJ/F2 1 Tf7.9875 0 TD0.0228 Tw(An Experiment in Education)Tj/F1 1 Tf11.4225 0 TD(. London: Longmans.)Tj9 0 0 9 118.175 244.705 Tm0 Tc0.0255 Tw[(SELECTED PUBLICA)106.5(TIONS BY)41.7( MURAD JURDAK)]TJ8 0 0 8 50.975 222.205 Tm0.0001 Tc-0.0601 Tw[(Jurdak, M.E. \(1989\))-250(Religion and language as culture carriers and barriers in mathematics education. In C.)]TJ1.41 -1.2 TD0 Tw(Kietel )Tj/F2 1 Tf2.6325 0 TD-0.0625 Tw(et al.)Tj/F1 1 Tf1.935 0 TD0 Tc0 Tw( )Tj0.1876 0 TD0.0001 Tc(\(eds\) )Tj/F2 1 Tf2.1899 0 TD-0.0625 Tw(Mathematics, Education and Society)Tj/F1 1 Tf14.475 0 TD0 Tc0 Tw( )Tj0.1876 0 TD0.0001 Tc-0.0625 Tw[(\(Science and )20.8(T)71.1(echnology Education, Document)]TJ-21.6076 -1.2 TD0.0244 Tw(Series No. 35\). Paris: UNESCO.)Tj-1.41 -1.2 TD0.0006 Tc0.1249 Tw[(Jurdak, M.E. \(1994\) Mathematics education in the global village. In D. Robitaille, D. )27.8(Wheeler & C.)]TJ1.41 -1.2 TD0.0031 Tc0.125 Tw(Kieran \(eds\))Tj/F2 1 Tf5.13 0 TD[(, Selected Lectur)36(es fr)38(om the 7th International Congr)39.7(ess on Mathematical Education)]TJ/F1 1 Tf35.025 0 TD0 Tc0 Tw(.)Tj-40.155 -1.2 TD0.0001 Tc0.0239 Tw[(Quebec: Laval University)68.6(.)]TJ-1.41 -1.2 TD0.0547 Tw[(Jurdak, M. & Shahin, I. \(1999\) )63.5(An ethnographic study of computational strategies of a group of young)]TJ1.41 -1.2 TD0.0247 Tw(street vendors in Beirut, )Tj/F2 1 Tf9.96 0 TD(Educational Studies in Mathematics)Tj/F1 1 Tf14.5425 0 TD0.0023 Tw[(, V)122.1(ol.40,)]TJ/F3 1 Tf3.3825 0 TD0 Tc0 Tw( )Tj/F1 1 Tf0.27 0 TD0.0001 Tc(pp)Tj/F3 1 Tf1.005 0 TD(. )Tj/F1 1 Tf0.525 0 TD(155-172)Tj-31.095 -1.2 TD0.0918 Tw[(Jurdak, M. & Shahin, I \(2001\) Problem solving activity in the workplace and the school: )29.2(The case of)]TJ1.41 -1.2 TD0.0227 Tw(constructing solids, )Tj/F2 1 Tf8.0775 0 TD(Educational Studies in Mathematics, )Tj/F1 1 Tf15.0525 0 TD0 Tc0 Tw(V)Tj0.6 0 TD0.0001 Tc0.0227 Tw(ol. 47, pp. 297-315.)Tj-25.14 -1.2 TD-0.0034 Tw[(Jurdak, M. \(2006\) Contrasting perspectives and performance of high school students on problem)-250.1(solving)]TJ1.41 -1.2 TD-0.0451 Tw(in real world, situated, and school contexts, )Tj/F2 1 Tf17.295 0 TD[(Educational Studies in  Mathematics, )]TJ/F1 1 Tf14.9925 0 TD0 Tc0 Tw(V)Tj0.5925 0 TD0.0001 Tc-0.0451 Tw(ol.63, pp. 283-301.)Tj-34.29 -1.2 TD0.0249 Tw[(Jurdak, M. \(2009\) )]TJ/F2 1 Tf7.545 0 TD0 Tc0 Tw(T)Tj0.465 0 TD0.0001 Tc0.0249 Tw[(owar)39(d Equity in Quality in Mathematics Education)]TJ/F1 1 Tf20.61 0 TD[(. New )40.9(Y)99.6(ork: Springer)51.1(.)]TJ/F2 1 Tf-15.9975 62.43 TD0 Tw(LEBANON)Tj/F1 1 Tf4.4475 0 TD0.0002 Tc0.0244 Tw[(ÑPRAXIS )61.6(AND EMANCIP)87.1(A)114.7(TION IN )55.5(AN OLD CUL)87(T)0.1(URE)]TJETendstreamendobj123 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R/F3 19 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj125 0 obj<</Length 126>>stream
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BT/F1 1 Tf10 0 0 10 375.4551 44.965 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(35)Tj11 0 0 11 161.135 582.7451 Tm0 Tc-0.027 Tw(ABDULKAFI ALBIRINI)Tj/F2 1 Tf-0.5182 -1.4564 TD0.0155 Tw(Utah State UniversityÑUSA)Tj9 0 0 9 168.575 551.5451 Tm0.0001 Tc0 Tw(abdulkafi.albirini@usu.edu)Tj/F3 1 Tf13 0 0 13 87.575 501.5051 Tm-0.0574 Tc(A )Tj0.9397 0 TD0 Tc0.0251 Tw[(SYRIAN EDUCA)69.2(TIONALIST)18.7( IN )18.1(THE USA)]TJ/F2 1 Tf11 0 0 11 108.635 481.8851 Tm(Reflections on Human Relations, Practical Skills,)Tj3.7691 -1.2 TD0.0256 Tw(and Intellectual Empowerment)Tj10 0 0 10 50.975 425.9051 Tm0.0001 Tc-0.0367 Tw[(Q. T)91.7(ell us a little about who you ar)45.1(e, about some of the most significant milestones in)]TJ0 -1.206 TD0.0139 Tc0.1249 Tw[(your personal/pr)34.6(o)0(fessional life, and your most notewor)9.1(thy achievements as an)]TJ0 -1.212 TD0.0001 Tc-0.0233 Tw(educator/scholar/citizen. Locate and position yourself within the socio-political and)TjT*0.0249 Tw[(historical movements that define who and what you ar)44(e, and wher)34.8(e you ÔstandÕ.)]TJ/F1 1 Tf1.416 -1.206 TD-0.0516 Tw[(I was born in a small village on the outskirt of Homs \(Syria\) to a family of modest)]TJ-1.416 -1.212 TD0.0003 Tw[(means but great confidence in its members. )22.2(The community in which I grew up had)]TJT*0.0321 Tc0.1249 Tw[(little resources beyond farming, manual labour)46.6(, and vending business. )24.3(This)]TJ0 -1.206 TD0.0001 Tc0.1027 Tw(unpropitious economic condition did not disturb the simple and happy life of the)Tj0 -1.212 TD0.0173 Tc0.125 Tw[(community)68.2(, but it did stratify people based on their possessions, income, and)]TJT*0.0001 Tc-0.0114 Tw[(position. )16.4(Though my parents had no formal education, they believed in schooling as)]TJ0 -1.206 TD0.0526 Tw[(a means for socioeconomic mobility and financial security)74.4(. My parents instilled in)]TJ0 -1.212 TD0.0486 Tw[(me the importance of hard work, high grades, and a sense of responsibility for my)]TJT*0.0068 Tc0.1249 Tw[(family and community)64.4(. My familyÕ)62.2(s)0( orientation has allowed me to excel in my)]TJ0 -1.206 TD0.0059 Tc[(primary)69.3(, middle, and high school education. I completed a bachelor)-28.7(Õ)50.9(s)0( degree in)]TJ0 -1.212 TD0.0001 Tc-0.0581 Tw[(English Literature from )58.8(Al-Baath University)71.6(, Syria in 1999. I received an award from)]TJT*-0.0379 Tw[(the Syrian Ministry of Education as the top graduate in my department and a letter of)]TJ0 -1.206 TD0.0242 Tw[(distinction from the College of )65(Arts and Humanities for having the highest average)]TJ0 -1.212 TD0.0076 Tc0.125 Tw[(throughout the history of the College. In the same year)47.4(, I was listed as the top)]TJT*0.0261 Tc[(Humanities graduate in the country by the yearly )]TJ/F2 1 Tf22.104 0 TD0.1249 Tw[(The T)89.8(op Graduate Recor)39.6(d)]TJ/F1 1 Tf-22.104 -1.206 TD0.0001 Tc-0.059 Tw(\(Published by the Syrian Ministry of Higher Education\). I moved to the United States)Tj0 -1.212 TD0.0013 Tw(in 2001, where I completed my graduate studies and obtained two doctoral degrees,)TjT*0.0273 Tc0.125 Tw(one in Education and another in Linguistics. I currently teach at Utah State)Tj0 -1.206 TD0.0001 Tc0.0246 Tw(University in the United States.)Tj1.416 -1.212 TD-0.0616 Tw[(A major milestone in my personal life is the death of my father in 1994, which has)]TJ-1.416 -1.212 TD0.0151 Tc0.125 Tw[(allowed me to re-examine my thoughts about life and afterlife, reconsider the)]TJ0 -1.206 TD0.0285 Tc0.1249 Tw[(purpose of my human existence, and rearrange my priorities in life. On the)]TJ0 -1.212 TD0.0001 Tc-0.0546 Tw[(professional level, my graduation as the top student in my college and the subsequent)]TJT*-0.0394 Tw[(awards I received from the Ministry of Higher Education are major milestones in my)]TJ0 -1.206 TD-0.022 Tw[(career)60.5(. I came to believe in myself and in my ability to improve my life and the lives)]TJ0 -1.212 TD-0.0039 Tw(of those around me. For the first time in my life, I came to ÔexperienceÕ the value of)Tj/F2 1 Tf9 0 0 9 50.975 45.205 Tm0 Tc-0.0002 Tw(Mediterranean Journal of Educational Studies, Vol. 15\(2\), pp. 35-45, 2010)TjETendstreamendobj130 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R/F3 19 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj132 0 obj<</Length 5101>>stream
BT/F1 1 Tf10 0 0 10 53.825 45.085 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(36)Tj0 53.844 TD0.0006 Tc0.1249 Tw[(education and its role in defining who we are and what we are. )28.6(This experience)]TJ0 -1.212 TD0.0001 Tc0.0672 Tw[(provided me with the momentum to pursue my first doctoral degree in the United)]TJ0 -1.206 TD0.0846 Tw[(States and later overcome the minor dif)26.1(ficulties I faced as a Ôstranger)-31.4(Õ)69.1( in the new)]TJ0 -1.212 TD0.0624 Tw[(culture. My concentration on my graduate studies in the U.S. left me little time to)]TJT*-0.0068 Tw[(explore the )58.5(American social life yet allowed me to finish my first doctoral degree in)]TJ0 -1.206 TD0.0006 Tc0.1249 Tw[(Education in three years \(2001-2004, the Ohio State University\). )63.3(At this point, I)]TJ0 -1.212 TD0.0001 Tc-0.0126 Tw[(started to ponder on how much we humans can and cannot achieve, the relevance of)]TJT*-0.0175 Tw[(what we achieve to the lives of others, and the utility of our ÔknowledgeÕ for dealing)]TJ0 -1.206 TD0.0257 Tw(with real-life problems.)Tj1.416 -1.212 TD0.0098 Tw[(My biggest achievement as an educator has been my ability to relate to students)]TJ-1.416 -1.212 TD0.1012 Tw[(from dif)17(ferent backgrounds, share and discuss with them thoughts and ideas, and)]TJ0 -1.206 TD0.08 Tw[(allow them to see the world from multiple perspectives and explore critically and)]TJ0 -1.212 TD0.0019 Tc0.125 Tw[(systematically dif)24.2(ferent modes of thinking, practice, and beliefs. I have received)]TJT*0.0243 Tc0.1249 Tw[(several teaching distinctions in the past ten years, which reflect my positive)]TJ0 -1.206 TD0.0001 Tc0.0008 Tw(contribution to the education and lives of my students. In terms of scholarly work, I)Tj0 -1.212 TD-0.0521 Tw(have published a number of papers and a book on education, educational change, and)TjT*0.0294 Tw(cultural relevance that I hope will benefit researchers and scholars interested in the)Tj0 -1.206 TD0.0063 Tc0.1249 Tw[(connection between education, community)71.6(, and culture. I have also published a)]TJ0 -1.212 TD0.0137 Tc[(number of articles that focus on the intersection between education, language,)]TJT*0.0001 Tc0.1 Tw[(culture, and technology)65.2(. In these works, I tried to bring to scholarly attention the)]TJ0 -1.206 TD0.0514 Tw[(importance of re-examining the assumptions upon which the new technologies are)]TJ0 -1.212 TD0.0139 Tw[(based \(McLuhan, 1964\), how they can limit or expand our cultural views, and their)]TJT*0.094 Tw[(relevance to wider societal issues and concerns. )22.3(The comments and inquiries that)]TJ0 -1.206 TD-0.059 Tw[(I received from colleagues in several developing countries, particularly in the Middle)]TJ0 -1.212 TD0.0249 Tw[(East and )56.7(Africa, point to the relevance of these works to a wide audience.)]TJ/F2 1 Tf1.416 -2.418 TD0.0002 Tc0 Tw(Q.)Tj0.9722 0 TD( )Tj0.2938 0 TD-0.0099 Tc0.0448 Tw(What have been some of the most formative moments in your own education?)Tj-2.682 -1.212 TD0.0855 Tw[(Her)37.4(e)0( you can also tell r)35.4(eaders about the individuals, movements, or)48.6(ganisations, etc)]TJT*-0.0354 Tw[(that wer)35.4(e most influential in shaping your development as an educator/scholar/citizen.)]TJ/F1 1 Tf1.416 -1.206 TD0.0001 Tc-0.0096 Tw[(The most formative moments in my education were in my primary school. I was)]TJ-1.416 -1.212 TD0.0869 Tw[(very lucky to have a group of committed, caring, and enthusiastic teachers. From)]TJT*0.0793 Tw[(these teachers, I learned that a teacher)25.5(-student relationship can extend beyond the)]TJ0 -1.206 TD0.0149 Tc0.125 Tw[(classroom and that teaching is not merely about subject matter but also about)]TJ0 -1.212 TD0.0001 Tc-0.0446 Tw[(compassion, empathy)67.3(, and care. I remember one day when I was sick, unable to go to)]TJT*0.0561 Tw[(school. On this same day)65.9(, my first-grade teacher)44.6(, Sahar Hamduun, dropped by my)]TJ0 -1.206 TD0.1224 Tw[(house after school, without prior arrangement, and mentioned how the class, my)]TJ0 -1.212 TD0.0245 Tw[(colleagues and herself were sad that I had not been able to attend classes. )32.4(This was)]TJT*0.0031 Tw(not about absence, class, or teaching; it was about human relationships. I think that,)Tj0 -1.206 TD0.0277 Tc0.125 Tw[(if anything, my educational experience in Syria was the most crucial in the)]TJ0 -1.212 TD0.0001 Tc0.025 Tw(development of the moral and ethical side of me, the educator and citizen.)Tj1.416 -1.212 TD-0.0486 Tw[(My study in the United States was a transformative experience for me in dif)25.3(ferent)]TJ-1.416 -1.206 TD0.0567 Tw[(ways. I arrived in the U.S. a few months before the September 1)47(1)]TJ5.8 0 0 5.8 322.145 90.805 Tm0 Tc0 Tw(th)Tj10 0 0 10 326.645 87.445 Tm( )Tj0.3068 0 TD0.0001 Tc0.0567 Tw[(attacks, full of)]TJ-27.5888 -1.212 TD0.0734 Tw[(enthusiasm, hope, and confidence. My move to study in the United States did not)]TJ8 0 0 8 53.825 606.4451 Tm-0.0283 Tw(ABDULKAFI ALBIRINI)TjETendstreamendobj133 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj135 0 obj<</Length 5174>>stream
BT/F1 1 Tf10 0 0 10 375.4551 44.965 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(37)Tj-32.448 53.856 TD-0.0137 Tw(initially carry any surprises in terms of educational expectations and social changes.)Tj0 -1.212 TD0.0676 Tw[(I was mentally prepared for the new experience and was mostly excited about the)]TJ0 -1.206 TD0.0125 Tc0.1249 Tw[(opportunities it could provide. My initial longing to my home and family was)]TJ0 -1.212 TD0.0001 Tc-0.001 Tw(assuaged, first, by my determination to succeed and, second, by my ability to create)TjT*-0.0082 Tw[(my own little world of study and study alone. However)44.3(, the world that I constructed)]TJ0 -1.206 TD0.0112 Tw[(for myself was soon shaken by a sequence of events that the September 1)46.9(1)]TJ5.8 0 0 5.8 350.5551 526.3451 Tm0 Tc0 Tw(th)Tj10 0 0 10 355.0551 523.045 Tm( )Tj0.2613 0 TD0.0001 Tc(attacks)Tj-30.6693 -1.212 TD-0.0037 Tw[(brought with them. )19.7(The attacks, the images of the victims, and the world reaction to)]TJT*-0.0311 Tw[(the tragedy were used by )61.9(American media outlets to manipulate the )57.3(American public)]TJ0 -1.206 TD0.1218 Tw(opinion with regard to what exactly happened and reinforce some of the already)Tj0 -1.212 TD0.001 Tc0.125 Tw[(existent misconceptions about )62.5(Arabs and Muslims. )15.5(The consistent and deliberate)]TJT*0.0001 Tc0.0263 Tw[(vilification of )57.9(Arabs and Muslims shook my inner self and mind. My dilemma was)]TJ0 -1.206 TD0.0802 Tw[(how to reconcile the media-made reality with my idyllic image of my people and)]TJ0 -1.212 TD-0.0421 Tw[(community)69(. In the first year of my graduate studies, I spent much time studying )60.6(Arab)]TJT*0.0544 Tw(history and civilizations. I also studied the history of Islam, particularly the life of)Tj0 -1.206 TD-0.0224 Tw[(Prophet Mohammad. I read not only about his life story)71.7(, but also about his teachings)]TJ0 -1.212 TD0.0004 Tc0.125 Tw[(and his manners. )18.8(These readings helped me reaf)21.7(firm my identity and restore my)]TJT*0.0001 Tc-0.031 Tw[(confidence in my beliefs, my people, and myself. )64(At the same, the framework within)]TJ0 -1.206 TD-0.0223 Tw(which the media presented these events and the people who were involved started to)Tj0 -1.212 TD0.0426 Tw[(nurture in me various forms of scepticism about man-made knowledge and reality)78(,)]TJT*0.0145 Tc0.125 Tw[(which became central to my development as a scholar)64.9(. More importantly)65.8(, this)]TJ0 -1.206 TD0.0001 Tc-0.0378 Tw[(experience has taught me a great deal about the power of words not only to influence)]TJ0 -1.212 TD0.0202 Tc0.125 Tw[(thinking and control behaviour)45.3(, but also to change history)69.7(. )17.4(Thinking from an)]TJT*0.0001 Tc-0.0273 Tw[(educator)-36.2(Õ)57.1(s)0( perspective, I started to reconsider the role of words in defining who I am)]TJ0 -1.206 TD0.0719 Tw[(as an educator)39.1(, my role in the classroom, and my ability to push students to grow)]TJ0 -1.212 TD0.0266 Tw(and succeed.)Tj1.416 -1.212 TD-0.0181 Tw[(My study experience in the U.S. was illuminating in another respect, as it helped)]TJ-1.416 -1.206 TD-0.0172 Tw[(me to compare and contrast dif)19(ferent educational systems. Unlike its counterparts in)]TJ0 -1.212 TD0.0072 Tc0.125 Tw[(most )58(Arab countries, including Syria, the )57(American educational system is more)]TJT*0.0001 Tc-0.0588 Tw[(flexible and decentralized. For example, courses that seem to be overlapping in terms)]TJ0 -1.206 TD-0.0112 Tw[(of topics and goals could be presented using completely dif)29.4(ferent methods and from)]TJ0 -1.212 TD0.0256 Tc0.1249 Tw[(diver)16.8(gent perspectives. Likewise, polemics initiated by the student are often)]TJT*0.0258 Tc0.125 Tw[(favoured to normative ar)24.2(guments provided in assigned course materials. My)]TJ0 -1.206 TD0.0001 Tc0.1231 Tw[(exposure to dif)24.5(ferent educational systems in a number of )56.4(Arab countries and the)]TJ0 -1.212 TD0.0237 Tc0.1249 Tw[(United States has been a primary landmark in my career as an educator and)]TJT*0.0024 Tc[(researcher)57.9(. )17.7(These experiences have exposed me not only to new ideas about the)]TJ0 -1.206 TD0.0001 Tc0.0384 Tw[(meanings of education, learning, teaching, schools, community)76.8(, culture, and so on,)]TJ0 -1.212 TD0.0101 Tc0.1249 Tw[(but also to the influence of the socio-political atmosphere in defining dif)29.4(f)0.1(erent)]TJT*0.0001 Tc0.0256 Tw(educational phenomena and criteria.)Tj/F2 1 Tf1.416 -2.418 TD0.0002 Tc-0.0232 Tw[(Q. What ar)41(e some of the key educational Ôpr)41.6(oblematicsÕ)113.1( that curr)41.2(ently pr)36.7(eoccupy)]TJ-1.416 -1.212 TD0.0102 Tc0.1249 Tw[(you? How ar)39.8(e these linked to the br)38.3(oader pr)42.2(eoccupations you may have about)]TJ0 -1.206 TD0.0084 Tc0.125 Tw[(society? What is your r)40.9(esponse to these pr)37.2(oblematics and pr)37.4(eoccupations, as a)]TJ0 -1.212 TD0.0001 Tc0.0251 Tw(scholar and as a citizen?)Tj8 0 0 8 165.335 606.4451 Tm0 Tw(SYRIA)Tj/F1 1 Tf2.61 0 TD0.0255 Tw[(ÑHUMAN RELA)112.6(TIONS, SKILLS )55.6(AND EMPOWERMENT)]TJETendstreamendobj136 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj138 0 obj<</Length 5105>>stream
BT/F1 1 Tf10 0 0 10 53.825 45.085 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(38)Tj1.416 53.844 TD0.0733 Tw[(The problematics of education vary from one country to another and are often)]TJ-1.416 -1.212 TD0.0505 Tw[(shaped by the socio-political and economic situation in each society)75.9(. Based on my)]TJ0 -1.206 TD0.05 Tw[(previous experience in Syria, as both a student and a teacher)50.5(, I think that the main)]TJ0 -1.212 TD-0.0593 Tw[(problematic of the Syrian educational system lies in its heavily centralized, top-down)]TJT*0.0364 Tw[(nature. Centralized education here refers to the existence of a central of)27.2(ficial body)70.4(,)]TJ0 -1.206 TD0.012 Tw(such as the ministry of education, which seeks to control the means and ends of the)Tj0 -1.212 TD0.0285 Tw[(educational process. )23.8(This paradigm of education is enacted by national educational)]TJT*0.0076 Tw(policies that dictate standards, goals, textbooks, curricula, methods, and assessment)Tj0 -1.206 TD0.0422 Tw[(techniques. )20.3(The realization of this paradigm is facilitated by the fact that decisions)]TJ0 -1.212 TD0.0027 Tc0.1249 Tw[(regarding the distribution of resources, training of teachers, and determining the)]TJT*0.0001 Tc0.025 Tw[(content of curricula are centred in the hands of a few decision-makers.)]TJ1.416 -1.206 TD-0.0617 Tw[(Centralized, top-down education often manifests itself in the classroom and in the)]TJ-1.416 -1.212 TD0.1194 Tw[(practices of the classroom authority)68(, namely)66.2(, the teacher)59(. )13.6(The teacher)-29.5(Õ)51.1(s)0( role is to)]TJT*0.0087 Tw(implement this national policy by making use of the available textbooks, standards,)Tj0 -1.206 TD0.0679 Tw[(goals, and evaluation techniques. In terms of pedagogy)76.6(, teachers often adopt what)]TJ0 -1.212 TD0.0194 Tw[(Freire \(1970\) called ÔpaternalisticÕ)79.4( pedagogy)66.4(, where the teacher assumes the role of)]TJT*-0.0473 Tw[(the expert and learners assume the role of Ôpassive receiversÕ)82.5( of knowledge. )20.5(T)71.1(eachers)]TJ0 -1.206 TD0.0685 Tw(adopt this approach not only because it reflects the way they were taught but also)Tj0 -1.212 TD0.0612 Tw[(because their training does not provide them with alternatives. Moreover)47.4(, teachers)]TJT*0.0685 Tw[(are in some way obliged to follow this method because they have to prepare their)]TJ0 -1.206 TD0.0011 Tc0.125 Tw[(students for standardized tests. In Syria, for example, the transition from middle)]TJ0 -1.212 TD0.0001 Tc-0.0049 Tw[(school to the literary)64.3(, scientific, vocational, and technical branches of high school is)]TJT*0.0564 Tw[(determined by a national test. )56.9(A)56.1( national test is also used to distribute ÔsuccessfulÕ)]TJ0 -1.206 TD0.0247 Tw[(high school students among the dif)22.8(ferent colleges and disciplines.)]TJ1.416 -1.212 TD-0.0584 Tw(Students are required to absorb the material, memorize it, and re-produce it on the)Tj-1.416 -1.212 TD-0.0587 Tw[(exam sheets. StudentsÕ success or failure is measured by their ability to memorize the)]TJ0 -1.206 TD-0.0521 Tw(material imparted by the teachers and contained in the textbooks. In fact, students are)Tj0 -1.212 TD0.1145 Tw[(stratified in terms of their eligibility to dif)23.1(ferent colleges \(medicine, engineering,)]TJT*0.0127 Tc0.125 Tw[(arts, etc.\) based on their memorization capabilities. More importantly)73.1(, because)]TJ0 -1.206 TD0.0036 Tc[(education is a major factor in socioeconomic mobility)70.3(, the studentsÕ)79.3( careers and)]TJ0 -1.212 TD0.0001 Tc-0.0519 Tw[(socioeconomic statuses become bound by their ability to memorize. For students, the)]TJT*0.0151 Tc0.1249 Tw[(outcome of this educational process is therefore the internalization of a lot of)]TJ0 -1.206 TD0.0001 Tc0.0243 Tw(information without having the incentive to think about it, reflect about it, appraise)Tj0 -1.212 TD0.0862 Tw[(its validity)66.1(, or consider its relevance to their own lives. )22.8(This form of education is)]TJT*0.017 Tc0.125 Tw(detrimental to the growth of the intellectual, humane, and critical faculties of)Tj0 -1.206 TD0.0001 Tc0.0251 Tw(students as productive social agents.)Tj1.416 -1.212 TD0.0456 Tc0.1249 Tw[(Another major problem concerns the incongruity between the level of)]TJ-1.416 -1.212 TD0.0001 Tc-0.0474 Tw[(educational planning and national needs. )23.6(The identification of national needs is often)]TJ0 -1.206 TD-0.0346 Tw(not based on research or careful assessment but on the improvised decisions of a few)Tj0 -1.212 TD-0.0009 Tw(educational administrators or on the experiences of senior educators. Little research)TjT*0.0033 Tw(is done about the needs and capacity of the job market, the exact resources required)Tj0 -1.206 TD0.0844 Tw(for implementing national plans, and the best methods to attain the desired goals.)Tj0 -1.212 TD0.0258 Tw[(Further)40.7(, the particular needs of the teachers and students do not factor in the plans-)]TJ8 0 0 8 53.825 606.4451 Tm-0.0283 Tw(ABDULKAFI ALBIRINI)TjETendstreamendobj139 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj141 0 obj<</Length 5379>>stream
BT/F1 1 Tf10 0 0 10 375.4551 44.965 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(39)Tj-32.448 53.856 TD-0.0268 Tw[(needs equation. For example, in the past sixty years or so the educational system has)]TJ0 -1.212 TD0.0328 Tw(produced much more doctors, engineers, teachers, technicians and other specialists)Tj0 -1.206 TD-0.0616 Tw[(than the Syrian local market can absorb. )20.6(This explains the high rate of unemployment)]TJ0 -1.212 TD-0.0256 Tw[(in the country in general and among college graduates in particular)68.3(. Ironically)61.4(, many)]TJT*0.0308 Tc0.125 Tw(private companies still rely on foreign expertise, particularly engineers and)Tj0 -1.206 TD0.0117 Tc(scientists, because most of the local graduates have little hands-on or research)Tj0 -1.212 TD0.0057 Tc[(experience. )62.4(A)49.7( recent informal survey by a group of researchers from Damascus)]TJT*0.0001 Tc0.0957 Tw[(University and the United Nations Development Programme shows that the three)]TJ0 -1.206 TD-0.0412 Tw(major concerns of Syrian graduates are Ôthe gap between their theoretical knowledge)Tj0 -1.212 TD0.01 Tc0.125 Tw[(and reality)68.2(,Õ)75( Ôtheir little practical experience,Õ)79.7( and Ôthe few work opportunitiesÕ)]TJT*0 Tc0 Tw(\()Tj/F2 1 Tf0.336 0 TD(W)Tj0.744 0 TD0.0022 Tc(atan)Tj/F1 1 Tf1.782 0 TD0 Tc( )Tj0.3772 0 TD0.0022 Tc0.1249 Tw[(Newspaper)35(, 5 )62.6(Aug., 2010\). Under the title ÔSyrian graduatesÕ)79.6( jobs are to)]TJ-3.2391 -1.206 TD0.0001 Tc0.0205 Tw[(search for jobs and employment of)21.9(fices succeeded only in counting them,Õ)80.3( the pan-)]TJ0 -1.212 TD0.0092 Tc0.125 Tw(Arab daily newspaper )Tj/F2 1 Tf9.588 0 TD0 Tw(Al-Hayat)Tj/F1 1 Tf3.744 0 TD0 Tc( )Tj0.3842 0 TD0.0092 Tc0.125 Tw(\(6 Sept., 2010\) reports the same patterns, with)Tj-13.7162 -1.212 TD0.0001 Tc0.0518 Tw[(graduates attributing their dilemma to lack of experience and outdated educational)]TJ0 -1.206 TD-0.0467 Tw[(curricula. )18.2(Thus, many of the university graduates work in wage labour jobs and other)]TJ0 -1.212 TD0.0158 Tc0.1249 Tw[(low-paying jobs. Many graduates remain unemployed and therefore become a)]TJT*0.0001 Tc0.0845 Tw[(burden on the economy)64.7(.)0( Unof)24.1(ficial estimates put the proportion of graduates who)]TJ0 -1.206 TD0.025 Tw(are unemployed at thirty percent.)Tj1.416 -1.212 TD0.0216 Tc0.125 Tw(Many of the talented students choose to continue their education in more)Tj-1.416 -1.212 TD-0.0099 Tc-0.0384 Tw(educationally and technologically advanced countries, particularly in the United States)Tj0 -1.206 TD-0.0596 Tw[(and Europe, and most of them stay there after the completion of their studies. )31.7(This brain)]TJ0 -1.212 TD0.0979 Tw[(drain has a major ef)23.4(fect on the educational, social, and economic well-being of the)]TJT*0.0308 Tw[(whole country)65.1(. For example, the fact that most of the skilled and talented individuals)]TJ0 -1.206 TD0.0081 Tc0.1249 Tw[(stay outside the country leaves many of the key administrative positions in the)]TJ0 -1.212 TD0.0018 Tc[(ministries of education, economy)72(,)0.1( and social work in the hands of less qualified)]TJT*-0.0099 Tc0.0469 Tw[(administrators, most of whom are mainly exposed to the Syrian model and therefore)]TJ0 -1.206 TD-0.0071 Tw[(may not be able to of)25.8(fer new insights and developments into these ministries. Overall,)]TJ0 -1.212 TD-0.008 Tc0.125 Tw(the top-down model of education with its reliance on rote memorization, outdated)TjT*-0.0099 Tc0 Tw(curricula, )Tj/F2 1 Tf4.05 0 TD0.109 Tw(ad hoc)Tj/F1 1 Tf2.742 0 TD0 Tc0 Tw( )Tj0.3491 0 TD-0.0099 Tc0.109 Tw[(educational plans, and unclear vision of how to link education to)]TJ-7.1411 -1.206 TD0.0247 Tw(development programs are main sources of problems in Syrian education.)Tj/F2 1 Tf1.416 -2.424 TD0.0001 Tc-0.0331 Tw[(Q. What ar)38.8(e your r)40.5(eflections about the major for)41.2(ces that ar)34.7(e shaping educational)]TJ-1.416 -1.206 TD-0.0016 Tw[(practice in your country/r)43.3(egion? What ar)34.2(e the dynamics and inter)41.7(ests that underpin)]TJ0 -1.212 TD-0.045 Tw[(these for)37.8(ces, and what kinds of challenges do they r)43.3(epr)37.3(esent for the articulation of an)]TJT*0.0246 Tw[(education pr)38.8(oject in your country/r)37.3(egion?)]TJ/F1 1 Tf1.416 -1.206 TD0.0077 Tw[(Since its independence from France in 1946, Syria has witnessed a great deal of)]TJ-1.416 -1.212 TD-0.0164 Tw(socio-political turmoil in terms of internal power conflict, military coups, and social)TjT*0.0651 Tw[(unrest. )21.8(The number of military coups between 1948 and 1970 is a world-breaking)]TJ0 -1.206 TD0.0187 Tc0.1249 Tw[(number of fifty)63.8(. )26.2(The political and social institutions were fragile, short-lived,)]TJ0 -1.212 TD0.0294 Tc0.125 Tw[(and liable to dramatic changes between the successive Syrian governments.)]TJT*0.0001 Tc0.0984 Tw(The disputing factions often restricted their arenas of struggle to the military and)Tj0 -1.206 TD0.0743 Tw[(political domains. Education, as a social institution, played a mar)28.3(ginal role in this)]TJ0 -1.212 TD0.0251 Tw(socio-political conflict.)Tj/F2 1 Tf8 0 0 8 165.335 606.4451 Tm0 Tw(SYRIA)Tj/F1 1 Tf2.61 0 TD0.0255 Tw[(ÑHUMAN RELA)112.6(TIONS, SKILLS )55.6(AND EMPOWERMENT)]TJETendstreamendobj142 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj144 0 obj<</Length 5191>>stream
BT/F1 1 Tf10 0 0 10 53.825 45.085 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(40)Tj1.416 53.844 TD0 Tc(W)Tj0.912 0 TD0.0111 Tc0.1249 Tw[(ith the ascendance of the )56.9(Al-Baath Party to power in 1963, a major shift)]TJ-2.328 -1.212 TD0.0126 Tc[(happened; education came to occupy a central role in the PartyÕ)65.7(s socialist and)]TJ0 -1.206 TD0.0066 Tc0.125 Tw[(nationalist agenda. )19.7(The PartyÕ)54.4(s)0( socialist and nationalist vision is reflected in its)]TJ0 -1.212 TD0.0119 Tc0.1249 Tw[(constitution, which states that ÔEducation is one of the StateÕ)61.1(s duties by itself.)]TJT*0.0043 Tc0.125 Tw(Therefore, all foreign and private educational establishments shall be cancelledÕ)Tj0 -1.206 TD0.0001 Tc0.1124 Tw(\(Article 45Ñthe Syrian Ministries of Education and Higher Education have only)Tj0 -1.212 TD0.0419 Tw[(recently licensed several private schools and universities\). Furthermore, the Syrian)]TJT*0.0291 Tc0.125 Tw[(Constitution states that ÔThe educational system aims at creating a socialist)]TJ0 -1.206 TD0.0001 Tc0.0096 Tw[(nationalist )59.6(Arab generationÉÕ)74.3( \(Article 21\). )19.1(This vision is materialized in the policy)]TJ0 -1.212 TD0.106 Tw[(of centralizing the educational system as well as in the curricula. For example, a)]TJT*-0.0061 Tw(Ônational educationÕ course was added as a mandatory subject throughout the stages)Tj0 -1.206 TD0.0176 Tc0.125 Tw[(of primary)62.1(, middle, high school and college. )61.1(As the PartyÕ)55.9(s constitution itself)]TJ0 -1.212 TD0.0001 Tc-0.045 Tw[(indicates, education under the PartyÕ)59.4(s leadership is to serve dif)22.6(ferent social purposes,)]TJT*0.0406 Tw[(the most important of which is to produce new generations that adopt the ideals of)]TJ0 -1.206 TD0.0245 Tw[(socialism and )54.3(Arab nationalism.)]TJ1.416 -1.212 TD0.0178 Tc0.1249 Tw[(Another front on which educational planners worked was the provision of)]TJ-1.416 -1.212 TD0.0001 Tc0.0361 Tw[(equitable education for all, which again reflects the PartyÕ)65.1(s goal to eliminate Ôclass)]TJ0 -1.206 TD0.0027 Tc0.125 Tw[(discriminationÕ)73.4( between dif)23.3(ferent members of the society \(Article 42\). Equitable)]TJ0 -1.212 TD0.0018 Tc(education meant providing similar learning opportunities to students through the)TjT*0.0001 Tc0.0112 Tw(centralization of education, standardization of curricula, goals, and assessment, and)Tj0 -1.206 TD0.0038 Tc0.1249 Tw[(uniformity of training provided to teachers. )25.4(This policy is a reaction to the pre-)]TJ0 -1.212 TD0.0089 Tc(independence discriminatory policies which provided urban populations greater)TjT*0.0216 Tc0.125 Tw(access to education, better educational facilities and resources, and more job)Tj0 -1.206 TD0.0001 Tc-0.0016 Tw[(privileges. )15.4(The new policy have played a role in narrowing the social and economic)]TJ0 -1.212 TD0.0016 Tc0.1249 Tw[(gaps between dif)19(f)0.1(erent social groups \(e.g. urban versus rural populations\) which)]TJT*0.0001 Tc0.025 Tw[(were the hallmark of the pre-independence socioeconomically stratified society)75.1(.)]TJ1.416 -1.206 TD-0.0126 Tw[(However)41.8(, the current configuration of the educational system may not be simply)]TJ-1.416 -1.212 TD0.125 Tw(considered as a straightforward outcome of the political orientation of the ruling)TjT*0.0222 Tc[(party)66.1(. In fact, it is reasonable to say that the educational system was mainly)]TJ0 -1.206 TD0.0001 Tc0.0423 Tw[(influenced by the ethnically)70.3(, religiously)69.3(, and ideologically diverse nature of Syrian)]TJ0 -1.212 TD0.0187 Tc0.1249 Tw[(society)65.6(.)0.1( Educational planners were careful not to include in the curricula any)]TJT*0.0001 Tc0.0697 Tw[(politically sensitive, socially divisive, and religiously discriminating material. )29.8(The)]TJ0 -1.206 TD0.0947 Tw(rationale was to maintain the existing social order without arousing any sectarian)Tj0 -1.212 TD0.0333 Tw[(tensions. Rather than opening the doors for discussion and dialogue, which may or)]TJT*-0.0316 Tw[(may not always be productive, the strategy was to ignore these dif)28.3(ferences as though)]TJ0 -1.206 TD0.0134 Tw[(they did not exist. )20.3(The curricula therefore emphasized conformity and allegiance to)]TJ0 -1.212 TD-0.0616 Tw(the central government rather than to ethnic, political, ideological, religious, or social)TjT*0.0112 Tc0.125 Tw[(af)19.4(filiations. Stirring these Ôsocially and politically destructive issuesÕ, let alone)]TJ0 -1.206 TD0.0001 Tc0.0246 Tw[(critiquing them, became a political taboo. )22.6(W)38.1(ith the absence of well-defined criteria)]TJ0 -1.212 TD-0.0502 Tw(on what social ÔdestructionÕ is, neither teachers nor students had interest in taking the)TjT*0.0208 Tw(risk of discussing social and political issues that are part of their everyday lives yet)Tj0 -1.206 TD-0.0382 Tw[(may endanger their careers. )20.8(The rule for the teachers was to stick to the curricula and)]TJ0 -1.212 TD0.0251 Tw(for the students to focus on the material provided to them.)Tj8 0 0 8 53.825 606.4451 Tm-0.0283 Tw(ABDULKAFI ALBIRINI)TjETendstreamendobj145 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj147 0 obj<</Length 5056>>stream
BT/F1 1 Tf10 0 0 10 375.4551 44.965 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(41)Tj-31.032 53.856 TD0.031 Tw[(Overall, the fundamentals of the educational system in Syria are shaped lar)29.8(gely)]TJ-1.416 -1.212 TD0.0083 Tc0.1249 Tw[(by the very nature of Syrian society and its recent political history)78.8(. )17.4(The use of)]TJ0 -1.206 TD0.0001 Tc0.1073 Tw(education for ideological purposes has become more visible since 1963, with the)Tj0 -1.212 TD0.0251 Tw[(promotion of socialist and )60.8(Arab nationalist principles.)]TJ/F2 1 Tf1.416 -2.418 TD-0.0442 Tw[(Q. Which authors/texts would you single out as being of utmost importance if one)]TJ-1.416 -1.212 TD-0.0388 Tw[(wishes to understand educational dynamics in your countr)7.8(y/r)37.3(egion? How do you use)]TJT*0.0094 Tw[(these authors/texts in your own work? Feel fr)42.1(ee to cite an extended passage, and to)]TJ0 -1.206 TD0.0248 Tw(comment on it in ways that add further insights into your own thinking.)Tj/F1 1 Tf1.416 -1.212 TD-0.0242 Tw(There are three main authors whose insights on education and its relationships to)Tj-1.416 -1.212 TD0.0079 Tc0.125 Tw[(lar)16.7(ger societal issues are relevant to understanding the educational dynamics in)]TJ0 -1.206 TD0.0059 Tc[(Syria. )17.4(The first is Paulo Freire, especially his book )]TJ/F2 1 Tf21.942 0 TD[(Pedagogy of the Oppr)35.6(essed)]TJ/F1 1 Tf-21.942 -1.212 TD0.0183 Tc[(\(1970\). )17.7(This work is particularly important for understanding the relationship)]TJT*0.0001 Tc0.0787 Tw[(between teachers and students in the ÔbankingÕ)78.7( system of education. )59.9(According to)]TJ0 -1.206 TD-0.0333 Tw[(Freire, the banking educational system is characterized by the existence of two poles)]TJ0 -1.212 TD0.0018 Tw[(in the educational process: the teacher and the student. )28.7(The teacher)-33.1(Õ)51.1(s)0( main role is to)]TJT*0.0162 Tc0.125 Tw(deposit information in the minds of the students, who themselves become the)Tj0 -1.206 TD0.002 Tc0.1249 Tw[(depositories. )19.1(The studentÕ)57.4(s)0.1( role in restricted to Ôreceiving, filing, and storing the)]TJ0 -1.212 TD0.0001 Tc0.0425 Tw[(depositsÕ)77.8( \(p.72\). But eventually)66.7(, Freire ar)17.1(gues, Ô[k]nowledge emer)18.3(ges only through)]TJT*0.0156 Tc0.1249 Tw[(invention and re-invention, through the restless, impatient continuing, hopeful)]TJ0 -1.206 TD0.0007 Tc[(inquiry human beings pursue in the world, with the world, and with each other)-24.3(Õ)]TJ0 -1.212 TD0.0001 Tc0.0971 Tw(\(p.72\). In other words, the mere transmission of information does not necessarily)TjT*0.0237 Tw(ensure learning.)Tj1.416 -1.206 TD0.0026 Tc0.125 Tw[(Another author who deals particularly with education in the )65.8(Arab )17.1(W)76.6(orld and)]TJ-1.416 -1.212 TD0.0001 Tc-0.0359 Tw(whose work is relevant to understanding the situation of the educational apparatus in)TjT*0.0866 Tw(Syria is the Palestinian scholar Munir Fasheh. In an important paper published in)Tj0 -1.206 TD0.0005 Tc0.1249 Tw[(1990, and titled ÔCommunity education: to reclaim and transform what has been)]TJ0 -1.212 TD0.0001 Tc-0.0161 Tw(made invisibleÕ, Fasheh criticizes the formal models of education that are ÔabstractÕ,)TjT*0.0393 Tw(ÔsymbolicÕ and ÔtheoreticÕ and that have no connection to real world problemsÑin)Tj0 -1.206 TD0.1223 Tw[(his case, problems associated with occupation. )58.3(According to him, these forms of)]TJ0 -1.212 TD0.0883 Tw[(education are as destructive as the machinery used to kill Palestinians. Moreover)53.1(,)]TJT*0.011 Tc0.125 Tw(education becomes hegemonic when it assimilates Ôconcepts, values, language,)Tj0 -1.206 TD0.0001 Tc-0.0245 Tw(relations, and interestsÕ that are external to the community life. In fact, he calls these)Tj0 -1.212 TD0.0225 Tw(forms of education hegemonic not only because of the alien ideas they include, but)TjT*0.0131 Tw(also because of their exclusion of forms of knowledge that are germane to the local)Tj0 -1.206 TD0.0014 Tw(people, resources, and environment. He calls for a community education that builds)Tj0 -1.212 TD0.0675 Tw(on the available strengths and resources of the community as well as the practical)TjT*-0.0112 Tw[(needs of the people. Fasheh also ur)23.1(ges local intellectuals who are trained in )23.4(W)80.1(estern)]TJ0 -1.206 TD0.0007 Tc0.125 Tw[(institutions to re-pay their societies, cultures, and peoples by participating in the)]TJ0 -1.212 TD0.0001 Tc0.0226 Tw(community education.)Tj1.416 -1.212 TD0.0315 Tw[(The work of the Syrian educational psychologist, Fakher )60.4(Aqel, is also pertinent)]TJ-1.416 -1.206 TD0.0312 Tw[(for comprehending some of the basic needs of the Syrian educational system. )65.1(Aqel)]TJ0 -1.212 TD-0.0183 Tw[(suggests that an educational system may fall short of its desired national goals when)]TJ/F2 1 Tf8 0 0 8 165.335 606.4451 Tm0 Tw(SYRIA)Tj/F1 1 Tf2.61 0 TD0.0255 Tw[(ÑHUMAN RELA)112.6(TIONS, SKILLS )55.6(AND EMPOWERMENT)]TJETendstreamendobj148 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj151 0 obj<</Length 4930>>stream
BT/F1 1 Tf10 0 0 10 53.825 45.085 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(42)Tj0 53.844 TD0.0055 Tc0.1249 Tw[(it is cut of)16.6(f from its social surroundings and from the history of the nation. He)]TJ0 -1.212 TD0.0001 Tc-0.0538 Tw(therefore suggests that educational practices require ÔoriginalityÕ in terms of defining)Tj0 -1.206 TD0.0251 Tc0.1249 Tw[(the needs of the society)66.8(,)0.1( addressing these needs, and availing the successful)]TJ0 -1.212 TD0.0001 Tc-0.0136 Tw[(experiences in the history of the nation. )19.5(T)71.1(aking insights from the history and current)]TJT*0.0052 Tc0.1249 Tw(situation of the country allows for the evolution of educational models that can)Tj0 -1.206 TD0.0001 Tc0.0251 Tw[(further the development ef)21.9(forts of the country)66.2(.)]TJ1.416 -1.212 TD-0.0049 Tw(I find the works of these three authors insightful because they touch on the main)Tj-1.416 -1.212 TD0.082 Tw[(ailments of the Syrian educational system. FreireÕ)58.7(s work envisions a new form of)]TJ0 -1.206 TD0.05 Tw(education, where knowledge is not received but created by the students and where)Tj0 -1.212 TD0.0975 Tw[(teaching becomes a form of cultivating creative and critical thinking as well as a)]TJT*0.0014 Tw[(form of social empowerment. FashehÕ)58.2(s notion of community education underscores)]TJ0 -1.206 TD0.0523 Tw(one of the major problems of the Syrian educational system, which often has little)Tj0 -1.212 TD0.0183 Tw[(connection with the local people and the daily challenges facing the Syrian society)79.6(.)]TJT*0.0011 Tw(Thus, it invites a form of education that is more practical, purposeful, and inductive)Tj0 -1.206 TD-0.0025 Tw[(to the development of the learners and the local community)72.6(. )53.7(AqelÕ)57.5(s emphasis on the)]TJ0 -1.212 TD0.0049 Tw(originality of education and its relation to the sources of power in the community is)TjT*0.0035 Tc0.125 Tw(also critical for addressing some of the gaps in the existing educational plans. I)Tj0 -1.206 TD0.026 Tc(believe that combining the humanistic, pragmatic, and innovative aspects of)Tj0 -1.212 TD0.0292 Tc0.1249 Tw[(education, which are supported respectively by Freire, Fasheh, and )61.9(Aqel, is)]TJT*0.0001 Tc0.025 Tw(necessary for the success of the educational process in Syria.)Tj/F2 1 Tf1.416 -2.418 TD0.0182 Tc0.125 Tw[(Q. Which r)36.2(ecent developments/innovations in the education sector in your)]TJ-1.416 -1.212 TD0.0001 Tc0.074 Tw[(country fill you with hope in terms of furthering the agenda of democracy)61.2(, and of)]TJ0 -1.206 TD0.0249 Tw[(equity? Which r)37.3(ecent developments do you feel most critical of, and why?)]TJ/F1 1 Tf1.416 -1.212 TD0.0144 Tc0.125 Tw(The terms ÔdemocracyÕ and ÔequityÕ are both abstract and elusive not only)Tj-1.416 -1.212 TD0.0001 Tc0.0086 Tw(because they are relative \(rather than absolute\), but also because their meanings are)Tj0 -1.206 TD0.0036 Tc0.125 Tw[(malleable to socio-historical context, reality)72.4(, and circumstances. Democracy and)]TJ0 -1.212 TD0.0001 Tc-0.0594 Tw[(equity become more problematic when we consider the potential benchmarks against)]TJT*-0.0539 Tw[(which democratic or equitable education is measured. Nonetheless, we humans often)]TJ0 -1.206 TD-0.0447 Tw(intuitively identify whether a certain action, practice, or plan carries some ÔmarksÕ of)Tj0 -1.212 TD-0.0121 Tw[(democracy or equity)67.7(. Intuition is the term that may best capture my attempt to relate)]TJT*0.0065 Tw[(ÔdemocracyÕ and ÔequityÕ to the Syrian educational context. My intuitive reading of)]TJ0 -1.206 TD0.0149 Tc0.125 Tw[(the developments outlined below is not based on first-hand experience but on)]TJ0 -1.212 TD0.0065 Tc0.1249 Tw[(observation of dif)18.4(f)0.1(erent reports, analyses, and information from the Ministry of)]TJT*0.0001 Tc0.0256 Tw(Education, media, and educators.)Tj1.416 -1.206 TD0.0717 Tw[(In the past few years, the Syrian Ministry of Education has adopted a national)]TJ-1.416 -1.212 TD0.035 Tw[(plan to develop the outdated educational system. )25.5(The plan, which is still underway)]TJT*0.0226 Tw(and whish is supposed to be in place in 2021, was formulated in collaboration with)Tj0 -1.206 TD0.0559 Tw[(the United Nations Educational, Scientific, and Cultural Or)28.9(ganization \(UNESCO\).)]TJ0 -1.212 TD0.0961 Tw(The national plan consists of twelve related projects that aim, among many other)TjT*0.0041 Tc0.125 Tw(objectives, to engage parents and community members in the education of their)Tj0 -1.206 TD0.0001 Tc0.0844 Tw(children, focus the dynamics of the learning process on the student, limit the role)Tj0 -1.212 TD0.0255 Tc0.1249 Tw[(of the teacher to facilitation and guidance, of)25.4(fer additional opportunities for)]TJ8 0 0 8 53.825 606.4451 Tm0.0001 Tc-0.0283 Tw(ABDULKAFI ALBIRINI)TjETendstreamendobj152 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj154 0 obj<</Length 5148>>stream
BT/F1 1 Tf10 0 0 10 375.4551 44.965 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(43)Tj-32.448 53.856 TD0.0049 Tc0.125 Tw[(distinguished students, and provide training opportunities for teachers and other)]TJ0 -1.212 TD-0.0001 Tc0 Tw(educators.)Tj1.416 -1.206 TD0.0117 Tc0.1249 Tw[(I will focus on three projects that promise to blossom into some form of a)]TJ-1.416 -1.212 TD0.0067 Tc[(democratic and equitable educational system \(not necessarily society\). )29.3(The first)]TJT*0.0139 Tc0.125 Tw[(project regards the creation of new curricula. )23.8(The new curricula seek to place)]TJ0 -1.206 TD0.0001 Tc-0.0285 Tw(students at the centre of the learning process, enhance their abilities to solve real-life)Tj0 -1.212 TD0.0111 Tc0.1249 Tw[(problems, and build their practical skills. In a recent press release, the Deputy)]TJT*0.0001 Tc0.0403 Tw[(Minister of Education Farah Sulieman )61(Al-Mutlaq confirmed that the new curricula)]TJ0 -1.206 TD-0.02 Tw[(come with a whole package of changes that includes teacher training, new goals and)]TJ0 -1.212 TD0.0536 Tw[(standards, and new evaluation methods. )23.6(The promise of these changes lies in their)]TJT*-0.0314 Tw(potential to develop critical thinking skills and hands-on experiences that are needed)Tj0 -1.206 TD0.0012 Tw(for the growth of the intellectual, humane and professional faculties of the students.)Tj0 -1.212 TD0.0249 Tw[(Naturally)69.8(, these skills are the mark of productive and responsible citizenry)69.5(.)]TJ1.416 -1.212 TD0.0136 Tc0.125 Tw[(A second major project concerns the integration of technology in learning,)]TJ-1.416 -1.206 TD0.0001 Tc0.0622 Tw(including the creation of a local net that connects schools to each other and to the)Tj0 -1.212 TD0.0108 Tc0.1249 Tw[(server of the Ministry)65.1(. )58.4(According to the Ministry)68.5(, the aim is not only to equip)]TJT*0.0001 Tc0.0101 Tw[(students with basic technological skills to survive in the age of technology)76.1(, but also)]TJ0 -1.206 TD0.0183 Tc0.1249 Tw[(to use dif)20.5(f)0.1(erent technological media in their own learning. )27.5(The integration of)]TJ0 -1.212 TD0.0001 Tc0.0039 Tw(technology \(particularly the Internet\) goes hand in hand with the implementation of)TjT*0.1057 Tw[(the new curricula. For example, in Ôthe experimental stageÕ of the new curricula,)]TJ0 -1.206 TD-0.0264 Tw(students are sometimes asked to find information about certain real-life problems on)Tj0 -1.212 TD0.0979 Tw[(the internet and to evaluate this information. )27.4(This project of)13.2(fers a lot of potential)]TJT*0.0735 Tw(because it supports studentsÕ autonomy in exploring, evaluating, and selecting the)Tj0 -1.206 TD0.0053 Tc0.125 Tw(relevant information that may not necessarily be provided by the teacher or the)Tj0 -1.212 TD0.0003 Tc[(textbook. )18(The problem here is that many Syrian schools and homes do not have)]TJT*0.0001 Tc0.0248 Tw[(access to the Internet, which has induced much criticism for the new national plan.)]TJ1.416 -1.206 TD0.013 Tc0.1249 Tw(The third project focuses on involving parents and community members in)Tj-1.416 -1.212 TD0.0175 Tc[(decision-making with respect to the schooling of their children. For example,)]TJT*0.0265 Tc[(community members may provide suggestions about student learning styles,)]TJ0 -1.206 TD0.0261 Tc0.125 Tw[(teaching methods, classroom settings, and so on. Individual members of the)]TJ0 -1.212 TD0.0001 Tc0.0844 Tw[(community can also contribute to the equipment of the schools from their private)]TJT*0.0737 Tw[(income. )20.5(The participation of parents and community members in the education of)]TJ0 -1.206 TD0.0293 Tw(their children may prove productive not only for bettering the learning experiences)Tj0 -1.212 TD0.0089 Tw[(of the children themselves but also for empowering the parents and the community)78.3(.)]TJ1.416 -1.212 TD0.0955 Tw[(The new curricula are implemented experimentally this year)69(. Surprisingly)63.7(, the)]TJ-1.416 -1.206 TD-0.0201 Tw[(curricula have been met by a storm of criticism from parents, teachers, students, and)]TJ0 -1.212 TD0.0131 Tc0.1249 Tw[(university faculty)67.5(. )15.1(The leading newspapers in the country have reported major)]TJT*0.0001 Tc-0.0121 Tw[(concerns about the curricula and the accompanying changes. )63.5(Among these concerns)]TJ0 -1.206 TD0.0133 Tw(are the lack of infrastructure, the poor training of the teachers, and even the blurred)Tj0 -1.212 TD-0.0011 Tw(vision about the details of the change process. I think that these criticisms may only)TjT*0.0051 Tc0.125 Tw[(be a reaction to change. )55.3(As Marshall & Ruohonen \(1998, p.1\) observe, change,)]TJ0 -1.206 TD0.0225 Tc0.1249 Tw[(whether related to humans or or)22.5(ganizations, is a Ôfitful processÕ)74.6( that is often)]TJ0 -1.212 TD0.0001 Tc0.0656 Tw(characterized by many obstacles and regressions. Despite their potential and well-)Tj/F2 1 Tf8 0 0 8 165.335 606.4451 Tm0 Tw(SYRIA)Tj/F1 1 Tf2.61 0 TD0.0255 Tw[(ÑHUMAN RELA)112.6(TIONS, SKILLS )55.6(AND EMPOWERMENT)]TJETendstreamendobj155 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj157 0 obj<</Length 4674>>stream
BT/F1 1 Tf10 0 0 10 53.825 45.085 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(44)Tj0 53.844 TD0.0314 Tw(intentioned goals, these projects may not necessarily contribute to the creation of a)Tj0 -1.212 TD0.0044 Tw(democratic or equitable educational system. Many societal issues can influence this)Tj0 -1.206 TD0.0248 Tw(process, especially when the socio-political ambience is not supportive of it.)Tj/F2 1 Tf1.416 -2.424 TD0.0966 Tw[(Q. What comments would you car)41.9(e to make about the impact of globalisation)]TJ-1.416 -1.206 TD0.0729 Tw[(and/or r)37.7(egionalisation \(e.g. Eur)42(opeanisation\) on educational development in your)]TJ0 -1.212 TD-0.0001 Tc0 Tw[(country/r)36.8(egion?)]TJ/F1 1 Tf1.416 -1.212 TD0.0001 Tc0.071 Tw(Syrian education, like its counterparts in several other developing countries, is)Tj-1.416 -1.206 TD-0.0392 Tw(torn between the impact of globalization and the need for regionalization. In fact, the)Tj0 -1.212 TD0.0999 Tw[(new national educational plan and the ongoing changes in the Syrian educational)]TJT*0.0023 Tc0.1249 Tw[(system are mostly instigated by the encroaching requirements of the new global)]TJ0 -1.206 TD0.0001 Tc0.0242 Tw[(economy)66.8(,)0( cultural forms, media, and technologies of communication. )62.9(As expressed)]TJ0 -1.212 TD0.0315 Tw[(by several Syrian educational planners, the changes aim to prepare students for the)]TJT*-0.0566 Tw(information age, integrate technology in the learning experiences of the students, and)Tj0 -1.206 TD-0.0438 Tw[(enhance the critical processing of information. )22.5(The partnership between the Ministry)]TJ0 -1.212 TD-0.0439 Tw[(of Education and UNESCO is not only an indicator of the MinistryÕ)61.9(s acquiescence to)]TJT*0.108 Tw[(the demands of globalization, but also its desire to learn from the experiences of)]TJ0 -1.206 TD0.0249 Tw(technologically more advanced countries.)Tj1.416 -1.212 TD0.0064 Tc0.125 Tw(Regardless of whether they relate to globalization or whether they will help)Tj-1.416 -1.212 TD0.0271 Tc[(enhance the socio-economic potential of the country)74.2(, the new initiatives are)]TJ0 -1.206 TD0.0001 Tc0.0186 Tw(important and necessary for equipping students with skills indispensible for the job)Tj0 -1.212 TD-0.0608 Tw(market, for the intellectual and social well-being of the students, and for opening new)TjT*-0.062 Tw(opportunities for the community to participate in decisions that touch the foundations)Tj0 -1.206 TD0.0179 Tc0.125 Tw[(of their own lives. It should be remembered that the main advancements that)]TJ0 -1.212 TD0.0001 Tc0.0333 Tw(countries such as China, India, and Malaysia are witnessing can be traced to major)TjT*0.0113 Tw(developments in their educational systems. For example, Malaysia, one of the most)Tj0 -1.206 TD-0.0492 Tw[(technologically advanced countries in )60.6(Asia, owes much of its rapid economic growth)]TJ0 -1.212 TD0.0102 Tw(to its huge investment in the educational system, which, according to the UNESCO)TjT*0.0313 Tw[(Institute of Statistics, has ranged between 16% and 20% of the overall government)]TJ0 -1.206 TD0.0245 Tw(expenditure in the past twenty years.)Tj1.416 -1.212 TD-0.0242 Tw(Despite their search for change that cope with the challenges posed by the global)Tj-1.416 -1.212 TD0.0929 Tw(developments around them, the top educational administrators of the country still)Tj0 -1.206 TD0.115 Tw(place these changes within a Ônational framework.Õ For example, the Ministry of)Tj0 -1.212 TD0.0793 Tw(Education has developed national benchmarks designed to gauge the outcomes of)TjT*0.0625 Tw(these changes in terms of the societal needs. Much emphasis is also placed on the)Tj0 -1.206 TD-0.0296 Tw[(importance of national identity)70.1(, belonging, history)70.6(, and so on. It seems to me that the)]TJ0 -1.212 TD-0.0518 Tw[(MinistryÕ)52.8(s vision of maintaining a balance between the demands of globalization and)]TJT*0.018 Tw(national needs is important for both attaining global economic competitiveness and)Tj0 -1.206 TD0.0181 Tc0.125 Tw[(attending to community priorities. Moreover)41.1(, it helps create identity-balanced)]TJ0 -1.212 TD0.0001 Tc0.0138 Tw(individuals who can compete in the global economy and simultaneously serve their)TjT*0.0325 Tw(own communities in meaningful ways. But again, it is too early to judge the future)Tj0 -1.206 TD-0.0374 Tw[(direction of the new initiatives, particularly in the light of the current discontent with)]TJ0 -1.212 TD0.0261 Tw(their implementation)Tj8 0 0 8 53.825 606.4451 Tm-0.0283 Tw(ABDULKAFI ALBIRINI)TjETendstreamendobj158 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj160 0 obj<</Length 4567>>stream
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I spent years learning how to make the little black)]TJ0 -1.206 TD-0.0382 Tw[(circles turn into varieties of sounds, and trying to think through what those designs)]TJ0 -1.212 TD0.0099 Tc-0.0048 Tw[(meant. )51.6(And in school, teachers indeed made a dif)22.6(ference. Miss Garrahy)72.7(, my home)]TJT*0.0101 Tc-0.0435 Tw[(room teacher in the sixth grade was a model of the teacher who calmly accepted all)]TJ0 -1.206 TD0.0835 Tw(her students and patently believed in their ability to make progress; her manner)Tj0 -1.212 TD0.0908 Tw[(was an inspiration at the time and, indeed, has been ever since. Hunter College)]TJT*0.0372 Tw[(High School, now co-ed and then an all-girls school, was where I discovered the)]TJ0 -1.206 TD-0.0085 Tw[(magic of serious study)67.6(. )49.6(And at Queens College, where I was a freshman at the age)]TJ0 -1.212 TD-0.0537 Tw[(of 15, there were at least four professors who made a lasting impression on me: one)]TJT*-0.0122 Tw[(who never prepared a lecture but always brought the liveliest criticism of political)]TJ0 -1.206 TD-0.059 Tw[(injustice into every class. In a class on the philosophy of science, Carl Hempel \(one)]TJ0 -1.212 TD-0.0587 Tw[(of the original )21.2(V)54.1(ienna group\) demonstrated that logical positivism was the reigning)]TJT*0.0433 Tw[(truth for reasonable people. But in that class, I learned even more from a mature)]TJ0 -1.206 TD0.0317 Tc0.1249 Tw[(student, who untiringly raised objections to the positivistsÕ cold evasion of)]TJ0 -1.212 TD0.0101 Tc0.02 Tw[(emotion. )18.8(There was the professor of English who opened my eyes to the fact that)]TJT*-0.0215 Tw[(only people with self-confidence are capable of learning from criticism. )68.4(And there)]TJ0 -1.206 TD0.0116 Tc0.1249 Tw[(was Mr)53.6(. Emory)68.1(,)0.1( from whose lectures on )55.1(Ancient Rome, I shored the immortal)]TJ0 -1.212 TD0.0101 Tc-0.0075 Tw[(sarcastic comment: ÔAfter all, no one really objects to war except mothers.Õ)84.4( )18.6(Those)]TJT*-0.0115 Tw[(four years leading up to a BA)60.5( taught me that even in school one didnÕ)21.5(t have to say)]TJ0 -1.206 TD0.0169 Tw(ÔyesÕ to everything someone in authority was saying or doing.)Tj1.416 -1.212 TD0.0001 Tc0.001 Tw(That lesson served me well many years later when I was working on a thesis for)Tj-1.416 -1.212 TD0.0148 Tw[(my MA, and had to find answers even though all the professors were annoyed with)]TJ0 -1.206 TD0.1112 Tw[(my constant questioning. )60(And even better when I did my doctorate with )22.4(Thomas)]TJ0 -1.212 TD0.0174 Tc0.125 Tw[(Luckmann who showed me in a most economical way that an adviser can be)]TJT*0.0001 Tc0.0119 Tw(completely permissive and democratic but at the same time ready to pounce on any)Tj0 -1.206 TD0.0246 Tw[(weakness, no matter how cunningly camouflaged.)]TJ1.416 -1.212 TD0.0113 Tw(In looking back on what I have written in answer to this question, I found that a)Tj-1.416 -1.212 TD-0.0607 Tw[(word that comes into almost every sentence is ÔbutÕ)80.9( \(IÕve deleted some\). )58.1(And if I went)]TJ0 -1.206 TD-0.0318 Tw[(on and mentioned some more people, and one or two more or)23.2(ganizations with which)]TJ0 -1.212 TD0.0002 Tc0.0034 Tw[(I was associated, I think that apart from the magic of multiplicity)73.9(, I learned from all)]TJ8 0 0 8 53.825 606.4451 Tm0.0276 Tw(DEVORAH KALEKIN-FISHMAN)TjETendstreamendobj171 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj173 0 obj<</Length 5211>>stream
BT/F1 1 Tf10 0 0 10 375.4551 44.965 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(49)Tj-32.448 53.856 TD0.039 Tc0.1249 Tw[(of them an ineluctable lessonÑthere is indeed always a ÔbutÕÑthe key to)]TJ0 -1.212 TD0.0002 Tc0 Tw[(complexity)67.9(.)]TJ/F2 1 Tf1.416 -2.418 TD0.0244 Tc0.1249 Tw[(Q. T)92.5(e)0(ll us a little about who you ar)39.6(e, about some of the most significant)]TJ-1.416 -1.212 TD0.0527 Tc0.125 Tw[(milestones in your personal/pr)39.9(ofessional life, and your most noteworthy)]TJ0 -1.206 TD0.0001 Tc-0.0483 Tw(achievements as an educator/scholar/citizen. Locate and position yourself within the)Tj0 -1.212 TD0.0023 Tc0.125 Tw[(socio-political and historical movements that define who and what you ar)46.1(e, and)]TJT*0.0001 Tc0.0255 Tw[(wher)38.4(e you ÔstandÕ.)]TJ/F1 1 Tf1.416 -1.206 TD0.0124 Tc0.125 Tw[(Milestones? Let me begin with the most recent. In 2009 I was awarded an)]TJ-1.416 -1.212 TD0.0001 Tc0.001 Tw(honorary doctorate by the University of Joensuu, now part of the University of East)TjT*0 Tc-0.0025 Tw[(Finland. )56.2(As part of the celebration, we planted trees in a little wood not far from the)]TJ0 -1.206 TD0.0001 Tc-0.0451 Tw[(university)64.8(. )23.1(The combination of academic recognition for past work and a live sapling)]TJ0 -1.212 TD0.0247 Tw(taking root for a hopeful future was particularly moving.)Tj1.416 -1.212 TD-0.0345 Tw[(During four years \(2006-2010\), I served as )22.8(V)62.1(ice-President for Publications of the)]TJ-1.416 -1.206 TD-0.0181 Tw[(International Sociological )64.2(Association \(ISA\). )16.6(This was after I had been a member of)]TJ0 -1.212 TD-0.0542 Tw(the Executive Committee for four years and President of the Research Committee for)TjT*0.0147 Tc0.125 Tw[(the Study of )53.3(Alienation for eight years. )61.9(All ISA)55( terms of of)23.5(fice are subject to)]TJ0 -1.206 TD0.0001 Tc0.114 Tw[(constitutional limitations. )24.3(The experience in the ISA)53.3( was a further broadening of)]TJ0 -1.212 TD-0.0391 Tw[(horizons, coming together with and after my participation in two European consortia)]TJT*0.0101 Tc0.125 Tw(that worked on multicultural teacher education and later on dual citizenship as)Tj0 -1.206 TD0.0001 Tc0.1101 Tw(problems of the European Union. \(These research projects were summarized and)Tj0 -1.212 TD0.0155 Tw(published in five books.\) Back to the ISA: Founded sixty years ago by a handful of)TjT*-0.0597 Tw[(sociologists from North )57.1(America and Europe; now the ISA)56.7( is an or)21.8(ganization of close)]TJ0 -1.206 TD0.0073 Tc0.125 Tw[(to 5000 members from across )55(Australasia and )60(Africa as well as Latin )59.5(America,)]TJ0 -1.212 TD0.0001 Tc-0.0185 Tw[(Europe and North )59.3(America. )19.4(W)80.1(orking in the ISA)54.1( enabled me to gain at least an initial)]TJT*0.0816 Tw(understanding of some of the professional similarities of sociologists everywhere,)Tj0 -1.206 TD-0.002 Tw[(and of the wide dif)18(ferences among localities, because unhappiness and inequity and)]TJ0 -1.212 TD0.0249 Tw(oppression are both universal problems and unique to each locale.)Tj1.416 -1.212 TD-0.0057 Tw[(In 2005, I was asked to edit a new publication, two issues of a key journal of the)]TJ-1.416 -1.206 TD0 Tw(ISA, )Tj/F2 1 Tf2.118 0 TD0.0087 Tw[(International Sociology)56.7(, )]TJ/F1 1 Tf9.936 0 TD(and I became the founding editor of the )Tj/F2 1 Tf16.122 0 TD0 Tw(International)Tj-28.176 -1.212 TD-0.0151 Tw(Sociology Review of Books, )Tj/F1 1 Tf11.238 0 TD(a publication with the central mission of publicizing the)Tj-11.238 -1.212 TD0.0525 Tw(work of sociologists in the global south and east to the extent that that is possible.)Tj0 -1.206 TD-0.0446 Tw[(Thus, I was able to learn something about the publishing industry)72.9(, and professionally)]TJ0 -1.212 TD0.025 Tw(speaking, about gatekeepingÑits importance and the hazards.)Tj1.416 -1.212 TD-0.0099 Tc-0.0227 Tw[(It would be misleading to see career milestones as detached from milestones in my)]TJ-1.416 -1.206 TD-0.0424 Tw[(personal life. My migration to Israel was the point of departure for all the rest. )28.4(The plan)]TJ0 -1.212 TD-0.0378 Tw[(was to visit for a year)42.3(, and then go back to New )40.3(Y)100.1(ork to live in an apartment of my own)]TJT*0.0488 Tw[(in Manhattan while going on to graduate studies. )23.5(When I arrived in Israel, I found it)]TJ0 -1.206 TD0.0142 Tw(enchanting to be in a small country \(then with a total population of under a millionÑ)Tj0 -1.212 TD0.0636 Tw[(even today the population of Israel is less than that of New )41.6(Y)106.1(ork City\), then a place)]TJT*-0.0059 Tw(where it seemed that everything was yet to do. Having had the experience of a Zionist)Tj0 -1.206 TD-0.0145 Tw(scout movement, I wanted to Ôget a tasteÕ of collective living before I left and visited a)Tj0 -1.212 TD0.0238 Tw[(kibbutz where I knew there were some )59.7(Americans. )18.9(There I met the man who became)]TJ/F2 1 Tf8 0 0 8 141.575 606.4451 Tm0.0001 Tc0 Tw(ISRAEL)Tj/F1 1 Tf3.2175 0 TD0.0239 Tw[(ÑCROSSING BORDERS: )52.8(AMBIGUITIES )54.4(AND CONVICTIONS)]TJETendstreamendobj174 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj176 0 obj<</Length 5324>>stream
BT/F1 1 Tf10 0 0 10 53.825 45.085 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(50)Tj0 53.844 TD-0.0099 Tc-0.0511 Tw[(the father of my children. Living on a kibbutz, a tiny village with all the advantages and)]TJ0 -1.212 TD0.0887 Tw(disadvantages of everybody knowing everybody else well, was for the first time an)Tj0 -1.206 TD-0.02 Tw[(experience of realizing equality and justice in an intimate setting. )27.6(When I gave birth to)]TJ0 -1.212 TD0.0489 Tw[(my first child, though, and had to share his first year with the people responsible for)]TJT*0.0392 Tw[(the ÔInfantsÕ HouseÕ, I found the atmosphere stifling and the separation from my son)]TJ0 -1.206 TD-0.0078 Tc0.1249 Tw[(unbearable. )15.9(That was when we left. My five children have been milestones in the)]TJ0 -1.212 TD-0.0099 Tc0.0538 Tw[(best sense of the word. )16.5(W)46.1(ith each of them, I went through intensive courses in what)]TJT*0.0247 Tw[(it means to be a parentÑa mother)46.7(, and )-11.2(IÕm still making discoveries.)]TJ1.416 -1.206 TD0.0001 Tc-0.038 Tw[(Professional life was always there, however)61(. Looking back as you have asked me)]TJ-1.416 -1.212 TD0.0091 Tw[(to do, I see that no matter what else I have done, IÕve always taught. In the kibbutz,)]TJT*0.099 Tw[(I taught musicÑboth in classes and privately)70.1(. )53.2(After that, living in a development)]TJ0 -1.206 TD0.0019 Tc0.125 Tw[(town, I set up the townÕ)54.1(s first music school, taught piano, guitar)43.5(, mandolin, and)]TJ0 -1.212 TD0.0001 Tc-0.037 Tw[(recorder)43.7(, and also conducted a childrenÕ)56.8(s choir)53.6(. Students were almost all the children)]TJT*0.0027 Tc0.125 Tw[(of new immigrants from Europe and from countries in the Near East and North)]TJ0 -1.206 TD0.0001 Tc0.1087 Tw[(Africa. Later)41.9(, when the municipality could no longer support the school, I began)]TJ0 -1.212 TD0.0161 Tc0.125 Tw[(teaching English to secondary school)]TJ15.9678 0 TD( )Tj0.3911 0 TD(students; then I )Tj7.0101 0 TD0 Tw(became )Tj3.542 0 TD0.005 Tc(a )Tj0.8501 0 TD0.0261 Tc0.125 Tw(supervisor of)Tj-27.7611 -1.212 TD0.0101 Tc0.1155 Tw[(English teachers in a town about an hour away from ours. )22.8(When we moved to)]TJ0 -1.206 TD-0.0273 Tw[(Haifa, I became head of the )19.6(TEFL)41.5( department of a lar)21.4(ge secondary school and was)]TJ0 -1.212 TD0.0875 Tw[(invited to join the staf)22.1(f of the School of Education. I then felt that the varieties)]TJT*0.0504 Tw(of teaching I had done were all in preparation for and pertinent to instruction on)Tj0 -1.206 TD0.1082 Tw(an academic level and I was excited at the prospect of finally being obliged to)Tj0 -1.212 TD0.0244 Tw(do research.)Tj1.416 -1.212 TD0.0001 Tc0.0343 Tw[(In the Faculty of Education, I was in char)22.2(ge of teacher education for )24(TEFL)37.5( and)]TJ-1.416 -1.206 TD0.0062 Tc0.1249 Tw[(once I had an MA in sociology I was asked to add courses in the sociology of)]TJ0 -1.212 TD0.0001 Tc0.0096 Tw[(education. I soon began doing research for my dissertation thanks to a stipend from)]TJT*0.0155 Tc0.125 Tw[(the DAAD \(German )59.1(Academic Exchange Commission\). )21.4(When I presented my)]TJ0 -1.206 TD0.0001 Tc-0.0478 Tw[(project at a Faculty colloquium \(ÔAspects of Socialization in the Kinder)28(garten: )15.9(T)41.1(i)0(me,)]TJ0 -1.212 TD0.0121 Tc0.1249 Tw[(Sound and ControlÕ\), I evoked something of a scandal. No questionnaires! No)]TJT*0.0511 Tc(laboratory experiments! I was doing ethnographic observations of entire)Tj0 -1.206 TD0.0001 Tc0.0762 Tw[(kinder)17.6(garten days in Germany and in Israel; and conducting open interviews with)]TJ0 -1.212 TD0.0755 Tw[(kinder)17.6(garten teachers and supervisors in both countries. )27.3(The scandal abated a few)]TJT*0.0005 Tc0.125 Tw(years after I had earned the doctorate when some other professors in the faculty)Tj0 -1.206 TD0.0001 Tc0.0153 Tw[(discovered that Ôeven in the USA)116.3(Õ, there were people doing qualitative research. )59.2(As)]TJ0 -1.212 TD0.0364 Tw[(the first on the staf)20.3(f to have had experience with such methods, however)48.9(, I had the)]TJT*0.0675 Tw(pleasure and the honour of being the first to teach qualitative research methods to)Tj0 -1.206 TD0.0275 Tc0.125 Tw[(under)20.6(graduate and graduate students in the Faculty)67.8(, a particularly satisfying)]TJ0 -1.212 TD0.0001 Tc0.0662 Tw(milestone. For several years, I coordinated the practice teaching of students in the)TjT*-0.0556 Tw[(Department of )16.2(T)71.1(eaching and )23.9(T)71.1(eacher EducationÑwhich meant constant contact with)]TJ0 -1.206 TD-0.0593 Tw[(all the post-primary schools in Haifa and its environs. )59.2(And I also coordinated the staf)27.3(f)]TJ0 -1.212 TD-0.0418 Tw[(involved in teaching didactics of all the school subjects. )61.7(Apart from simply having to)]TJT*0.1131 Tw[(be on top of it all, ÔcoordinationÕ)77.6( meant consultation, or)21.4(ganizing in-service study)]TJ0 -1.206 TD-0.0013 Tw[(days, and being available for support and help when necessary)70.4(. Later)41.4(, I was also the)]TJ0 -1.212 TD0.0247 Tw[(first Head of the Department of Educational Sciences of the Faculty)72.5(.)]TJ8 0 0 8 53.825 606.4451 Tm0.0002 Tc0.0276 Tw(DEVORAH KALEKIN-FISHMAN)TjETendstreamendobj177 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj179 0 obj<</Length 5269>>stream
BT/F1 1 Tf10 0 0 10 375.4551 44.965 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(51)Tj-31.032 53.856 TD0.0465 Tw(One of the most exciting positions that I filled in the Faculty of Education was)Tj-1.416 -1.212 TD-0.0554 Tw[(that of being coordinator and lecturer in Co-Existence )24.6(W)80.1(orkshopsÑcourses in which)]TJ0 -1.206 TD0.0215 Tw(Arab and Jewish students met for at least a semester as part of their preparation for)Tj0 -1.212 TD0.0053 Tw[(teaching. )18.2(W)80.1(e)0( planned this as a means for advancing intercultural understanding and)]TJT*0.0008 Tc0.1249 Tw[(we were naive enough to hope, peace. )26.2(W)38.8(ith a wonderful staf)22.2(f \(among them, Dr)55.1(.)]TJ0 -1.206 TD0.0251 Tc0.125 Tw[(Nimer Ismair and Edna )23.3(T)72.1(oledano-Zaretsky\), we developed dif)17.5(ferent ways of)]TJ0 -1.212 TD0.0001 Tc-0.0177 Tw[(conducting the workshops: focusing on proverbs and sayings that )58.7(Arabs and Jews in)]TJT*0.0044 Tc0.125 Tw(each group had grown up with; discussing current events and airing contrasting)Tj0 -1.206 TD0.0001 Tc0.0561 Tw(opinionsÑgetting it out of the system, so to speak; doing simulations that made it)Tj0 -1.212 TD0.0301 Tw[(possible to Ôtake the part of the other)-33.8(Õ. In the early 1990s, we received a three year)]TJT*0.0563 Tw[(grant from the Ford Foundation for workshops where )61.8(Arab and Jewish students in)]TJ0 -1.206 TD0.0198 Tc0.1249 Tw[(ÔmixedÕ)76.4( pairs, prepared teaching materials together)47.3(, and then, as part of their)]TJ0 -1.212 TD0.0001 Tc-0.0426 Tw[(coursework, each pair actually taught the materials in two schools: one where )63(Arabic)]TJT*0.0208 Tc0.1249 Tw[(was the language of instruction, and one where Hebrew was the language of)]TJ0 -1.206 TD0.0001 Tc0.0469 Tw[(instruction. )20(Thus, not only did the students get to work together on something that)]TJ0 -1.212 TD0.0213 Tc0.1249 Tw(was of professional and personal interest to both, but they also each had the)TjT*0.0001 Tc-0.0525 Tw(experience of being part of the dominant majority in a school and, most important for)Tj0 -1.206 TD0.0251 Tw(the Jewish students, being part of the minority that is strange in another school.)Tj1.416 -1.212 TD0.0675 Tw(Throughout the years, I have found a great deal of satisfaction in fulfilling the)Tj-1.416 -1.212 TD-0.0325 Tw(academic demand for publications. I have seen articles and books as a means of self-)Tj0 -1.206 TD0.0303 Tc0.125 Tw[(actualization \(Maslow)64.5(, 1965\) as well as a way of adding some ideas to the)]TJ0 -1.212 TD0.0001 Tc-0.0448 Tw(marketplace of sociological theorizations, on the one hand, and to the marketplace of)TjT*-0.0277 Tw[(findings that may)64.3(,)0( hopefully)70.3(, be of use not only to colleagues, but also to the shaping)]TJ0 -1.206 TD0.0249 Tw[(of Israeli society \(see Kalekin-Fishman, Selected Publications, below\).)]TJ1.416 -1.212 TD-0.0375 Tw[(I am hopeful that my involvement with education in schools and in the university)]TJ-1.416 -1.212 TD-0.0476 Tw[(has contributed something to civil society)67.7(. )20.6(When looking at myself strictly as citizen,)]TJ0 -1.206 TD-0.02 Tw[(I have been active in two types of or)25.2(ganizations: ÔPartnershipÕ)74.2( in which I chaired the)]TJ0 -1.212 TD-0.0272 Tw[(Board of Directors for several years, was an or)24.4(ganization to promote neighbourhood)]TJT*0.031 Tw[(collaboration among )61(Arabs and Jews in Haifa, which is, as you know)64.9(, a city with a)]TJ0 -1.206 TD0.0022 Tw[(population of both )57.3(Arabs and Jews, but with very little mixing. )26.6(This neighbourhood)]TJ0 -1.212 TD-0.0607 Tw[(initiative is now part of a municipal project. I have also been active in an or)28.4(ganization)]TJT*0.0011 Tw(that tried to advance a secular agenda, i.e., finding ways to annul religious laws and)Tj0 -1.206 TD-0.0434 Tw[(practices that are part and parcel of the legal apparatus of Israel \(personal law)75.4(, family)]TJ0 -1.212 TD0.0251 Tw[(law are primarily adapted to religious law\).)]TJ1.416 -1.212 TD0.0101 Tc0.0834 Tw[(Although I grew up in one country and immigrated to another)48.7(, I have found)]TJ-1.416 -1.206 TD0.0701 Tw[(myself constantly reflecting on what it means to ÔbelongÕ to a state, to a nation.)]TJ0 -1.212 TD0.0551 Tw[(Where I live af)23.8(fects the language, the ÔvibesÕ)76.2( and the content of discourse in the)]TJT*-0.0417 Tw[(everyday)67.7(, it af)18(fects relationships, and the ordinary behaviours that I partake in. But)]TJ0 -1.206 TD0.0692 Tw[(it canÕ)14.8(t any more mean shutting myself away from discourses, relationships and)]TJ0 -1.212 TD0.0593 Tw[(ordinariness in other parts of the world. Blind loyalty to a single state no longer)]TJT*-0.0239 Tw[(seems to make sense in an ineluctably globalizing world. )31(The total commitment to)]TJ0 -1.206 TD-0.0416 Tw[(a Jewish state and being part of it, which was part of my education in the week-end)]TJ0 -1.212 TD0.026 Tc0.125 Tw[(youth movement and inspired my migration to Israel, has under)30.3(gone radical)]TJ/F2 1 Tf8 0 0 8 141.575 606.4451 Tm0.0001 Tc0 Tw(ISRAEL)Tj/F1 1 Tf3.2175 0 TD0.0239 Tw[(ÑCROSSING BORDERS: )52.8(AMBIGUITIES )54.4(AND CONVICTIONS)]TJETendstreamendobj180 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj183 0 obj<</Length 5280>>stream
BT/F1 1 Tf10 0 0 10 53.825 45.085 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(52)Tj0 53.844 TD0.0101 Tc-0.0098 Tw[(change. I have learned, )]TJ/F2 1 Tf9.696 0 TD0 Tw(pace)Tj/F1 1 Tf1.932 0 TD0 Tc( )Tj0.2503 0 TD0.0101 Tc-0.0098 Tw[(Gertrude Stein of the 1920s, that a state is a state is a)]TJ-11.8783 -1.212 TD-0.0151 Tw[(stateÑand certainly not a rose. )23.4(The Jewish state operating with a bureaucracy and)]TJ0 -1.206 TD0.0825 Tw[(an army is no dif)18.8(ferent from states throughout the world, struggling to preserve)]TJ0 -1.212 TD0.0107 Tw[(sovereignty and using nationhood as a frame for solidarity)72.8(, a basis for impressing)]TJT*-0.0407 Tw[(identities. )59.2(And yet, things are never so simple, are they? )19.7(The definitive genocide in)]TJ0 -1.206 TD0.0198 Tc0.125 Tw[(the twentieth century)66.7(, a century of genocides, was the Nazi Holocaust. In all)]TJ0 -1.212 TD0.0001 Tc-0.0062 Tw(conscience, I cannot desert the notion that as a state Israel has a sacred obligation to)TjT*0.0666 Tw(make sure that people called Jews will, if persecuted, have somewhere to go. It is)Tj0 -1.206 TD0.0329 Tw[(commonplace today to ar)20.1(gue that Israel is a last ditch European colonialist project,)]TJ0 -1.212 TD0.0831 Tw[(and from the macro point of view that is a fair description \(Lubin, 2008; Penslar)52.5(,)]TJT*0.0196 Tc0.125 Tw[(2007; Rodinson, 1973; Shohat, 1992\). But from the micro standpoint, people)]TJ0 -1.206 TD0.0001 Tc-0.0129 Tw(involved in establishing the state and in its development were moved by enthusiasm)Tj0 -1.212 TD0.0168 Tc0.1249 Tw[(for creating what they understood to be a new kind of society; determined to)]TJT*0.0001 Tc0.1095 Tw(rehabilitate those Jews who survived the Holocaust, and thoroughly imbued with)Tj0 -1.206 TD0.0189 Tc0.1249 Tw[(faith that they were making the world better! )27.4(The contradictions between the)]TJ0 -1.212 TD0.011 Tc0.125 Tw[(deliberate manipulations in the macro and the na•ve commitment elicited from)]TJT*0.0001 Tc0.0302 Tw[(individuals who felt they were binding themselves to a sacred mission are the stuf)31.6(f)]TJ0 -1.206 TD0.025 Tw(of which Israel as a state is made.)Tj/F2 1 Tf1.416 -2.424 TD0.0002 Tc-0.0232 Tw[(Q. What ar)35(e some of the key educational Ôpr)47.6(oblematicsÕ)113.1( that curr)41.2(ently pr)36.7(eoccupy)]TJ-1.416 -1.206 TD0.0102 Tc0.1249 Tw[(you? How ar)39.8(e these linked to the br)38.3(oader pr)36.2(eoccupations you may have about)]TJ0 -1.212 TD0.0084 Tc0.125 Tw[(society? What is your r)40.9(esponse to these pr)37.2(oblematics and pr)37.4(eoccupations, as a)]TJT*0.0001 Tc0.0251 Tw(scholar and as a citizen?)Tj/F1 1 Tf1.416 -1.206 TD-0.0315 Tw(Academics involved in education confront a perennial puzzle. Even though there)Tj-1.416 -1.212 TD0.0076 Tc0.1249 Tw[(is constant progress in educating personnel for work in education as well as in)]TJT*0.0001 Tc0.0226 Tw[(conceptualizing ef)21.3(fective pedagogies, schooling does not solve social problems. )22.6(T)71.1(o)]TJ0 -1.206 TD0.1217 Tw[(my mind, it is coping with the dynamics of school life tends to lead to an over)33.5(-)]TJ0 -1.212 TD0.0119 Tw[(emphasis on classroom management and an evasion of the dif)24.6(ficulties of coming to)]TJT*-0.0524 Tw[(terms with how the political institution, or if you will, politicians, make sophisticated)]TJ0 -1.206 TD0.0246 Tw[(use of schooling to protect the status quo, the regime in power)65(. Interventions in the)]TJ0 -1.212 TD-0.0382 Tw[(form of curricula and textbooks are obvious, but more insidious are the interventions)]TJT*0.0042 Tc0.125 Tw[(installed as Ônatural or)18.9(ganization.Õ)77.5( )55.2(Among them is the unalterable hierarchy that)]TJ0 -1.206 TD0.0055 Tc0.1249 Tw[(governs schools, the arbitrary but unalterable conception of how to conceive of)]TJ0 -1.212 TD0.0001 Tc0.0388 Tw[(classes, the allocation of children to dif)22.2(ferent groups, the kinds of tests devised for)]TJT*-0.0563 Tw[(classifying students at dif)19.4(ferent stages of the school career)45.5(, the credentials enthroned,)]TJ0 -1.206 TD-0.0423 Tw[(and many more. )19.6(The most subtle way of preserving the status quo is the pretence that)]TJ0 -1.212 TD0.0475 Tw(teachers are )Tj/F2 1 Tf5.088 0 TD0 Tw(neutral)Tj/F1 1 Tf2.892 0 TD0 Tc( )Tj0.2976 0 TD0.0001 Tc0.0475 Tw(purveyors of knowledge and that knowledge, too, is by nature)Tj/F2 1 Tf-8.2776 -1.212 TD0 Tw(neutral)Tj/F1 1 Tf2.892 0 TD0.0002 Tc0.0047 Tw[(. )19(T)71.2(eachers with preparation in which political questions are ignored, become)]TJ-2.892 -1.206 TD0.0268 Tc0.1249 Tw[(willing tools for ensuring the perpetuation of ÔnaturalÕ)82( conventions. Clearly)69.2(,)]TJ0 -1.212 TD0.0001 Tc-0.0605 Tw(educating teachers to carry out curricula that are pre-cooked with the aid of textbooks)TjT*0.0133 Tc0.1249 Tw[(that have been approved by government-appointed bodies is a deeply political)]TJ0 -1.206 TD0.0001 Tc-0.018 Tw(project. In this context, the rules of Ôgood pedagogyÕ are only relevant in connection)Tj0 -1.212 TD0.0251 Tw(with the dimension of human relations.)Tj8 0 0 8 53.825 606.4451 Tm0.0002 Tc0.0276 Tw(DEVORAH KALEKIN-FISHMAN)TjETendstreamendobj184 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj186 0 obj<</Length 5725>>stream
BT/F1 1 Tf10 0 0 10 375.4551 44.965 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(53)Tj-31.032 53.856 TD0.0995 Tw[(The frequently quoted idea that Ôknowledge is power)-26.8(Õ)75.1( has to be rephrased for)]TJ-1.416 -1.212 TD0.032 Tc0.1249 Tw[(education \(Foucault, 1995\): power is implemented and perpetuated through)]TJ0 -1.206 TD0.0001 Tc0.0232 Tw(definitions of school knowledge. Given this basic understanding, teacher education)Tj0 -1.212 TD-0.0372 Tw[(should be or)22.8(ganized around the task of eliciting evidence of power in every aspect of)]TJT*0.0036 Tw[(the curriculum, and of schooling in general. )22.5(T)71.1(o)0( date, the Faculties of Education that)]TJ0 -1.206 TD0.0117 Tc0.1249 Tw[(I am familiar with allow themselves to ignore the politics of schooling. )28.4(While)]TJ0 -1.212 TD0.0094 Tc0.125 Tw[(teaching and learning are reduced to psychological issues, analyses of political)]TJT*0.0242 Tc0.1249 Tw[(aspects of education are ghettoized in a course or twoÑoften electives. )48.7(Y)98.2(et,)]TJ0 -1.206 TD0.0207 Tc[(confronting politics in education would prepare student teachers for resisting)]TJ0 -1.212 TD0.0001 Tc-0.0475 Tw[(demands for neutrality)69.1(, demands which misrepresent the true processes of education.)]TJT*-0.0613 Tw(In point of fact, teachers should be responsible for communicating the inevitability of)Tj0 -1.206 TD0.0061 Tc0.1249 Tw[(multiplicity)66.7(. )19(Think of Riemannian geometry)70.9(, arithmetic to the bases of 2 or 12,)]TJ0 -1.212 TD0.0001 Tc0.0135 Tw[(EinsteinÕ)59.8(s laws along with NewtonÕ)55.6(s, not to mention Shakespeare and Zadie Smith,)]TJT*0.0125 Tc0.1249 Tw[(Messiaen and Dave Brubeck. )56.1(Almost every topic treated in school has diverse)]TJ0 -1.206 TD0.0001 Tc0.0523 Tw(definitions and diverse interpretations. Facts as well as ideas and styles have to be)Tj0 -1.212 TD0.0113 Tc0.1249 Tw[(placed on the market, for comparison, for weighing and for determining a fair)]TJT*0.0001 Tc0.0188 Tw[(exchange. )23.8(T)71.1(echnology is advancing at mind-boggling speed because people dare to)]TJ0 -1.206 TD0.1108 Tw[(think in dif)17.6(ferent ways. )37.8(Y)104.1(et children are held hostage to Ôthe one correctÕ)81.7( way to)]TJ0 -1.212 TD0.025 Tw(learn and do in school situations.)Tj1.416 -1.212 TD-0.0099 Tc-0.0339 Tw[(What is implied in all of the above is a still under)26.6(-valued pedagogical principle that)]TJ-1.416 -1.206 TD-0.0091 Tc0.1249 Tw[(has implications for all learning. Doing is always a part of learning Ð cognition is)]TJ0 -1.212 TD-0.0099 Tc0.0015 Tw[(always coupled with some action. )22.8(This key theme is undermined because the taste for)]TJT*-0.0554 Tw[(Ôneutral informationÕ)75.6( ignores the importance of action. )46.9(Y)94.1(et this is the insight must guide)]TJ0 -1.206 TD0.005 Tw(teacher education. Students learning to be teachers should be )Tj/F2 1 Tf24.03 0 TD0 Tw(doing)Tj/F1 1 Tf2.226 0 TD-0.0096 Tc0.0047 Tw( teaching all along)Tj/F2 1 Tf-26.256 -1.212 TD-0.0099 Tc0 Tw(and)Tj/F1 1 Tf1.47 0 TD0 Tc( )Tj/F2 1 Tf0.306 0 TD-0.0099 Tc(doing)Tj/F1 1 Tf2.226 0 TD0 Tc( )Tj0.3067 0 TD-0.0099 Tc0.0666 Tw(their subject matter through contact with students. Education for teachers)Tj-4.3087 -1.212 TD-0.0029 Tw(has to emphasize this simple principle across the board. Schooling has to impart ways)Tj0 -1.206 TD-0.0039 Tc0.1249 Tw[(to action that are part of every solution. In many cases, this can be prescribed in)]TJ0 -1.212 TD0.0044 Tc0.125 Tw[(subjects connected with citizenship. )59.4(After all, learning to be part of society and)]TJT*-0.0099 Tc0.0378 Tw(contributing to solutions entails )Tj/F2 1 Tf12.702 0 TD0 Tw(doing)Tj/F1 1 Tf2.226 0 TD0 Tc( )Tj0.2779 0 TD-0.0099 Tc0.0378 Tw[(citizenship. )15.9(Thanks to transparent media, such)]TJ-15.2059 -1.206 TD0.0844 Tw(doing can be based on flows of information about problems and about what can be)Tj0 -1.212 TD0.0134 Tc0.125 Tw(done. I would like to think that everything done in regard to schooling, every)TjT*-0.0099 Tc0.0458 Tw(suggestion that is set in motion is a political act, which changes the air of schooling,)Tj0 -1.206 TD-0.0505 Tw[(even if imperceptibly at first. )25.4(V)58.1(i)0(r)15.2(ginia )22.1(W)82.1(oolf)-54.6(Õ)53.1(s)0( \(1960\) ideas about the Ôcommon reader)-30(Õ)]TJ0 -1.212 TD0.0217 Tw[(have a future in the world of sharing research and doing education. )28.1(W)82.1(oolf shows that)]TJT*-0.0182 Tw(by reading books, people not only acquire ideas but also liberate ideas Ôinto the worldÕ)Tj0 -1.206 TD-0.0084 Tc0.1249 Tw[(and that these ideas are important to the development of literature. I think that by)]TJ0 -1.212 TD0.0082 Tc[(participating in the knowledge market, picking and choosing among theoretical)]TJT*0.0055 Tc0.125 Tw(orientations, and doing what one wants to learn, educators do have a chance to)Tj0 -1.206 TD-0.0099 Tc0.0249 Tw(contribute to solving social problems of the most diverse kinds.)Tj1.416 -1.212 TD0.0001 Tc-0.0618 Tw[(I am happy to explicate my approach to education for the good of the children )]TJ/F2 1 Tf30.534 0 TD0 Tw(and)Tj/F1 1 Tf-31.95 -1.212 TD-0.0009 Tw(for society in lectures, in op-ed pieces. But for the most part, I implement my ideas,)Tj0 -1.206 TD0.0098 Tw(advising graduate students on research projects that involve doing, writing research)Tj0 -1.212 TD0.0028 Tw(proposals for active interventions in schools with doing as a core. Since most of the)Tj/F2 1 Tf8 0 0 8 141.575 606.4451 Tm0 Tw(ISRAEL)Tj/F1 1 Tf3.2175 0 TD0.0239 Tw[(ÑCROSSING BORDERS: )52.8(AMBIGUITIES )54.4(AND CONVICTIONS)]TJETendstreamendobj187 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj189 0 obj<</Length 5107>>stream
BT/F1 1 Tf10 0 0 10 53.825 45.085 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(54)Tj0 53.844 TD0.0196 Tc0.125 Tw[(graduate students in the Faculty of Education are people who are themselves)]TJ0 -1.212 TD0.0001 Tc-0.0319 Tw[(working as teachers at dif)21.8(ferent levels of schooling, these projects do have outcomes)]TJ0 -1.206 TD0.0245 Tw(in practice, as in principle.)Tj/F2 1 Tf1.416 -2.424 TD-0.0331 Tw[(Q. What ar)38.8(e your r)40.5(eflections about the major for)35.2(ces that ar)40.7(e shaping educational)]TJ-1.416 -1.206 TD-0.0016 Tw[(practice in your country/r)43.3(egion? What ar)34.2(e the dynamics and inter)41.7(ests that underpin)]TJ0 -1.212 TD0.0477 Tw[(these for)34.5(ces, and what kinds of challenges do they r)46.9(epr)37.3(esent for the articulation of)]TJT*0.0247 Tw[(an education pr)35.8(oject in your countr)5.9(y/r)37.3(egion?)]TJ/F1 1 Tf1.416 -1.206 TD0.1178 Tw[(The major forces shaping educational practice in my country derive from the)]TJ-1.416 -1.212 TD0.0055 Tc0.1249 Tw[(religious presuppositions and the political situation. Unfortunately examples are)]TJT*0.0002 Tc0 Tw(legion.)Tj1.416 -1.206 TD0.0001 Tc0.0094 Tw(Religious presuppositions: One basis for the divisions in the educational system)Tj-1.416 -1.212 TD-0.0156 Tw[(is the claim that the major groups in the population of Israel, have dif)25.2(ferent histories)]TJT*0.0092 Tc0.1249 Tw[(and dif)18.1(f)0.1(erent religious traditions not to mention dif)23.8(f)0.1(erent mother tongues, even)]TJ0 -1.206 TD0.0056 Tc0.125 Tw(though all the relevant groups \(Jews, Muslims, Christians\) trace their presumed)Tj0 -1.212 TD0 Tc0.0602 Tw[(history and derive their traditions from similar Biblical sources. )64.5(According to law)68.5(,)]TJT*0.0001 Tc0.0367 Tw[(there is freedom to practice / belong to any religion, but the divisions are rigorous.)]TJ0 -1.206 TD0.0679 Tw(Not only do the religious Establishments each insist on their uniqueness, but state)Tj0 -1.212 TD0.0107 Tc0.1249 Tw[(law fixes personal status only according to religion, mobilizing legal strictures)]TJT*0.0001 Tc0.0919 Tw[(against escaping the religious community into which one was born. State support)]TJ0 -1.206 TD0.0037 Tc0.125 Tw(for religion is a boon to the respective religious Establishments and ensures the)Tj0 -1.212 TD0.0001 Tc-0.0159 Tw[(perpetuation of each stream, no matter how small. In regard to the majority religion,)]TJT*0.0251 Tc0.1249 Tw[(Judaism, government support rules out diversity)68.6(. )57(Among the four streams in)]TJ0 -1.206 TD0.0006 Tc0.125 Tw(Judaism, only the practices of the orthodox and ultra-orthodox \(Haredi\), streams)Tj0 -1.212 TD0.0001 Tc0.0845 Tw[(enjoy legitimacy)71.9(. )14.7(Their influence on education is felt in the sheer amount of time)]TJT*0.0603 Tw(spent on religious matters in all schools. Between the second grade and the 12)Tj5.8 0 0 5.8 373.805 284.365 Tm0 Tc0 Tw(th)Tj10 0 0 10 378.305 281.005 Tm(Ñ)Tj-32.448 -1.206 TD0.0001 Tc-0.0497 Tw[(primary school to the end of secondary schoolÑchildren in schools where Hebrew is)]TJ0 -1.212 TD0.1096 Tw[(the language of instruction ÔlearnÕ)81.3( the Bible, the Old )18.7(T)71.1(estament and the Prophets)]TJT*0.0676 Tw[(from start to finish, twice. Moreover)42.2(, the \(ultra-\)orthodox religious establishments)]TJ0 -1.206 TD-0.0337 Tw(run schools in which Ôsecular studiesÕ are expressly forbidden. Boys in these schools)Tj0 -1.212 TD0.0913 Tw[(spend all their time studying religious writings, mostly the )25.4(T)71.1(almud. )56(And many of)]TJT*0.0217 Tw[(them continue in these schools as adults, relying on government support to provide)]TJ0 -1.206 TD0.0114 Tw[(a meagre livelihood for their families. )23.9(The Orthodox Jewish Establishment justifies)]TJ0 -1.212 TD0.0092 Tw(the general rejection of secular studies by asserting that the sacred books are in fact)TjT*0.0504 Tw[(the pillars of Israeli society)69.3(, a more ef)18.4(fective means than the army for maintaining)]TJ0 -1.206 TD0.0138 Tw[(IsraelÕ)52.6(s security)69.6(. If these young men decide to enter the labour market, they have to)]TJ0 -1.212 TD0.0192 Tw[(reor)20.4(ganize their lives entirely)69(, leave their studies for some vocational framework to)]TJT*-0.0293 Tw[(gain marketable skills. In the or)23.3(ganization of the calendar in the public sphere, Israel)]TJ0 -1.206 TD-0.0502 Tw[(has very few civil holidays. )59.8(All the of)13.6(ficial holidays of the bureaucracy)77.4(, including the)]TJ0 -1.212 TD0.0052 Tc0.125 Tw(schools, are Jewish religious holidays which shape the year for all. Islamic and)TjT*0.0001 Tc0.1015 Tw(Christian holidays are, of course, celebrated by their respective communities; but)Tj0 -1.206 TD0.0036 Tc0.125 Tw[(their impact on the state as a whole is limited. )21.9(The wide dif)21.2(ferences among the)]TJ0 -1.212 TD0.0001 Tc0.0248 Tw(sectors prevent the development of a repertoire of common concepts.)Tj8 0 0 8 53.825 606.4451 Tm0.0002 Tc0.0276 Tw(DEVORAH KALEKIN-FISHMAN)TjETendstreamendobj190 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj192 0 obj<</Length 5082>>stream
BT/F1 1 Tf10 0 0 10 375.4551 44.965 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(55)Tj-31.032 53.856 TD0.0437 Tw[(The religious commitment of the state is also the basis for justifying the stateÕ)68.1(s)]TJ-1.416 -1.212 TD0.0872 Tw[(politics. Settlements in the occupied territories are justified by reference to GodÕ)67.9(s)]TJ0 -1.206 TD0.0053 Tw(will as expressed repeatedly in the BibleÑto the three patriarchs, but also to Moses)Tj0 -1.212 TD0.0452 Tw[(in his time, as well as to his successor)40.9(, Joshua. Religious studies in the curriculum)]TJT*0.029 Tw(actually justify political moves that are condemned by many states and by regional)Tj0 -1.206 TD0.0249 Tw[(or)17.2(ganizationsÑthe EU, the UN.)]TJ1.416 -1.212 TD0.0224 Tw(Concepts of legality are distorted by racist bills designed to limit the number of)Tj-1.416 -1.212 TD-0.0033 Tw[(non-Jews in the country)70.2(. )16.9(Thus, the law opposes family unification if an )56.7(Arab citizen)]TJ0 -1.206 TD0.0991 Tw[(of Israel marries a Palestinian from the occupied territories. )29.3(These distortions are)]TJ0 -1.212 TD0.0247 Tw(taught as examples of practices that are legal and just.)Tj1.416 -1.212 TD-0.0099 Tc-0.0343 Tw[(What are the underlying interests? Complex. )28.4(There are the interests of the religious)]TJ-1.416 -1.206 TD-0.0185 Tw(establishments \(most vociferously the Jewish religious establishment\) in keeping their)Tj0 -1.212 TD0.1118 Tw[(control over those af)23.5(filiated with them. )20.3(The populations of the settlements have an)]TJT*-0.0028 Tw(interest in touting religious justifications for remaining in the occupied territories, and)Tj0 -1.206 TD0.0185 Tc0.1249 Tw[(individuals who reside in the settlements have significant economic interests:)]TJ0 -1.212 TD0.0001 Tc0.1078 Tw(reduced costs for land, generous loans for developing the area, mortgages at low)TjT*0.0248 Tw(interest rates, access to cheap labour \(Palestinian villager neighbours\).)Tj1.416 -1.206 TD0.026 Tc0.125 Tw[(These are related to educational practice in two ways: in referencing the)]TJ-1.416 -1.212 TD0.0001 Tc0.1017 Tw[(contemporary era as a replay of ancient history)70.5(, and through the interpretation of)]TJT*0.0152 Tc0.125 Tw[(current political processes as the re-realization of the early Zionist pioneering)]TJ0 -1.206 TD0.0268 Tc0.1249 Tw[(projects. In the public sphere, as noted above, the new historians, historical)]TJ0 -1.212 TD0.0001 Tc-0.043 Tw[(sociologists, and human geographers \(Seguev)68.9(, 2007; )38.7(Y)56.1(iftachel, 2006\) openly discuss)]TJT*0.009 Tc0.125 Tw(ideas that identify Israel as the creation of European, most specifically British,)Tj0 -1.206 TD0.0001 Tc0.1026 Tw(colonialism. But the people mobilized by the Zionist movement, with all its sub-)Tj0 -1.212 TD-0.0532 Tw[(divisions \(religious, secular)45(, socialist, liberal, right-wing\) were moved by the ideal of)]TJT*-0.0247 Tw(redeeming a battered people, of finding a place where it would be possible to be free)Tj0 -1.206 TD0.0126 Tw(of the stress of anti-Semitism. Immigrants at the beginning of the twentieth century)Tj0 -1.212 TD-0.0504 Tw[(saw themselves as creating a new world for Jews who had been oppressed because of)]TJT*0.0219 Tc0.1249 Tw[(their birth, and rejected, among others, as )25.6(W)77.9(eber suggested, because of their)]TJ0 -1.206 TD0.0626 Tc0.1849 Tw[(unbending observance of dietary laws which prevented commensality)76.2(.)]TJ0 -1.212 TD0.0001 Tc0.0544 Tw(Mythologized as courageous pioneers, early immigrants are presented as secure in)TjT*0.049 Tw(the ÔknowledgeÕ that they were also redeeming a Ôland-without-a-peopleÕ, and that)Tj0 -1.206 TD0.0159 Tc0.1249 Tw[(the ÔfewÕ people who were there were simply selling their land and receiving)]TJ0 -1.212 TD0.0001 Tc0.0743 Tw[(appropriate compensation. )18(T)71.1(oday)66.4(, historians who reinterpret that period, decry the)]TJT*-0.0011 Tw(politics of the Zionist movement and the wrongs that were done. But for the settlers)Tj0 -1.206 TD0.0886 Tw(in the occupied territories it is convenient to adopt the foundational myths and to)Tj0 -1.212 TD0.0639 Tw(describe their actions as a further realization of the pioneering glories of Zionism.)TjT*0.0123 Tw[(The mixture of myths is embedded in school programs. Moreover)46.7(, when objections)]TJ0 -1.206 TD-0.0047 Tw(are raised, it is denied that these are anything but the neutralized ÔcorrectÕ history of)Tj0 -1.212 TD0.0256 Tw(the birth of the state.)Tj1.416 -1.212 TD-0.038 Tw(Throughout this section I have avoided the temptation to use the word ÔnarrativeÕ)Tj-1.416 -1.206 TD-0.0493 Tw[(in describing historical perspectives as in describing my own. )64.3(Although references to)]TJ0 -1.212 TD0.0536 Tw[(narratives of dif)21.7(ferent groups sound very up-to-date, I feel uncomfortable with the)]TJ/F2 1 Tf8 0 0 8 141.575 606.4451 Tm0 Tw(ISRAEL)Tj/F1 1 Tf3.2175 0 TD0.0239 Tw[(ÑCROSSING BORDERS: )52.8(AMBIGUITIES )54.4(AND CONVICTIONS)]TJETendstreamendobj193 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj195 0 obj<</Length 5094>>stream
BT/F1 1 Tf10 0 0 10 53.825 45.085 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(56)Tj0 53.844 TD0.0806 Tw(idea that grappling with ideas that are crucial to the makeup of a nation-state and)Tj0 -1.212 TD0.0334 Tw(crucial to the self-conception of a people should be summed up as a ÔnarrativeÕÑa)Tj0 -1.206 TD0.0019 Tc0.125 Tw(story that has been constructed for a particular purpose and can be/must be? re-)Tj0 -1.212 TD0.0001 Tc0.0242 Tw(constructed when purposes change.)Tj/F2 1 Tf1.416 -2.418 TD0.0182 Tc0.125 Tw[(Q. Which r)36.2(ecent developments/innovations in the education sector in your)]TJ-1.416 -1.212 TD0.0001 Tc0.074 Tw[(country fill you with hope in terms of furthering the agenda of democracy)61.2(, and of)]TJT*0.0249 Tw[(equity? Which r)37.3(ecent developments do you feel most critical of, and why?)]TJ/F1 1 Tf1.416 -1.206 TD0.0233 Tw(The easiest part of the question to answer is, of course, what I feel most critical)Tj-1.416 -1.212 TD-0.0584 Tw[(of. )20.9(W)38.1(ith every change of government, there are changes in the Ministry of Education.)]TJT*0.0062 Tc0.125 Tw(The Minister is appointed by the leading party in the coalition and s/he in turn)Tj0 -1.206 TD0.0001 Tc0.0843 Tw[(appoints the Head )57.6(Administrator of the Ministry as well as the chairperson of the)]TJ0 -1.212 TD0.057 Tw[(Secretariat for Pedagogy)66.1(. )17.2(These appointments are key in a country where the state)]TJT*0.0637 Tw[(system is still dominant. )55.2(After the last elections, the choice was a young Minister)52.7(,)]TJ0 -1.206 TD-0.0563 Tw(who, on the basis of his past performance in the Knesset seemed to be a moderate and)Tj0 -1.212 TD-0.0318 Tw[(rational legislator)54.8(. )60.4(As Minister of Education, he reinstated an )61.5(Administrator who had)]TJT*0.0118 Tc0.125 Tw(already served in two earlier ministers, and he appointed a man whose former)Tj0 -1.206 TD0.0001 Tc-0.015 Tw(position was as head of an Institute for Research on Jewish Communities as chair of)Tj0 -1.212 TD0.0591 Tw[(the Secretariat for Pedagogy)65.9(, the council that determines educational policy)73(. Since)]TJT*-0.0406 Tw[(then, a textbook in civics was withdrawn from schools and from bookstores because,)]TJ0 -1.206 TD-0.0068 Tw[(to the mind of the new Chair)42.9(, too much attention is paid to the problems of the )61.9(Arab)]TJ0 -1.212 TD0.0892 Tw(citizens of Israel; similarly a history textbook was invalidated because the war of)TjT*0.0048 Tc0.1249 Tw(1948 is presented in it both according to the ÔnarrativeÕ of the Jewish state and)Tj0 -1.206 TD0.0001 Tc0.0475 Tw[(according to the ÔnarrativeÕ)78.1( of the )56.3(Arab minority)66.8(. Both the materials on citizenship)]TJ0 -1.212 TD0.0008 Tc0.125 Tw(and the history textbook had been compiled by committees appointed by former)TjT*0.0001 Tc-0.0559 Tw[(Ministers. )17.1(The trend of underlining the Zionist ÔnarrativeÕ)85.2( as uncontested has reached)]TJ0 -1.206 TD0.0272 Tw[(heights of hysteria with a relatively new student or)19.7(ganization \(ÔIm )24.9(T)35.1(irtzuÕ)72.5( Ð ÔIf you)]TJ0 -1.212 TD-0.0255 Tw[(will itÕ\) which has taken its slogan from one of )21.6(Theodor HerzlÕ)59.9(s well-known sayings)]TJT*-0.0075 Tw(in order to state that university syllabuses have to be examined for anti-Zionist bias.)Tj0 -1.206 TD0.0048 Tc0.125 Tw(Only Ôgood ZionistsÕ, who choose the ÔrightÕ \(in both senses\) resources in their)Tj0 -1.212 TD0.0001 Tc0.0706 Tw(courses, deserve to be professors at the universities. One outcome of their vicious)TjT*0.1199 Tw[(campaign is that the Minister now proposes to set up a committee to compose a)]TJ0 -1.206 TD0.0298 Tc0.125 Tw[(ÔCode of EthicsÕ)77.3( for lecturers at universities and colleges. )22(Thus, a creeping)]TJ0 -1.212 TD0.0002 Tc0.004 Tw(dictatorship is proposed to replace the freedom of recognized academics to compile)TjT*0.0001 Tc0.0048 Tw[(courses that to their minds meet standards of integrity)73.4(. )19(The good news in relation to)]TJ0 -1.206 TD0.0811 Tw[(this proposal is that as one, all the heads of universities in the country)73.3(, refused to)]TJ0 -1.212 TD0.0248 Tw[(comply with a Ôcode of ethicsÕ)78.7( dictated by the ministry)67.3(.)]TJ1.416 -1.212 TD-0.0173 Tw[(Perhaps some explanation is called for)61.2(. )20.9(While ar)16.5(guing with university professors)]TJ-1.416 -1.206 TD-0.0584 Tw(is the life-blood of the academe, and more important, the only way to ÔdoÕ knowledge)Tj0 -1.212 TD-0.0074 Tw[(in depth; the activities of ÔIm )20.5(T)35.1(irtzuÕ)78.5( and the proposal to impose a Ôcode of ethicsÕ)80.9( is)]TJT*-0.0568 Tw(no less than a way of throttling scientific judgment and critical thinking. Criticism, as)Tj0 -1.206 TD-0.0012 Tw(an examination of the validity of conventions, is blackballed and the justification of)Tj0 -1.212 TD0.0268 Tw[(social science as critique is rejected. )60.2(A)56.1( regime that curbs criticism in both senses is)]TJ8 0 0 8 53.825 606.4451 Tm0.0002 Tc0.0276 Tw(DEVORAH KALEKIN-FISHMAN)TjETendstreamendobj196 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj198 0 obj<</Length 5134>>stream
BT/F1 1 Tf10 0 0 10 375.4551 44.965 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(57)Tj-32.448 53.856 TD-0.0155 Tw(suppressing both democracy and the very possibility of acquiring and disseminating)Tj0 -1.212 TD0.0004 Tc0 Tw(knowledge.)Tj1.416 -1.206 TD0.0262 Tc0.1249 Tw[(The uproar that these steps have caused is a basis for being encouraged.)]TJ-1.416 -1.212 TD0.0001 Tc-0.0425 Tw(Democracy is of course evident in that the University Presidents feel free to object to)TjT*-0.048 Tw[(limitations on the freedom of academics to choose sources and resources on the basis)]TJ0 -1.206 TD0.0168 Tc0.125 Tw[(of their informed judgment. )18.2(There are also other indications that primary and)]TJ0 -1.212 TD0.0001 Tc-0.0131 Tw[(secondary education is run democratically)72.3(. Minority students have the right to study)]TJT*0.0611 Tw[(in their mother tongue, but if parents prefer)49.5(, they also have the right to enrol their)]TJ0 -1.206 TD0.0077 Tc0.125 Tw[(children in schools run in the mother tongue of the majority)71(. Of course, this is)]TJ0 -1.212 TD0.0001 Tc0.029 Tw(practicable only in towns or villages where there is a mixed populationÑand these)TjT*0.0582 Tw[(are few \(T)69.4(el )58.5(A)74.1(viv-Y)101.4(af)15.2(fo, Haifa, Nazareth and Nazareth Ilit, )59.8(Acre, MaÕa lot, maybe)]TJ0 -1.206 TD0.0003 Tc0.1249 Tw[(one or two more\). Democracy is evident in that there are no quotas on minority)]TJ0 -1.212 TD0.0001 Tc0.0252 Tw(students in institutions for higher education.)Tj1.416 -1.212 TD-0.0427 Tw[(There are, however)42.4(, problems of equity in education on the basis of nationality as)]TJ-1.416 -1.206 TD0.0701 Tw[(well as on the basis of class, and often the two go together)64.6(. )54.3(A)50.1( growing number of)]TJ0 -1.212 TD0.1001 Tw(private schools on the primary and secondary levels accentuate gaps between the)TjT*0.0023 Tc0.125 Tw[(privileged and the lower classes. Licensed by the Ministry)70.5(, private schools have)]TJ0 -1.206 TD0.0001 Tc0.0344 Tw[(access to government support at the expense of the state school system. )24.9(Thus, they)]TJ0 -1.212 TD0.0485 Tw(enjoy smaller classes \(the standard in state schools is 40 students per class in state)TjT*0.0903 Tw(secondary schools\), longer school days, closer monitoring of the achievements of)Tj0 -1.206 TD-0.0539 Tw(individual students, cultural enrichment, and often teachers who have proven records)Tj0 -1.212 TD0.02 Tw[(of success. )21.1(W)74.1(ell-to-do )60.8(Arab families, Muslim as well as Christian, have throughout)]TJT*0.0103 Tw(this time been sending their children to private church schools which maintain high)Tj0 -1.206 TD0.0578 Tc0.125 Tw[(standards matching international requirements. In state schools in )64.1(Arab)]TJ0 -1.212 TD0.0202 Tc[(communities, however)45.5(, the number of classrooms is inadequate to the school)]TJT*0.0042 Tc0.1249 Tw[(population and schools make use of rooms rented in residential buildings, or of)]TJ0 -1.206 TD0.0001 Tc0.0365 Tw[(ÔtemporaryÕ)79( structures. )56.1(Although successive ministerial committees have examined)]TJ0 -1.212 TD0.0246 Tw[(the needs of )57.1(Arab students enrolled in the state educational system and have drawn)]TJT*0.0889 Tw(up plans for building needed classrooms and for improving facilities; most of the)Tj0 -1.206 TD-0.014 Tw[(programmes have been filed away)69(, and the problems remain almost sixty years after)]TJ0 -1.212 TD-0.0264 Tw(the 1953 legislation that established free compulsory state education and marked the)TjT*-0.0403 Tw[(beginning of universal education for )61(Arab children in the country \(Kalekin-Fishman,)]TJ0 -1.206 TD0.1001 Tw[(2004; )54.7(Agbaria, personal communication, 2010\). )20.3(The situation in the state schools)]TJ0 -1.212 TD0.0053 Tw[(where )52.9(Arabic is the language of instruction is actively contested today)81(, however)37.3(, by)]TJT*0.0156 Tc0.125 Tw[(the many )56.7(Arab academics active in advancing the interests of the community)76.8(,)]TJ0 -1.206 TD0.0001 Tc0.0244 Tw(especially the interests in education.)Tj1.416 -1.212 TD0.0281 Tc0.125 Tw[(Another problem is language. Hebrew is the language of instruction and)]TJ-1.416 -1.212 TD0.0001 Tc0.0085 Tw[(communication in Israeli universities. )25.3(Thus, minority students who have spent their)]TJ0 -1.206 TD-0.0529 Tw[(time in schools in which )57.8(Arabic is the language of instruction have to meet new kinds)]TJ0 -1.212 TD0.0386 Tw[(of demands, among others having to adjust to the exclusive use of Hebrew in their)]TJT*0.001 Tc0.1249 Tw[(classes. )56.7(Apart from the studies, minority students who have been accepted to an)]TJ0 -1.206 TD0.0001 Tc-0.0184 Tw[(institution that is far from their homes, have problems finding a place to live. )28.7(This is)]TJ0 -1.212 TD0.0491 Tw[(often a humiliating experience. Recently)73.2(, for example, a branch of one of the state)]TJ/F2 1 Tf8 0 0 8 141.575 606.4451 Tm0 Tw(ISRAEL)Tj/F1 1 Tf3.2175 0 TD0.0239 Tw[(ÑCROSSING BORDERS: )52.8(AMBIGUITIES )54.4(AND CONVICTIONS)]TJETendstreamendobj199 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj201 0 obj<</Length 5065>>stream
BT/F1 1 Tf10 0 0 10 53.825 45.085 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(58)Tj0 53.844 TD0.0295 Tw[(universities was established in Safed, a city known as a centre of kabbalistic study)77.6(,)]TJ0 -1.212 TD0.0307 Tw[(but also with a secular Jewish population. Many )60.3(Arab students from the villages in)]TJ0 -1.206 TD-0.0452 Tw[(the north of Israel enrolled in the university)73.7(, and a fairly lar)17.8(ge number decided to rent)]TJ0 -1.212 TD-0.0128 Tw[(rooms in order not to waste precious time in long commutes. )22.9(The Head Rabbi of the)]TJT*0.0119 Tc0.1249 Tw[(city called a meeting in which eighteen rabbis signed a petition calling on the)]TJ0 -1.206 TD0.0001 Tc0.0636 Tw[(residents of the city not to rent apartments to )60(Arabs. )18.3(This attack on allowing )58.8(Arab)]TJ0 -1.212 TD0.0043 Tc0.1249 Tw(students to rent accommodation is especially frightening in that although it was)TjT*0.0001 Tc0.0943 Tw(publicized in detail in the newspapers, it was been acted upon by the police only)Tj0 -1.206 TD0.0252 Tw(weeks after the story broke.)Tj1.416 -1.212 TD0.0084 Tw[(There have been so many unhappy events recently that it would seem foolhardy)]TJ-1.416 -1.212 TD0.0286 Tw[(to be optimistic, and yet, optimism refuses to disappear)66.3(. Strangely enough, with all)]TJ0 -1.206 TD0.0345 Tc0.125 Tw[(its limitations, Israel is more democratic \(in the sense of transparency and)]TJ0 -1.212 TD0.0001 Tc0.1235 Tw(opportunity for protest\) than it was when it was established. UN Resolution 147)TjT*0.0092 Tc0.1249 Tw[(\(November 29, 1947\), called for two new independent states \(for Jews and for)]TJ0 -1.206 TD0.0001 Tc0.0148 Tw(Arabs\), as soon as the British mandate in Palestine came to an end on the 15)Tj5.8 0 0 5.8 360.965 417.4451 Tm0 Tc0 Tw(th)Tj10 0 0 10 365.465 414.1451 Tm( )Tj0.2649 0 TD0.0002 Tc[(May)64.4(,)]TJ-31.4289 -1.212 TD0.0001 Tc0.1153 Tw[(1948. )17.9(While the )53.6(Arabs did not agree to the division of the territory between two)]TJT*-0.0543 Tw(states, the Jews of course were ecstatic at the decision that marked a realization of the)Tj0 -1.206 TD0.0295 Tw[(Zionist dream. )17.4(The Party of )16.9(W)86.1(orkers in the Land of Israel \(MAP)96.4(AI\) set up the first)]TJ0 -1.212 TD0.0209 Tc0.125 Tw(government and remained in power until 1977, imposing a social-democratic)TjT*0.0244 Tc0.1249 Tw[(orthodoxy)64.4(. )19.6(The government bureaucracy was populated by Ôour peopleÕ, and)]TJ0 -1.206 TD0.0001 Tc-0.0162 Tw(government aid went to Ôour peopleÕ wherever they undertook economic or political)Tj0 -1.212 TD0.081 Tw[(initiatives. )57(After the elections of 1977, the right wing parties took over)47.1(, and since)]TJT*-0.009 Tw[(then, except for short flurries in the mid-1980s and the early 1990s \(from 1992 until)]TJ0 -1.206 TD0.0044 Tw[(RabinÕ)58.6(s assassination on November 4, 1994\), Israeli governments have consistently)]TJ0 -1.212 TD-0.0597 Tw[(been dominated by right-wing parties. )22.9(They have undone much of the welfare system)]TJT*-0.0058 Tw[(that was put in place between 1949 and 1977, and have ener)28(getically advanced neo-)]TJ0 -1.206 TD0.0286 Tw[(liberalism in education as in economics and in politics. Still, there was a lesson for)]TJ0 -1.212 TD-0.0339 Tw(democracy in the very fact that the collective mind could change so as to replace one)TjT*0.0147 Tc0.125 Tw[(type of government with another)61.1(. )18.4(This lesson sustains opposition among )60(Arab)]TJ0 -1.206 TD0.0001 Tc0.0253 Tw(Members of the Knesset, and among Left-wingers.)Tj/F2 1 Tf1.416 -2.424 TD0.0966 Tw[(Q. What comments would you car)41.9(e to make about the impact of globalisation)]TJ-1.416 -1.206 TD0.0729 Tw[(and/or r)37.7(egionalisation \(e.g. Eur)42(opeanisation\) on educational development in your)]TJ0 -1.212 TD-0.0001 Tc0 Tw[(country/r)36.8(egion?)]TJ/F1 1 Tf1.416 -1.212 TD0.0001 Tc0.0981 Tw(There is no doubt that processes of globalisation in the sense of living in one)Tj-1.416 -1.206 TD0.039 Tw(world rather than within narrowly defined boundaries, have penetrated educational)Tj0 -1.212 TD-0.0192 Tw(institutions in Israel. Most schools are equipped with computers and school children)TjT*0.0159 Tc0.1249 Tw[(find their way to Facebook even before the age of ten. Most are undoubtedly)]TJ0 -1.206 TD0.0001 Tc0.066 Tw[(cognizant of all that can be done by searching the internet from the early years of)]TJ0 -1.212 TD0.0672 Tw[(grade school. Globalisation has penetrated higher education in the form of greater)]TJT*-0.0376 Tw[(mobility)66.7(. Far more students now seek opportunities for graduate studies in Europe as)]TJ0 -1.206 TD-0.0599 Tw[(well as in the US, and there are, of course, influences of the EUÕ)62.6(s)0( conventions on how)]TJ0 -1.212 TD0.0066 Tc0.125 Tw[(to evaluate studies although this is not acknowledged formally)72.6(. )56.2(And further on,)]TJ8 0 0 8 53.825 606.4451 Tm0.0002 Tc0.0276 Tw(DEVORAH KALEKIN-FISHMAN)TjETendstreamendobj202 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj204 0 obj<</Length 5135>>stream
BT/F1 1 Tf10 0 0 10 375.4551 44.965 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(59)Tj-32.448 53.856 TD0.0507 Tw[(Israeli researchers are usually partners to EU funded research, as was I. Israel was)]TJ0 -1.212 TD0.0735 Tw(recently admitted to the OECD, and although it was understood that this does not)Tj0 -1.206 TD0.0738 Tw[(bring any practical benefit, it was touted as a significant measure of the countryÕ)67.4(s)]TJ0 -1.212 TD0.0589 Tw(prestige. In addition, there has definitely been a growing awareness of the need to)TjT*0.0087 Tc0.1249 Tw(connect to other regions of the world. Connections are being developed on the)Tj0 -1.206 TD0.0001 Tc0.0687 Tw(academic level. Members of the Faculty of Education at Haifa have recently been)Tj0 -1.212 TD-0.0353 Tw(invited to Chile, China, and India, for example, and a group of Chinese educationists)TjT*0.0227 Tw(visited Haifa.)Tj1.416 -1.206 TD-0.0433 Tw(One sign of the growth of awareness of the importance of other parts of the world)Tj-1.416 -1.212 TD-0.0548 Tw[(is the publication of statistics. )21.8(The direct advantage to the )22.6(T)71.1(eachers Unions of IsraelÕ)57.9(s)]TJT*0.0196 Tw[(joining the OECD was the publication of statistics showing that Israeli teachers are)]TJ0 -1.206 TD0.0064 Tc0.125 Tw[(among the most poorly paid. )22.4(The publication of worldwide statistics on pupilsÕ)]TJ0 -1.212 TD0.0001 Tc0.1031 Tw(achievements has shown the Ministry of Education that there are elements in the)TjT*0.0121 Tc0.125 Tw[(educational systems of Singapore, for example, and of Finland, that should be)]TJ0 -1.206 TD0.0001 Tc0.026 Tw(studied with benefit.)Tj1.416 -1.212 TD-0.0095 Tw[(Reflecting on the things we see happening, I find it exciting that Israel is now)76.3(, at)]TJ-1.416 -1.212 TD0.0154 Tw(long last, in a situation that will bring her/us into the population of nations and into)Tj0 -1.206 TD0.012 Tc0.125 Tw(the appropriate geographical region. Having lived for so long in a situation of)Tj0 -1.212 TD0.0001 Tc-0.0542 Tw(conflict with all its immediate neighbours, Israel has paradoxically been sustained by)TjT*-0.0193 Tw[(the comfort of ÔknowingÕ)79.3( that we are a unique country with a unique society)66.3(, and for)]TJ0 -1.206 TD0.004 Tc0.1249 Tw[(many this has meant that Israel has all the resources necessary for realizing the)]TJ0 -1.212 TD0.0079 Tc0.125 Tw(intellectual and the cultural potential. It is becoming increasingly clear that the)TjT*0.0146 Tc0.1249 Tw[(intellectual potential of humankind is far richer and far more diverse than the)]TJ0 -1.206 TD0.0001 Tc-0.0527 Tw[(potential of a single unit however defined. Of course, it has for long been evident that)]TJ0 -1.212 TD0.0244 Tc0.125 Tw(Israel cannot rely on itself for all its physical needs, but the realization that)TjT*0.0001 Tc-0.008 Tw[(intellectual collaboration is advantageous is opening Israelis to a new way of seeing)]TJ0 -1.206 TD0.0025 Tc0.125 Tw(ourselves and others. Globalisation is, in a word, a healing process, a chance to)Tj0 -1.212 TD0.0001 Tc0.0968 Tw[(overcome the dangerous provincialism of a small, closed-in country)76.6(, which seeks)]TJT*0.0713 Tw(ÔsecurityÕ by occupying territory and ÔnecessarilyÕ instituting oppressive measures)Tj0 -1.206 TD0.025 Tw(in order to discipline the Palestinian residents of those territories.)Tj1.416 -1.212 TD-0.0519 Tw[(What, to my mind is most interesting is the gap between the slow)75(, even regressive)]TJ-1.416 -1.212 TD0.0057 Tc0.1249 Tw[(approach of the Israeli government to politicsÑexcessive ÔcautionÕ in regard to)]TJ0 -1.206 TD0.0087 Tc0.125 Tw[(signing peace agreementsÑwith what is happening in the real world. During a)]TJ0 -1.212 TD0.0093 Tc[(newscast on the government supported television channel, we were shown that)]TJT*0.0001 Tc-0.0356 Tw[(Israelis and Palestinians are collaborating in a Ôhi-techÕ)82.7( venture. )18.7(The Palestinian who)]TJ0 -1.206 TD0.0631 Tw[(heads the team in Ramallah mentioned that the Israelis were surprised to find that)]TJ0 -1.212 TD0.124 Tw(there are highly qualified Palestinian computer engineers; the Israeli partner was)TjT*-0.0592 Tw(enthusiastic about the important discoveries that his company is making thanks to the)Tj0 -1.206 TD-0.0168 Tw(collaboration. Even more astonishing is the news in )Tj/F2 1 Tf20.778 0 TD0 Tw[(Haar)35.5(etz )]TJ/F1 1 Tf3.414 0 TD-0.0168 Tw(of November 12, 2010,)Tj-24.192 -1.212 TD-0.0171 Tw[(in a short article by )57.2(Assaf Schtull-T)37.2(rauring on the bottom of page 13 \(below a report)]TJT*-0.0497 Tw[(on a rapper who has become a religious Jew and above a report about the firing of the)]TJ0 -1.206 TD0.0771 Tw(Google employee who publicized the bonus that employees are getting this year\).)Tj0 -1.212 TD0.0166 Tc0.125 Tw[(The headline says: ÔNew Funds )56.8(Advance the Project of an Electronic Particle)]TJ/F2 1 Tf8 0 0 8 141.575 606.4451 Tm0.0001 Tc0 Tw(ISRAEL)Tj/F1 1 Tf3.2175 0 TD0.0239 Tw[(ÑCROSSING BORDERS: )52.8(AMBIGUITIES )54.4(AND CONVICTIONS)]TJETendstreamendobj205 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj207 0 obj<</Length 5077>>stream
BT/F1 1 Tf10 0 0 10 53.825 45.085 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(60)Tj0 53.844 TD0.0133 Tw[(Accelerator of the Middle East.Õ)81.4( )53.4(And the story begins with ÔIn a hotel that faces the)]TJ0 -1.212 TD0.0172 Tw[(Jordanian side of the Dead Sea, scientists from Israel, Iran, )19.6(T)41.1(urkey)63.5(, )19.4(The Palestinian)]TJ0 -1.206 TD0.0549 Tw[(Authority)61.8(, Egypt, Pakistan, Jordan, Bahrein and Cyprus, as well as representatives)]TJ0 -1.212 TD0.0778 Tw[(from Europe and the USA, sat at one table last )26.5(T)29.1(uesday to discuss unprecedented)]TJT*0.0052 Tc0.125 Tw(future scientific collaboration among these states, for the next fifteen years: the)Tj0 -1.206 TD0.0001 Tc-0.0069 Tw(establishment of a research centre with a particle accelerator in Jordan, at a distance)Tj0 -1.212 TD0.0952 Tw[(of only thirty kilometers from the )62.4(Allenby BridgeÕ)71.7( [the bridge on which travelers)]TJT*-0.0036 Tw(pass between Israel and Jordan] [my translation]. Obviously the Israeli reporter was)Tj0 -1.206 TD0.0189 Tw(astounded, for he went on to describe Ôthis incredible meetingÕ of a group of senior)Tj0 -1.212 TD0.0082 Tc0.125 Tw(physicists, SESAME, who agreed to carry out the project and cites the Ôvirtual)TjT*0.0001 Tc0.0575 Tw[(certaintyÕ)76.8( that all of them will commit to funding the initiative. )25.4(Whatever happens)]TJ0 -1.206 TD0.106 Tw(among the governments is in a sense irrelevant to the perceived need to advance)Tj0 -1.212 TD-0.0231 Tw[(scientific projects in the region, and in ef)22.1(fect, through this, to regionalize the Middle)]TJT*-0.0003 Tc0 Tw(East.)Tj1.416 -1.206 TD0.0001 Tc-0.0006 Tw(In the realm of the social sciences, there has, of course, for long been an interest)Tj-1.416 -1.212 TD0.0299 Tc0.1249 Tw[(in globalization. But what seems most interesting is seeing how the )]TJ/F2 1 Tf30.564 0 TD0 Tw(fact )Tj/F1 1 Tf2.022 0 TD(of)Tj-32.586 -1.212 TD0.0001 Tc0.0108 Tw[(globalization is having an impact on what we as social scientists are doing. For one)]TJ0 -1.206 TD0.0123 Tc0.125 Tw[(thing, there is the development of a fascinating body of work that emphasizes)]TJ0 -1.212 TD0.0001 Tc0.0927 Tw[(intersectionality)67.4(, the intersection of race, gender)45.4(, ethnicity)61.6(, religion, as a basis for)]TJT*0.0097 Tc0.125 Tw[(discovering moments of oppression. )61.9(An approach that was initiated in feminist)]TJ0 -1.206 TD0.0001 Tc-0.0495 Tw(research in the wake of the dissatisfaction with theorization that presented all women)Tj0 -1.212 TD0.0396 Tw(as cut of the same cloth, the insights achieved by dealing with intersectionality are)TjT*0.0579 Tw[(most important in shedding light on the subtleties of diversity in dif)24.2(ferent cultures)]TJ0 -1.206 TD0.0247 Tw[(and, more pointedly)68.3(, to my mind, in dif)22.6(ferent political regimes.)]TJ1.416 -1.212 TD0.0569 Tw(Further: given that one of the implications of globalization is transnationalism,)Tj-1.416 -1.212 TD-0.008 Tw[(i.e., peopleÕ)58.1(s capacity to feel that they are part of more than one nation-state, we see)]TJ0 -1.206 TD0.0754 Tw[(this, too, echoed in intellectual life. )26(The trend of ÔtransdisciplinarityÕ)74.3( has gathered)]TJ0 -1.212 TD0.0123 Tc0.1249 Tw[(impetus in recent decades. )24.2(The perception that most real life problems require)]TJT*0.0001 Tc-0.001 Tw(integrative treatment in the light of theories from several disciplines, rather than the)Tj0 -1.206 TD-0.0333 Tw[(orthodox insistence on ar)18.5(guing for the superiority of one social science over another)52.1(,)]TJ0 -1.212 TD0.0945 Tw[(or of the natural sciences over the social sciences, has been gaining ground. )32.1(This)]TJT*0.1016 Tw[(holistic approach is Ônot concerned with the simple transfer of a model from one)]TJ0 -1.206 TD-0.0026 Tw[(branch of knowledge to another)39.7(, but rather with the study of isomorphisms between)]TJ0 -1.212 TD-0.0038 Tw[(the dif)17.9(ferent domains of knowledge É [It] takes into account the consequences of a)]TJT*0.026 Tc0.1249 Tw(flow of information circulating between the various branches of knowledge,)Tj0 -1.206 TD0.001 Tc0.125 Tw[(permitting the emer)21.2(gence of unity amidst the diversity and diversity through the)]TJ0 -1.212 TD0.0001 Tc-0.0035 Tw(unityÕ \(Nicolescu, 1987\). Echoes of physical mobility! It may well be that scientific)TjT*0.0249 Tw[(cosmopolitanism is foretelling the full material realization of one world.)]TJ/F2 1 Tf1.416 -2.418 TD-0.0442 Tw[(Q. Which authors/texts would you single out as being of utmost importance if one)]TJ-1.416 -1.212 TD-0.0388 Tw[(wishes to understand educational dynamics in your country/r)43.3(egion? How do you use)]TJ0 -1.206 TD0.0094 Tw[(these authors/texts in your own work? Feel fr)42.1(ee to cite an extended passage, and to)]TJ0 -1.212 TD0.0248 Tw(comment on it in ways that add further insights into your own thinking.)Tj/F1 1 Tf8 0 0 8 53.825 606.4451 Tm0.0002 Tc0.0276 Tw(DEVORAH KALEKIN-FISHMAN)TjETendstreamendobj208 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj210 0 obj<</Length 5139>>stream
BT/F1 1 Tf10 0 0 10 375.4551 44.965 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(61)Tj-31.032 53.856 TD-0.0088 Tw[(I think there is no better way to understand educational dynamics in my country)78.9(,)]TJ-1.416 -1.212 TD-0.0407 Tw(and I would venture to say to understand educational dynamics in the region, than by)Tj0 -1.206 TD-0.0273 Tw[(examining religious texts. )19.4(The messages of the texts are internalized from childhood)]TJ0 -1.212 TD-0.0001 Tw[(on; they are part of the taken for granted, the ÔmentalitiesÕ)81.9( of the dif)16.8(ferent sectors of)]TJT*0.0142 Tc0.1249 Tw[(the population, and have to be reckoned with in order to see why educational)]TJ0 -1.206 TD0.0001 Tc0.0669 Tw(institutions are taking the shape they have, and produce discourses antagonistic to)Tj0 -1.212 TD-0.0256 Tw[(one another)60.5(. In addition, however)35.2(, it is necessary to consider the advances in science)]TJT*0.0011 Tw(and technology that are constantly brought to the attention of people throughout the)Tj0 -1.206 TD-0.0171 Tw[(world. In the educational system of Israel, careful distinctions are made between the)]TJ0 -1.212 TD-0.0458 Tw[(sources of values, i.e., traditions derived from the religions, and the capacity to adopt)]TJT*-0.0355 Tw[(advanced inventions and to build on them. )20.4(This is the inner message of the neutrality)]TJ0 -1.206 TD0.0085 Tw(that is demanded of teachers. One might say that there is a collective shudder at the)Tj0 -1.212 TD0.0604 Tw(implication that scientific and technological advances imply changes in traditional)TjT*-0.0291 Tw[(modes of behaviour and in the possible interpretation of traditional texts. )68.7(Among the)]TJ0 -1.206 TD0.0479 Tw(advances whose implications have to be kept in abeyance \(zeroed into neutral\) are)Tj0 -1.212 TD0.0772 Tw[(the processes that unfold in contemporary history)70.9(. No new political developments)]TJT*0.0211 Tc0.125 Tw(can be allowed to undermine the historiography of the Bible, just as no new)Tj0 -1.206 TD0.0001 Tc0.0248 Tw(technology can be allowed to cause a reinterpretation of holy words.)Tj1.416 -1.212 TD-0.0393 Tw[(In order to understand the impact of lay mentalities, however)50.3(, and to demonstrate)]TJ-1.416 -1.212 TD-0.0621 Tw(the unity of the world and of humankind, I find it necessary to recommend to students)Tj0 -1.206 TD-0.0039 Tw[(critical readings of Marx, )20.9(W)80.1(eber)41.4(, and Durkheim, along with passages from Simmel.)]TJ0 -1.212 TD0.0131 Tw(I have worked a great deal with the theories of Mead, and think that they shed light)TjT*-0.0066 Tw[(on aspects of human living that the ÔfathersÕ)79.6( simply didnÕ)24(t get to. )18.9(There is also more)]TJ0 -1.206 TD0.0251 Tw[(recent work that seems to me to be particularly important. I would like to explain.)]TJ1.416 -1.212 TD0.0441 Tw[(Since I joined the academic staf)22.6(f of a university faculty)67.7(, and participated in the)]TJ-1.416 -1.212 TD0.0539 Tw[(education of people destined to take up dif)24(ferent roles in the educational system, I)]TJ0 -1.206 TD0.0767 Tw[(have, perhaps naively)69.4(, sought ways to enable education to lead to changes for the)]TJ0 -1.212 TD0.0494 Tw[(better in society just as have many of my colleagues. In thinking what Ôbetter)-28.1(Õ)75.1( can)]TJT*0.1096 Tw[(indeed mean in relation to education, I have come to the conclusion that Ôbetter)-21.4(Õ)]TJ0 -1.206 TD0.0438 Tw(would mean equality in human relationships and in opportunities, equity in inputs.)Tj0 -1.212 TD0.1021 Tw(I would like to think that these can be achieved by fostering sensitivity to detail,)TjT*0.0245 Tw(and a readiness to act.)Tj1.416 -1.206 TD-0.0371 Tw[(In teaching this means to me including a research component in every course and)]TJ-1.416 -1.212 TD0.0387 Tw(choosing readings that lead toward doing studies in the field. In recent years I find)TjT*-0.0294 Tw[(that the work done by people in )58.1(Actor)21.5(-Network-Theory comes very close to the kind)]TJ0 -1.206 TD-0.0334 Tw[(of perception I have. First of all, )61.3(A-N-T)15.5( recognizes that in every social situation both)]TJ0 -1.212 TD-0.015 Tw[(people and objects contribute to the situated experience and to its outcomes. Second)]TJT*-0.0616 Tw(of all, the approach recognizes that to grasp reality in the whole, it is important to find)Tj0 -1.206 TD-0.0257 Tw[(ways to describe slices of the world in exhaustive detail. )26.4(Third, in order to find ways)]TJ0 -1.212 TD-0.0101 Tw(to map the world in detail, researchers have to be ready to confront the messiness of)TjT*0.0713 Tw[(living, and even to work through messes \(Latour)43.4(, 2005; Law)70.6(, 2006\). )14.4(Through this)]TJ0 -1.206 TD-0.0401 Tw(approach to understanding reality and developing appropriate methods, there is hope)Tj0 -1.212 TD0.025 Tw[(of finding atoms of intersectionality and meeting points of transdisciplinarity)76.2(.)]TJ/F2 1 Tf8 0 0 8 141.575 606.4451 Tm0 Tw(ISRAEL)Tj/F1 1 Tf3.2175 0 TD0.0239 Tw[(ÑCROSSING BORDERS: )52.8(AMBIGUITIES )54.4(AND CONVICTIONS)]TJETendstreamendobj211 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj214 0 obj<</Length 6838>>stream
BT/F1 1 Tf10 0 0 10 53.825 45.085 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(62)Tj1.416 53.844 TD0.0085 Tc0.1249 Tw[(But of course there is more, and that is something I have not solved to my)]TJ-1.416 -1.212 TD0.0013 Tc[(satisfaction. From the point of view of teaching method, I attempt to put all the)]TJ0 -1.206 TD0.0046 Tc0.125 Tw[(students into positions of responsibility)70.1(. From the point of view of praxis, I am)]TJ0 -1.212 TD0.0001 Tc0.006 Tw(attempting to apply principles of deliberative democracy in sites where they are not)TjT*0.0088 Tw[(expected \(Gutmann & )21.5(Thompson, 2004\). My fear is that higher education is far too)]TJ0 -1.206 TD-0.0091 Tw[(late for ef)17.7(fectively conveying deliberative democracy and I am working on research)]TJ0 -1.212 TD-0.0063 Tw[(that will hopefully enable me to make some suggestions for inculcating deliberative)]TJT*0.0251 Tw[(democracy and civil activism from stages that are much earlier)62.9(.)]TJ9 0 0 9 192.845 462.5051 Tm-0.0001 Tc0 Tw(REFERENCES)Tj8 0 0 8 53.825 439.9451 Tm0.0001 Tc0.0919 Tw[(Foucault, M. \(1995\) )]TJ/F2 1 Tf8.58 0 TD0 Tc0.092 Tw[(Power/Knowledge: Selected Interviews and Other W)55.2(ritings. )]TJ/F1 1 Tf24.7425 0 TD0.0001 Tc0.059 Tw[(New Y)107.1(ork: )-32.9(Pantheon)]TJ-31.9125 -1.2 TD0 Tw(Books.)Tj-1.41 -1.2 TD-0.0344 Tw[(Gutmann, )56(A. & )21.8(Thompson, D. \(2004\) )]TJ/F2 1 Tf15.105 0 TD(Why Deliberative Democracy? )Tj/F1 1 Tf12.5325 0 TD(Princeton, NJ: Princeton University)Tj-26.2275 -1.2 TD0.0003 Tc0 Tw(Press.)Tj-1.41 -1.2 TD0.0001 Tc0.0234 Tw[(Law)67.3(, J. \(2006\) )]TJ/F2 1 Tf6.09 0 TD[(After Method: Mess in Social Science Resear)39.3(ch. )]TJ/F1 1 Tf19.62 0 TD(London: Routledge.)Tj-25.71 -1.2 TD0.0246 Tw[(Latour)41.6(, B. \(2005\) )]TJ/F2 1 Tf7.2825 0 TD(Reassembling the Social. )Tj/F1 1 Tf10.35 0 TD(Oxford: Oxford University Press.)Tj-17.6325 -1.2 TD0.1172 Tw[(Lubin, )59.4(A. \(2008\) ÔW)78(e are all IsraelisÕ: the politics of colonial comparisons, )]TJ/F2 1 Tf31.515 0 TD0.0002 Tc0.0963 Tw[(South Atlantic )-20.8(Quarterly)56(,)]TJ/F1 1 Tf-30.105 -1.2 TD0 Tc0 Tw(V)Tj0.6 0 TD0.0001 Tc0.0236 Tw(ol.107\(4\), pp.671-90.)Tj-2.01 -1.2 TD0.0401 Tw[(Maslow)65.1(, )52.8(Abraham \(1965\) ÔSelf-Actualization and beyondÕ. Presentation, Conference on the )29.3(T)33.6(raining of)]TJ1.41 -1.2 TD0.0249 Tw[(Counselors. Chatham, Mass. http://eric.ed.gov/PDF/ [retrieved 15/1)45.6(1/10])]TJ-1.41 -1.2 TD0.0184 Tc0.1249 Tw[(Nicolescu, B. \(1987\) ÔMoral ProjectÕ; http://basarab.nicolescu.perso.sfr)66.3(.fr/ciret/English/projen.htm)]TJ1.41 -1.2 TD0.0001 Tc0.0251 Tw([retrieved 1/02/10])Tj-1.41 -1.1925 TD0.0253 Tw[(Penslar)34.7(, D. J. \(2007\) )]TJ/F2 1 Tf8.535 0 TD(Israel in History: The Jewish State in Comparative Perspective. )Tj/F1 1 Tf26.055 0 TD(Oxon: Routledge.)Tj-34.59 -1.2 TD-0.0179 Tw[(Rodison, M. \(1973\) )]TJ/F2 1 Tf8.085 0 TD[(Israel: )11.3(A)26.1( Colonial Settler State )]TJ/F1 1 Tf12.5175 0 TD[([translated from the French, D. )24.6(Thorstad]. New )34.2(Y)107.1(ork:)]TJ-19.1925 -1.2 TD0.0244 Tw(Monad Press.)Tj-1.41 -1.2 TD0.0246 Tw[(Segev)59.5(, )22.3(T)71.1(o)0(m \(2007\) )24.2(The June 1967 )18.2(W)74.1(ar and the Palestine refugee problem, )]TJ/F2 1 Tf30.24 0 TD(Journal of Palestine Studies,)Tj/F1 1 Tf-28.83 -1.2 TD0 Tc0 Tw(V)Tj0.6 0 TD0.0001 Tc0.0259 Tw(ol. XXXVI\(3\), pp.6-22.)Tj-2.01 -1.2 TD0.0248 Tw(Shohat, E. \(1992\) Notes on the ÔPost-ColonialÕ, )Tj/F2 1 Tf19.4475 0 TD[(Social T)91.6(ext, )]TJ/F1 1 Tf4.935 0 TD[(No. 31/32, pp.99-1)44.4(13.)]TJ-24.3825 -1.2 TD0 Tc0 Tw(W)Tj0.8625 0 TD0.0001 Tc0.011 Tw[(oolf, V)129.6(.)0( )-13.9(\(1960\) )]TJ/F2 1 Tf6.18 0 TD0.0249 Tw[(The Common Reader)113.3(. )]TJ/F1 1 Tf8.9625 0 TD[(New )33.4(Y)107.1(ork: Harcourt, Brace and )18.1(W)81.6(orld.)]TJ-16.005 -1.2 TD0 Tc0 Tw(Y)Tj0.6675 0 TD0.0001 Tc-0.0173 Tw[(iftachel, O. \(2006\) )]TJ/F2 1 Tf7.5825 0 TD(Ethnocracy: Land and Identity Politics in Israel/ Palestine.)Tj/F1 1 Tf23.6025 0 TD0 Tc0 Tw( )Tj0.2328 0 TD0.0001 Tc-0.0173 Tw(Philadelphia: University)Tj-30.6753 -1.2 TD0.0219 Tw(of Pennsylvania.)Tj-1.41 -1.2 TD0.0249 Tw(Zureik, E. \(1979\) )Tj/F2 1 Tf7.2675 0 TD[(The Palestinians in Israel: )18.7(A)18.6( Study in Colonialism. )]TJ/F1 1 Tf20.805 0 TD(London: Routledge.)Tj9 0 0 9 91.805 208.765 Tm0 Tc0.0245 Tw[(SELECTED PUBLICA)112.2(TIONS BY)34( DEVORAH KALEKIN-FISHMAN)]TJ8 0 0 8 53.825 189.205 Tm0.0001 Tc-0.0149 Tw[(Kalekin-Fishman, D. \(2009\) Unmasking ideologies of egalitarianism and equity: Practices of diversity in)]TJ1.41 -1.2 TD-0.0378 Tw[(Israeli education. In M. Gornostaeva \(ed.\) )]TJ/F2 1 Tf16.8 0 TD[(Bridging the W)96.6(orld T)88.2(ogether: Sociology: Histor)5.2(y)61.6(,)0( Theor)-5.7(y &)]TJ-16.8 -1.2 TD0.0249 Tw(Practices, volume 10. )Tj/F1 1 Tf8.9925 0 TD[(Moscow: Institute of socio-Political Research, Russian )64.9(Academy of Sciences.)]TJ-10.4025 -1.2 TD0.0849 Tw[(Kalekin-Fishman, D. \(2004\) )]TJ/F2 1 Tf11.835 0 TD[(Ideology)49.8(, Policy)65.6(, and Practice: )19.7(A)18.6( Study of Education for Immigrants and)]TJ-10.425 -1.2 TD0.025 Tw[(Minorities in Israel T)88.5(oday)54.4(. )]TJ/F1 1 Tf10.9875 0 TD[(Massachusetts: Kluwer )58.6(Academic Publishers.)]TJ-12.3975 -1.2 TD0.0311 Tw[(Kalekin-Fishman, D. & Eden, D. \(2003\) )]TJ/F2 1 Tf16.575 0 TD0 Tw(Multi-Culturalism:)Tj/F1 1 Tf7.6125 0 TD0 Tc( )Tj/F2 1 Tf0.285 0 TD0.0001 Tc0.0311 Tw[(Living It, T)103.8(alking about It, Doing It. )]TJ/F1 1 Tf14.8425 0 TD0 Tw(Haifa:)Tj-37.905 -1.2 TD0.0248 Tw(University of Haifa.)Tj-1.41 -1.2 TD0.0667 Tw[(Kalekin-Fishman, D. \(2003\) )24.7(T)33.6(raditionalist education and modern political power in Israel: )23(The case of)]TJ1.41 -1.2 TD0.0061 Tc0.125 Tw[(ÔThe Fount of Biblical EducationÕ, )]TJ/F2 1 Tf14.9475 0 TD[(International Journal of Contemporary Sociology)]TJ/F1 1 Tf20.7225 0 TD0 Tc0 Tw(,)Tj/F2 1 Tf0.255 0 TD( )Tj/F1 1 Tf0.3825 0 TD-0.122 Tc[(Vo)-128.2(l)-128.1(.)]TJ1.6464 0 TD0.0062 Tc(40\(1\),)Tj-37.9539 -1.2 TD-0.0001 Tc(pp.35-54.)Tj-1.41 -1.2 TD0.0001 Tc0.0013 Tw(Kalekin-Fishman, D. \(2002\) Life-stories of teachers and the biography of the state. In M. Zellermayer &)Tj1.41 -1.2 TD-0.106 Tc0 Tw(P.)Tj0.7001 0 TD( )Tj0.333 0 TD0.0001 Tc0.0829 Tw(Peri \(eds.\) )Tj/F2 1 Tf4.5245 0 TD-0.0905 Tc0 Tw(Wo)Tj1.2426 0 TD0.0001 Tc0.0829 Tw[(men T)93.1(eachers in Israel: )16.9(A)18.6( Feminist Perspective. )]TJ/F1 1 Tf20.0049 0 TD0 Tc0 Tw(T)Tj0.5325 0 TD0.0001 Tc0.0829 Tw[(el )50.2(A)77.1(viv: Hakibbutz Hameuchad,)]TJ-27.3375 -1.2 TD0.0239 Tw[(pp. 89-1)35.1(14. [Hebrew])]TJ-1.41 66.555 TD0.0002 Tc0.0276 Tw(DEVORAH KALEKIN-FISHMAN)TjETendstreamendobj215 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj217 0 obj<</Length 888>>stream
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What have been some of the most formative moments in your own education?)]TJ0 -1.212 TD0.011 Tw[(Her)37.3(e)0( you can also tell r)40.8(eaders about the individuals, movements, or)39.9(ganisations, etc)]TJT*-0.0038 Tc-0.0626 Tw[(that wer)38.9(e most influential in shaping your development as an educator/scholar/citizen)]TJ/F1 1 Tf1.416 -1.206 TD0.0429 Tc0.125 Tw(Strangely enough, it is a life full of antagonisms and ambiguities \(the)Tj-1.416 -1.212 TD0.0101 Tc-0.0409 Tw[(environmentÕ)61.1(s, the peopleÕ)55.3(s, even my own\), of lacks and shortages \(in the )59(Algerian)]TJT*-0.0279 Tw[(society)65.6(, and in my family\), of dif)22.8(ficulties and tensions \(in my own educational and)]TJ0 -1.206 TD0.0061 Tc-0.0626 Tw[(professional trajectory as a young man in the making, as a citizen and as a university)]TJ0 -1.212 TD0.0194 Tc0.125 Tw[(teacher\) that gave meaning to my personal development. Having experienced)]TJT*0.0101 Tc0.0875 Tw(injustice in its most extreme form, namely that of colonialism, it would also be)Tj0 -1.206 TD0.0221 Tc0.1249 Tw[(unjust on my part not to acknowledge certain feelings and emotions that are)]TJ0 -1.212 TD0.0101 Tc0.0982 Tw[(supposedly incompatible with the plight of the ÔcolonisedÕ, so-well depicted by)]TJT*0.0001 Tc0.0486 Tw(Franz Fanon,)Tj0.2 0.2 0.2 rg5.322 0 TD0 Tc0 Tw( )Tj0.2987 0 TD0.0001 Tc0.0486 Tw[(a psychiatrist born in the )20.1(W)80.1(est Indies,)]TJ0 0 0 rg15.3313 0 TD0 Tc0 Tw( )Tj0.2987 0 TD0.0001 Tc0.0486 Tw(Martinique, who)Tj0.2 0.2 0.2 rg6.7153 0 TD0 Tc0 Tw( )Tj0.2987 0 TD0.0001 Tc0.0486 Tw(defended the)Tj-28.2647 -1.206 TD0.0872 Tw[(cause for an independent )58.3(Algeria, and who wrote)]TJ/F2 1 Tf0 0 0 rg20.214 0 TD0 Tc0 Tw( )Tj0.3373 0 TD0.0873 Tw[(The W)50(r)41(etched of the Earth)]TJ/F1 1 Tf0.2 0.2 0.2 rg10.8707 0 TD0.0001 Tc0.0872 Tw(, and)Tj/F2 1 Tf0 0 0 rg-31.422 -1.212 TD-0.037 Tw(Black Skin, White Mask)Tj/F1 1 Tf0.2 0.2 0.2 rg9.384 0 TD0 Tw(s.)Tj0 0 0 rg0.642 0 TD0 Tc( )Tj0.2131 0 TD0.0001 Tc-0.037 Tw(In a world of violence, there was also tolerance \(advocated)Tj-10.2391 -1.212 TD-0.0084 Tc-0.0626 Tw[(by the three monotheistic religions: Judaism,)-241.4(Christianity)76.5(, and)-241.5(Islam\) in which I bathed)]TJ0 -1.206 TD0.0001 Tc0.086 Tw[(because of the neighbours around us. )17.5(The French, the Spaniards and the )63.2(Algerian)]TJ0 -1.212 TD-0.0003 Tc-0.0626 Tw[(Jews were part of my world, a world of an open Sunni Islam that did not build borders)]TJT*0.0001 Tc0.0237 Tw(but bridges towards the Others who were )Tj16.861 0 TD(not that alien. In a w)Tj8.3417 0 TD[(orld of)9.1( )]TJ2.9932 0 TD0.0101 Tc(paradoxes, it)Tj-28.1958 -1.206 TD0.0156 Tw[(seemed to me that I learnt more with my parents, as much as with the neighbours)]TJ0 -1.212 TD0.0154 Tc0.125 Tw[(\(Chamika, the Perez family)68(, El Ghalmia, the Guttierez\) than with the primary)]TJT*0.0101 Tc-0.0298 Tw(schoolteachers I had at )Tj/F2 1 Tf9.504 0 TD(lÕƒcole Bastrana)Tj/F1 1 Tf6.936 0 TD0 Tc0 Tw( )Tj0.2303 0 TD0.0101 Tc(then )Tj/F2 1 Tf1.9897 0 TD-0.0298 Tw(lÕƒcole Paul Doumer)Tj/F1 1 Tf8.682 0 TD(. But it was my)Tj-27.342 -1.206 TD0.0097 Tc-0.0625 Tw[(mother who stated to me the very equation that allowed me to understand the stakes)]TJ0 -1.212 TD0.0101 Tc-0.034 Tw[(for a free, young, timid )56(Algerian: Ô)]TJ/F2 1 Tf13.986 0 TD(Learn at school and youÕll be successful in life)Tj/F1 1 Tf18.87 0 TD0 Tw(Õ.)Tj-32.856 -1.212 TD0 Tc(W)Tj0.876 0 TD0.0101 Tc0.0348 Tw[(as she not rueing the fact that she did not go to school? Or)52.3(, did she realise that)]TJ-0.876 -1.206 TD0.0004 Tw(school was the key to total independence?)Tj1.416 -1.212 TD-0.0117 Tc-0.0625 Tw[(Language-wise, multilinguism was a reality my parents, as many other ÔindigenousÕ)]TJ-1.416 -1.212 TD-0.0098 Tc0.0023 Tw(people, handled with some expertise. My mother is illiterate, while my late father had)Tj0 -1.206 TD0.125 Tw[(some years of schooling that allowed him to write in French. Both mastered three)]TJ0 -1.212 TD-0.0546 Tw[(languages: )61.5(Arabic, French and Spanish. In comparison, todayÕ)58.6(s generations suf)17.5(fer from)]TJT*-0.0561 Tw[(a deep semilinguism: neither good in )60.2(Arabic nor in French. It is through my parents that)]TJ0 -1.206 TD-0.0129 Tc-0.0625 Tw[(I developed a liking for languages. But, it was school that helped me increase my French)]TJ/F2 1 Tf9 0 0 9 50.975 44.605 Tm0 Tc-0.0002 Tw(Mediterranean Journal of Educational Studies, Vol. 15\(2\), pp. 65-76, 2010)TjETendstreamendobj225 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R/F3 19 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj227 0 obj<</Length 5457>>stream
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I had an identity)72.5(, rather complex, as it was an)]TJ0 -1.206 TD-0.0019 Tc0.1249 Tw[(addition of cultural elements which later in my life enlar)25.1(ged my identity: I am a)]TJ0 -1.212 TD-0.0099 Tc0.0845 Tw(Mediterranean, well beyond the limits of political borders, or religious entities, rich)TjT*-0.0357 Tw[(with dif)18(ferent educations \(informal, formal and even non-formal\). It is true that, part of)]TJ0 -1.206 TD0.0652 Tw[(my social upbringing was my membership to the scouting movement where I learnt)]TJ0 -1.212 TD-0.0103 Tc-0.0626 Tw[(while playing: another way of enriching my personality and my ideas on how education)]TJT*-0.0099 Tc-0.0338 Tw[(could help individuals free themselves from a stronger enemy: illiteracy)75.4(. But it was the)]TJ0 -1.206 TD-0.0003 Tw[(military service that gave me the sense of belongingness and responsibility)77.3(.)]TJ1.416 -1.212 TD0.0001 Tc0.0931 Tw[(When I furthered my studies in Britain, thanks to the financial backing of the)]TJ-1.416 -1.212 TD-0.0545 Tw[(State and the moral support of my wife, I experienced other feelings which I hoped to)]TJ0 -1.206 TD0.0468 Tw(make mine in the future: the sense of punctuality \(something, we, Mediterraneans,)Tj0 -1.212 TD0.0088 Tw[(seem not to be friends with!\) and the sense of conciseness \(something my )63.9(Arab and)]TJT*-0.0062 Tc-0.0626 Tw[(French cultures did not give me\). Going abroad has been a blessing built on a linguistic)]TJ0 -1.206 TD0.0001 Tc0.0455 Tw(and cultural bedrock I owe to so many people, and at the forefront an illiterate old)Tj0 -1.212 TD-0.0262 Tw[(lady)66.4(, still full of ener)20.9(gy)64.2(, who taught me self-reliance, and a very kind man \(may God)]TJT*0.0001 Tw(bless his soul\) who transmitted to me his open-mindedness and his tolerance.)Tj/F2 1 Tf1.416 -2.418 TD-0.0003 Tc-0.0626 Tw[(Q. T)94.2(e)0(ll us a little about who you ar)36.3(e, about some of the most significant milestones)]TJ-1.416 -1.212 TD0.0018 Tc0.1249 Tw[(in your personal/pr)33.5(o)0(fessional life and your most notewor)6.2(thy achievements as an)]TJ0 -1.206 TD0.0001 Tc-0.0233 Tw(educator/scholar/citizen. Locate and position yourself within the socio-political and)Tj0 -1.212 TD-0.0001 Tw[(historical movements that define who and what you ar)42(e, and wher)38.8(e you ÔstandÕ.)]TJ/F1 1 Tf1.416 -1.212 TD0 Tc0 Tw(W)Tj0.864 0 TD0.0001 Tc-0.0141 Tw[(ell, the first part of your query is quite a thorny question. In my early twenties,)]TJ-2.28 -1.206 TD-0.0128 Tw[(I would have elaborated on who I was, and that would have shown how self-centred)]TJ0 -1.212 TD-0.0612 Tw[(I was, while at the same time feeling part of that ÔW)84.7(oodstock GenerationÕ)75.7( that granted)]TJT*-0.0059 Tc-0.0625 Tw[(me a universal membership well beyond the political borders, and a feeling of freedom)]TJ0 -1.206 TD0.0001 Tc0.073 Tw(\(crystallised in the motto: )Tj/F2 1 Tf10.788 0 TD(make love not war)Tj/F1 1 Tf7.584 0 TD(\) in a country that was known for its)Tj-18.372 -1.212 TD0.0012 Tc0.1249 Tw[(highly-centralised policies where the individual was considered secondary to the)]TJT*0.0001 Tc0.0252 Tw[(community)69(. Quite a dilemma! In my late twenties, my feelings changed because of)]TJ0 -1.206 TD0.0061 Tc0.1249 Tw[(the ideals that sprung up in me, which I developed while entering the realm of)]TJ0 -1.212 TD0.0001 Tc0.0154 Tw[(education. Becoming a teacher was to achieve what my mother advocated, while at)]TJT*0.0058 Tw[(the same time positioning myself on the social ladder)65.4(. )14(That of course gave me a big)]TJ0 -1.206 TD-0.0524 Tw[(head. However)44(, when I took char)20.1(ge of the English department in the mid-1980s, I put)]TJ0 -1.212 TD-0.0032 Tc-0.0625 Tw[(everything into perspective and understood how relative things are. Being responsible)]TJT*0.0001 Tc0.0704 Tw[(introduced me to the idea of accountability)70.3(, which had been generated when I got)]TJ0 -1.206 TD-0.0329 Tw[(married and became father \(two daughters and a son\). My nominations as director of)]TJ0 -1.212 TD-0.0203 Tw[(the institute of foreign languages, then vice-rector for pedagogy)75.4(, increased my sense)]TJT*-0.0071 Tc-0.0625 Tw[(of isolation from my colleagues and students. )20.6(That feeling was the price to pay because)]TJ0 -1.206 TD-0.0015 Tc-0.0626 Tw[(of some misunderstandings developed despite my personal unwavering commitment,)]TJ0 -1.212 TD0.0001 Tc-0.0003 Tw[(but also peopleÕ)58.8(s sheer personal interests.)]TJ8 0 0 8 53.825 606.4451 Tm0.0002 Tc-0.0026 Tw(MOHAMED MILIANI)TjETendstreamendobj228 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj230 0 obj<</Length 5394>>stream
BT/F1 1 Tf10 0 0 10 375.4551 44.965 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(67)Tj-31.032 53.856 TD-0.0099 Tc-0.0283 Tw[(My area of intervention widened when in 2000 I became head of the department of)]TJ-1.416 -1.212 TD-0.0369 Tw[(research and postgraduate studies at the University )59.5(Academy of )26.4(W)76.1(estern )59.7(Algeria \(there)]TJ0 -1.206 TD-0.0346 Tw(were 3 academies representing the Ministry of higher education and scientific research)Tj0 -1.212 TD-0.0141 Tc-0.0625 Tw[(on a regional scale\). )21.4(This position came while I was presiding over dif)23.8(ferent pedagogical)]TJT*-0.0205 Tc[(and scientific committees or commissions: among them that of the literature and language)]TJ0 -1.206 TD0.0089 Tc0.125 Tw(degrees equivalencies, and those of research in Ôstudent assessmentÕ, Ôcurricula)Tj0 -1.212 TD-0.0125 Tc-0.0625 Tw(evaluationÕ, Ôerror analysisÕ, etc. In the midst of all the meetings, colloquia and seminars)TjT*-0.0099 Tc-0.0094 Tw[(I attended, there stood my wife \(Mrs. Courage\), the Lady who understood without my)]TJ0 -1.206 TD-0.0136 Tc-0.0625 Tw[(insistence how important these were for my personal advancement and ÔnotorietyÕ\(sic!\),)]TJ0 -1.212 TD-0.0099 Tc-0.0001 Tw[(and who sacrificed so many things for my own visibility)70.7(.)]TJ1.416 -1.212 TD0.0001 Tc0.0527 Tw[(The highest achievement in my career took place when I was appointed by the)]TJ-1.416 -1.206 TD-0.0364 Tw[(Minister)41.8(, member of the committee for the reform of Higher Education in 2002, then)]TJ0 -1.212 TD-0.0124 Tc-0.0625 Tw(President of the domain of Foreign Languages in the LMD \(Licence-Ma”trise-Doctorat\))TjT*0.0001 Tc0.0197 Tw[(Reform. )23.5(That gave my career a national scope. Oddly enough, that reminded me of)]TJ0 -1.206 TD0.101 Tw[(Alan SillitoeÕ)59.2(s title of his collection of short stories: )]TJ/F2 1 Tf21.882 0 TD(The Loneliness of the Long-)Tj-21.882 -1.212 TD0.1122 Tw(Distance Runner)Tj/F1 1 Tf6.858 0 TD0.1121 Tw[(: )16.3(T)35.1(reading on forward, becoming more and more isolated in our)]TJ-6.858 -1.212 TD0.0023 Tc0.1249 Tw[(crusade towards quality education. )21.4(That took place in a spate of criticisms from)]TJ0 -1.206 TD0.0001 Tc-0.0567 Tw[(politicians, teachers, as well as students. Many people may have doubted my genuine)]TJ0 -1.212 TD0.0502 Tw(commitment. In a world of challenges, I thought that university teachers had to be)TjT*0.0199 Tw[(part of the changes they are supposed to bring about. It was also my way of paying)]TJ0 -1.206 TD0.0216 Tw[(my dues to my countryÕ)61.7(s important financial contribution to pursue my studies, but)]TJ0 -1.212 TD0.1063 Tw[(also to voice from within the system my stand as an intellectual and mostly as a)]TJT*0.1096 Tw[(citizen. )54.3(And that was unquestionably important during the 1990s ÔBlack DecadeÕ)]TJ0 -1.206 TD0.0008 Tw(Algeria went through.)Tj1.416 -1.212 TD0.023 Tw[(Maybe the most rewarding position has been and still is my career as teacher at)]TJ-1.416 -1.212 TD-0.0048 Tc-0.0626 Tw[(graduate and postgraduate levels. )24.8(T)66.2(eaching )60.7(American literature, didactics, educational)]TJ0 -1.206 TD0.0001 Tc0.0827 Tw[(psychology)70(, research methodology has helped me establish durable links with my)]TJ0 -1.212 TD-0.0003 Tc-0.0625 Tw[(studentsÑmany of whom are colleagues nowÑwhich is quite dif)27.8(ferent from the cold)]TJT*0.0001 Tc0.1088 Tw[(universe decision-makers enter)49.5(, and where there is always a missing piece in the)]TJ0 -1.206 TD-0.0604 Tw[(puzzle of reforms, the one between the hands of the politicians. )25.2(That is why I chose to)]TJ0 -1.212 TD-0.0551 Tw[(adopt SartreÕ)57.1(s words: )]TJ/F2 1 Tf8.586 0 TD[(Ôcontester le systme de lÕintŽrieur)-29.2(Õ)]TJ/F1 1 Tf14.034 0 TD0 Tc0 Tw( )Tj0.195 0 TD0.0001 Tc-0.0551 Tw(and not flee the country for)Tj-22.815 -1.212 TD-0.0504 Tw[(serene skies. )20.4(This attitude has been my late father)-32.3(Õ)51.1(s. )58.8(Allow me to thank him for doing)]TJ0 -1.206 TD0.0001 Tw(so much for me and not knowing how much I owe him.)Tj/F2 1 Tf1.416 -2.424 TD0.0002 Tc-0.0232 Tw[(Q. What ar)41(e some of the key educational Ôpr)41.6(oblematicsÕ)113.1( that curr)41.2(ently pr)36.7(eoccupy)]TJ-1.416 -1.206 TD-0.0057 Tc-0.0626 Tw[(you? How ar)41.8(e these linked to the br)39(oader pr)33.5(eoccupations you may have about society?)]TJ0 -1.212 TD0.0001 Tc-0.0465 Tw[(What is your r)38(esponse to these pr)42.4(oblematics and pr)38.7(eoccupations, as a scholar and as)]TJT*-0.0004 Tw(a citizen?)Tj/F1 1 Tf1.416 -1.206 TD0.0568 Tw(Before any attempt at answering the first question, one would have to mention)Tj-1.416 -1.212 TD-0.0186 Tw(some ÔproblematicsÕ that are the concern of the political and educational authorities.)TjT*-0.0011 Tc-0.0625 Tw[(Of course, their approach is more selective, not to say out of touch, and their priorities)]TJ0 -1.206 TD0.0001 Tc0.0332 Tw[(not what lay people, in particular)45.1(, parents believe they are. )23.5(The dif)15.9(ferent ministries)]TJ0 -1.212 TD0.0127 Tc0.125 Tw(\(National Education and Higher Education and Research\) are mostly intent on)Tj/F2 1 Tf8 0 0 8 131.915 606.4451 Tm0.0001 Tc0 Tw(ALGERIA)Tj/F1 1 Tf4.0575 0 TD0.0002 Tc0.0001 Tw[(ÑBETWEEN ENDURING HARDSHIPS )58.4(AND FLEETING IDEAS)]TJETendstreamendobj231 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj233 0 obj<</Length 5199>>stream
BT/F1 1 Tf10 0 0 10 53.825 45.085 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(68)Tj0 53.844 TD0.0067 Tc0.1249 Tw[(managing numbers \(8.5 million pupils between Primary)68.2(,)0.1( Middle and Secondary)]TJ0 -1.212 TD0.0001 Tc-0.012 Tw[(schools, and 1,300,000 students\). If this seems worth finding an answer to, I believe)]TJ0 -1.206 TD-0.0043 Tc-0.0625 Tw[(that additional and more crucial problematics at both levels are legion. )65.5(Amongst them:)]TJ0 -1.212 TD0 Tc[(the sensitive question of the curricula seems not clear enough to the teachers. Content)]TJT*0.0001 Tc0.0934 Tw(in the primary and secondary cycles is geared towards competence-getting, while)Tj0 -1.206 TD-0.054 Tw[(matters in the Licence-Master)25.6(-Doctorat \(LMD\) Reform are still hazy)68.4(, but should be a)]TJ0 -1.212 TD-0.0064 Tc-0.0625 Tw[(logical follow-up of the previous cycle. )22.7(The other neglected issue is time management.)]TJT*0.0001 Tc0.0314 Tw[(At school level, sciences have always the favour of the authorities who downgrade)]TJ0 -1.206 TD-0.0092 Tc-0.0625 Tw[(systematically social sciences and languages. Mornings are given to the ÔhardÕ sciences)]TJ0 -1.212 TD0.0001 Tc-0.0414 Tw(while afternoons are left for the ÔremainingÕ. Because of such discrimination, quality)TjT*-0.048 Tw[(education will remain just a trendy term. However)43.7(, ÔqualityÕ)80.9( is simply word of mouth)]TJ0 -1.206 TD0 Tw(among the decision-makers, and not reality on the field in the classrooms.)Tj1.416 -1.212 TD-0.0169 Tw[(As I see it, it is the problematics that are at the heart of democracy that are worth)]TJ-1.416 -1.212 TD0.0069 Tw(investigating, but they are the ones the political sphere does not want to hear about:)Tj0 -1.206 TD0.0625 Tw(the systematic teaching of Berber; the teaching and development of multilinguism)Tj0 -1.212 TD-0.0045 Tc-0.0626 Tw[(with the tangible inclusion of foreign languages, in particular French; the participation)]TJT*0.0001 Tc0.0337 Tw(of civil society into educational matters; the reduction of the dropout level \(around)Tj0 -1.206 TD-0.0591 Tw[(half a million kids leave school each year)42.3(, at primary)68.9(, middle and secondary schools\).)]TJ0 -1.212 TD-0.0066 Tw[(But surely the most worrying element is the low level in all the education system. If)]TJT*0.011 Tw[(it is the talk of the town, very few people seem intent on improving things. But this)]TJ0 -1.206 TD-0.0346 Tw(has to be linked to the lack of concern of parents that approximates the abandonment)Tj0 -1.212 TD-0.0338 Tw(of their own progeny to the hazards of the bleak future of the country still clinging to)TjT*0.0786 Tw(its unique source of wealth: oil. School that was once the key to social success is)Tj0 -1.206 TD-0.0565 Tw[(dif)13.3(ferently viewed today)71(. I believe this goes also hand in hand with the disappearance)]TJ0 -1.212 TD0.0087 Tc0.125 Tw(of values that were once our parentsÕ. Quick money and Ô)Tj/F2 1 Tf24.696 0 TD0 Tw(piston)Tj/F1 1 Tf2.502 0 TD0.125 Tw(Õ \(contacts and)Tj-27.198 -1.212 TD0.0001 Tc0.0798 Tw(clientalism\) have plagued the whole society and driven the population to look for)Tj0 -1.206 TD0.1193 Tw(expedients. It is also true that the welfare-state has progressively given in whole)Tj0 -1.212 TD0.0002 Tw[(sections of the aid towards the needy)67.7(.)]TJ1.416 -1.212 TD0.0159 Tw[(On a social plane, I believe I have done very little. My only outside activity has)]TJ-1.416 -1.206 TD0.0137 Tw[(been directed towards the blind to help some of them to find jobs. )25.9(That is why)64.6(,)0.1( as a)]TJ0 -1.212 TD-0.0035 Tw[(citizen, what I think is that an or)21.3(ganised civil society would do more and better)59.6(. But)]TJT*0.125 Tw[(society has become increasingly selfish. )56.7(At university level, I have created since)]TJ0 -1.206 TD0.0662 Tw[(1989 a library for blind students through my contacts. But this again could not be)]TJ0 -1.212 TD0.0706 Tw[(developed because of counter)23.6(-productive choices of some decision-makers. Inside)]TJT*0.0289 Tw[(the university)66.1(, one has met total lethar)24.8(gy when tackling the problematics of quality)]TJ0 -1.206 TD0.0732 Tw[(education mentioned here and there, but not dealt with ener)29.3(getically)60.7(. I believe the)]TJ0 -1.212 TD-0.0487 Tw[(university has come to a point where professionalism will be sheer utopia. My idea is)]TJT*-0.0404 Tw[(that what we are suf)15.3(fering from is a dual economic system made up with remnants of)]TJ0 -1.206 TD0.0182 Tw[(the socialist era and on the other hand, a free-market economy imposed on us. )32.6(This)]TJ0 -1.212 TD0.0008 Tw(boils down to saying that everything is economic and at the end, it is the badly-paid)TjT*0.0469 Tw(teachers who are footing the bill, torn between their ideals and the crude reality of)Tj0 -1.206 TD-0.0517 Tw(their day-to-day survival. Despite that, there are still individual initiatives that square)Tj0 -1.212 TD0.0182 Tw(down the ins and outs of the problematics they believe to be central to the plight of)Tj8 0 0 8 53.825 606.4451 Tm0.0002 Tc-0.0026 Tw(MOHAMED MILIANI)TjETendstreamendobj234 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj236 0 obj<</Length 5475>>stream
BT/F1 1 Tf10 0 0 10 375.4551 44.965 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(69)Tj-32.448 53.856 TD0.0267 Tw[(the educational system. )20.4(T)71.1(eacher)23.6(-training has been a personal challenge I have been)]TJ0 -1.212 TD0.0035 Tw[(facing for decades now)68.4(. Of course, this has been possible with the help of a handful)]TJ0 -1.206 TD-0.0001 Tw(of believers despite the ingratitude of the administration.)Tj/F2 1 Tf1.416 -2.424 TD-0.0331 Tw[(Q. What ar)38.8(e your r)40.5(eflections about the major for)41.2(ces that ar)34.7(e shaping educational)]TJ-1.416 -1.206 TD-0.0016 Tw[(practice in your country/r)43.3(egion? What ar)34.2(e the dynamics and inter)41.7(ests that underpin)]TJ0 -1.212 TD-0.045 Tw[(these for)37.8(ces, and what kinds of challenges do they r)43.3(epr)37.3(esent for the articulation of an)]TJT*0 Tc-0.0003 Tw[(education pr)37.7(oject in your country/r)37.2(egion?)]TJ/F1 1 Tf1.416 -1.206 TD0 Tw(W)Tj0.864 0 TD0.0001 Tc-0.011 Tw[(ell, there is nothing new under the sun. In the absence of a strong, courageous,)]TJ-2.28 -1.212 TD0.0071 Tc0.125 Tw(productive intelligentsia \(Harbi, 1980\), politics is still the name of the game in)TjT*0.0001 Tc0.0084 Tw[(educational matters. Ever since independence in 1962, in the political sphere, a real)]TJ0 -1.206 TD0 Tc-0.0018 Tw[(Hydra, the parties, old \(FLN\) and new \(RND, the centre, MSP)116.4(,)-0.1( the Islamists, PT)20.8( the)]TJ0 -1.212 TD0.0001 Tc-0.0281 Tw[(leftists\), the old Mujahedeen \(who have a Ministry of their own\), the army)73.1(,)0( the state-)]TJT*0.0125 Tw[(led trade union \(UGT)84.5(A: )]TJ/F2 1 Tf9.852 0 TD[(Union GŽnŽrale des T)49.6(ravailleurs )20.5(AlgŽriens)]TJ/F1 1 Tf17.31 0 TD(\) have had their)Tj-27.162 -1.206 TD0.093 Tw[(way in educational matters, leaving aside the intellectuals. )25.7(V)128.1(oices of dissent have)]TJ0 -1.212 TD0.123 Tw[(rarely been invited to utter their criticism or their disagreement with the state of)]TJT*0.0992 Tw[(af)15.2(fairs. Indeed, )57.7(Addi \(1995\) speaks of a schism among the Žlite. )26.4(The self-centred)]TJ0 -1.206 TD-0.0031 Tw(members of that sphere have even named themselves: Ô)Tj/F2 1 Tf22.08 0 TD[(la Famille RŽvolutionnair)41.2(e)]TJ/F1 1 Tf10.782 0 TD0 Tw(Õ,)Tj-32.862 -1.212 TD-0.0123 Tc-0.0626 Tw[(a recurrent leitmotiv in the StateÕ)60.1(s sloganeering, more than 48 years after Independence!)]TJT*0.0162 Tc0.125 Tw[(But a real highjacking of the peopleÕ)59.2(s revolution. )20.7(This is why free voices are)]TJ0 -1.206 TD0.0001 Tc-0.0471 Tw(systematically ostracised or are left with a despairing alternative, stay and keep away)Tj0 -1.212 TD0.111 Tw[(from politics and become bureaucrats or leave the country)75.1(. On the other hand, if)]TJT*0.0089 Tw[(politics has been, up till now)69.3(, the master of the game, religion since the early 1990s)]TJ0 -1.206 TD-0.0459 Tw(has invited itself to all debates \(Rouadjia, 1991\), and in particular those of education.)Tj0 -1.212 TD-0.0245 Tw(The trendy overbid of religiosity \(Addi, 1990\) in schools has been a constant feature)TjT*0.036 Tw[(in the recent school reforms. Secularism has been fought back by enlightened self-)]TJ0 -1.206 TD0.0753 Tw[(proclaimed educationists at all levels. )26(The way has thus been cleared up for these)]TJ0 -1.212 TD0.0987 Tw[(counter)17.7(-productive endeavours by the decision-takersÕ)86.1( lack of discernment, to the)]TJT*-0.0137 Tw(point that all parties concerned are competing to exhibit their extreme religiousness.)Tj1.416 -1.206 TD-0.012 Tc-0.0625 Tw[(Under such counter)20.1(-productive conditions, the challenges to build a real educational)]TJ-1.416 -1.212 TD-0.006 Tc[(project, one that is more in line with the world around us, are totally ignored. However)53.3(,)]TJT*0.0001 Tc0.1032 Tw[(all political actors throw at each other slogans that are borrowed from up-to-date)]TJ0 -1.206 TD0.03 Tw[(rhetorics, but which do not make up a coherent whole. )28.9(They are more like alibis to)]TJ0 -1.212 TD-0.0002 Tc-0.0625 Tw(explain the current reforms in education. Indeed, the various narratives/reports where)TjT*0.0001 Tc0.0951 Tw(insignificant details rub shoulders with non-essential matters \(Benbouzid, 2009Ñ)Tj0 -1.206 TD0.1207 Tw[(education minister for over 16 years\), seem like ver)22.6(ging on the undisclosed )]TJ/F2 1 Tf31.782 0 TD0.0002 Tc0 Tw(mea)Tj-31.782 -1.212 TD-0.0019 Tc(culpa)Tj/F1 1 Tf2.208 0 TD-0.0625 Tw[(. It is true that quick makeshift reforms are being launched successively)67.6(, without)]TJ-2.208 -1.212 TD0.0001 Tc-0.0429 Tw[(any tangible impact on classroom practices: the results, about half a million dropouts)]TJ0 -1.206 TD0.0009 Tw[(each school year)55.3(.)]TJ1.416 -1.212 TD-0.0112 Tc-0.0625 Tw[(But more than this micropolitics, it is the quasi Ôcultural hara-kiriÕ we are witnessing)]TJ-1.416 -1.212 TD-0.008 Tc[(that is most worrying. )20.6(The political and educational authorities \(are they not the same?\))]TJ0 -1.206 TD-0.0062 Tc-0.0626 Tw[(have conducted the country from a multilingual state to one where the new generations)]TJ0 -1.212 TD0.0001 Tc0.1064 Tw(are showing a fall in their level in all languages ending up with an invading and)Tj/F2 1 Tf8 0 0 8 131.915 606.4451 Tm0 Tw(ALGERIA)Tj/F1 1 Tf4.0575 0 TD0.0002 Tc0.0001 Tw[(ÑBETWEEN ENDURING HARDSHIPS )58.4(AND FLEETING IDEAS)]TJETendstreamendobj237 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj239 0 obj<</Length 5447>>stream
BT/F1 1 Tf10 0 0 10 53.825 45.085 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(70)Tj0 53.844 TD0.0101 Tc0.1099 Tw[(frustrating semilinguism \(Miliani, 2001\). School has gone from being bilingual)]TJ0 -1.212 TD0.0085 Tc-0.0625 Tw(until the mid-eighties, to a monolingual one thanks to a series of absolutely peculiar)Tj0 -1.206 TD0.0084 Tc[(decisions. )16.2(What transpires from these processes, is the uniqueness of the challenges)]TJ0 -1.212 TD0.0201 Tc0.0234 Tw[(that concern first and foremost the status of )59.4(Arabic as a privileged language, as)]TJT*0.051 Tw[(if one single language would suf)22.1(fice in the near or far globalised future \(T)71.9(aleb)]TJ0 -1.206 TD0.0004 Tw(Ibrahimi, 1997; Miliani, 2005\).)Tj1.416 -1.212 TD0.0001 Tc-0.0089 Tw[(As for the underlying interests, well, it is first to preserve the social and political)]TJ/F2 1 Tf-1.416 -1.212 TD-0.0191 Tw(status quo)Tj/F1 1 Tf4.068 0 TD0 Tc0 Tw( )Tj0.231 0 TD0.0001 Tc-0.019 Tw[(by the strict supervision of the majority of teachers by the StateÕ)68.5(s middle-)]TJ-4.299 -1.206 TD-0.0594 Tw[(men \(directors, inspectors, head-teachers or even trade-unionists\). On the other hand,)]TJ0 -1.212 TD-0.0251 Tw[(the biggest challenge the country would have to take up is the over)29.1(-zealous religious)]TJT*0.0011 Tw(commitment of the state representatives. Besides, the myth of a glorious past seems)Tj0 -1.206 TD-0.0323 Tw[(to last to soothe peopleÕ)56(s disillusionment with todayÕ)61.7(s plight. )19.2(This myth is in essence)]TJ0 -1.212 TD-0.0165 Tw[(both religious \(the mythical Muslim past\) and political \(around the upheaval against)]TJT*-0.003 Tw(the French yoke in 1954\). School textbooks are replete with these references for the)Tj0 -1.206 TD0.0055 Tc0.125 Tw[(building of a nation-state that has been more dif)23.2(ficult than predicted due to the)]TJ0 -1.212 TD-0.0049 Tc-0.0625 Tw[(predominance of peopleÕ)58.2(s individual interests over the collective welfare. )24.1(T)72.1(oday)64.5(,)0( there)]TJT*0.0001 Tc0.0743 Tw[(is an increasingly worrying impression of individualism that is replacing the once)]TJ0 -1.206 TD0.1153 Tw(strong sense of national community: the Ô)Tj/F2 1 Tf17.298 0 TD0 Tw(wataniyya)Tj/F1 1 Tf4.11 0 TD0.1153 Tw(Õ or national unity \(Lacheraf,)Tj-21.408 -1.212 TD-0.0189 Tw(1978\), but lost in the midst of the Ô)Tj/F2 1 Tf13.764 0 TD0 Tw(qawmiyya)Tj/F1 1 Tf4.056 0 TD-0.0189 Tw(Õ \(Arab unity\) at the heart of the no less)Tj-17.82 -1.212 TD0.0541 Tw(nebulous religious concept of the Ô)Tj/F2 1 Tf14.13 0 TD0.0002 Tc0 Tw(Umma)Tj/F1 1 Tf2.664 0 TD0.0001 Tc0.0541 Tw(Õ. Present day history is showing that the)Tj-16.794 -1.206 TD0.106 Tw[(latter notion is not functioning fully)67.4(, leaving the stage to the more down-to-earth)]TJ/F2 1 Tf0 -1.212 TD0 Tc0 Tw(r)Tj0.348 0 TD0.0001 Tc(ealpolitik)Tj/F1 1 Tf3.78 0 TD0.0004 Tw[( of the individualistic )57.6(Arab and Muslim states.)]TJ/F2 1 Tf-2.712 -2.418 TD-0.0033 Tc-0.0625 Tw[(Q. Which r)40.1(ecent developments/innovations in the education sector in your countr)8.4(y)]TJ-1.416 -1.212 TD0.0001 Tc0.082 Tw[(fill you with hope in terms of fur)7(thering the agenda of democracy)51(, and of equity?)]TJT*-0.0002 Tw[(Which r)38.5(ecent developments do you feel most critical of, and why?)]TJ/F1 1 Tf1.416 -1.206 TD0 Tc0 Tw(T)Tj0.54 0 TD0.0001 Tc-0.053 Tw[(alking about democracy in my country sounds less believable than fairy tales. In)]TJ-1.956 -1.212 TD-0.0587 Tw[(a land where cooptation is mainstream and genuine elections a utopia, one has doubts)]TJT*0.0275 Tw[(about any possible agenda of democracy or even equity)74.5(. If the former dimension is)]TJ0 -1.206 TD-0.0067 Tw[(definitely alien to the education system, apart from free education to all, the latter is)]TJ0 -1.212 TD0.0419 Tw(a constant concern that has been carried on throughout the last decades despite the)TjT*0.0267 Tw[(state of the educational sector)61.4(. Equity continues to be a leitmotiv in the politiciansÕ)]TJ0 -1.206 TD-0.0372 Tw[(discourse. Having said that, teachers, as inveterate optimists, believe that democracy)]TJ0 -1.212 TD0.0064 Tw[(is unavoidable if only the peopleÕ)58.3(s power is re-enacted. However)44.7(, you give me here)]TJT*0.0601 Tw[(an opportunity to express myself on a matter that is close to my heart, namely the)]TJ0 -1.206 TD-0.0177 Tw[(university Licence-Master)21.6(-Doctorat \(LMD\) reform, which started in 2004. So much)]TJ0 -1.212 TD-0.0012 Tw(has been said by the ill-intentioned adversaries, the poorly-informed public, and the)TjT*-0.0264 Tw[(badly-trained supporters. So between the rock and the hard place, this reform cannot)]TJ0 -1.206 TD-0.061 Tw[(develop harmoniously)67(. Indeed, the education system has become Ôobsolete in a world)]TJ0 -1.212 TD-0.0381 Tw(that moves, goes fast and with the everlasting innovations and the necessary changes)TjT*-0.0051 Tc-0.0625 Tw[(induced by the digital revolutionÕ \(R. Harroubia, Minister of Higher Education, 2007\).)]TJ0 -1.206 TD0.0001 Tc0.0036 Tw(My point is that beyond the eternal confrontation of ideas between intellectuals, the)Tj0 -1.212 TD-0.012 Tc-0.0626 Tw[(whole undertaking was some kind of expression of democracy at work, and this boosted)]TJ8 0 0 8 53.825 606.4451 Tm0.0002 Tc-0.0026 Tw(MOHAMED MILIANI)TjETendstreamendobj240 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj242 0 obj<</Length 5305>>stream
BT/F1 1 Tf10 0 0 10 375.4551 44.965 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(71)Tj-32.448 53.856 TD0.0002 Tc0.003 Tw(my interest in the reform. From 2002 on, it was university teachers themselves who)Tj0 -1.212 TD0.0001 Tc0.1095 Tw[(took char)19.4(ge of the technical side of the reform. Nothing was done Ôas usualÕ. Of)]TJ0 -1.206 TD0.0241 Tw[(course, we were not asked to reinvent the wheel, but we did it the )64.6(Algerian way)64.3(.)0.1( In)]TJ0 -1.212 TD0.0132 Tc0.125 Tw[(the domain of foreign languages, which I presided, more than sixty university)]TJT*0.0001 Tc0.018 Tw(professors came up with the present ÔlicenceÕ degree architecture. One felt that real)Tj0 -1.206 TD-0.0001 Tw(freedom was given to the experts and some trust invested in the teachers.)Tj1.416 -1.212 TD0.0312 Tw(What was even more important in this recent innovation was the fact that some)Tj-1.416 -1.212 TD0.0716 Tw[(equity was also achieved for all students who chose this system. )27.2(The old one was)]TJ0 -1.206 TD-0.0387 Tw(very selective allowing those who used the fast-track to find their ways into a system)Tj0 -1.212 TD-0.0044 Tc-0.0625 Tw(that bred corruption, developed nepotism, and generated dissatisfaction. In the present)TjT*0.0001 Tc-0.0551 Tw[(reform, more possibilities in terms of degree specialities are being of)26.4(fered to students)]TJ0 -1.206 TD-0.0024 Tc-0.0625 Tw[(while not discarding any for a supposedly low mark in the baccalaureate examination.)]TJ0 -1.212 TD0.0001 Tc-0.0361 Tw[(The system is still in its infancy)71.7(, and many of those concerned \(students and teachers)]TJT*0.0089 Tc0.125 Tw[(alike\) are not fully informed or rather misinformed. In other words, with more)]TJ0 -1.206 TD0.0001 Tc0.0059 Tw(information and training, all partners will feel part of a moving progressive change.)Tj0 -1.212 TD0.0938 Tw[(My word of caution towards the LMD reform concerns the languages policy: the)]TJT*-0.0317 Tw(country must develop a real policy of Ôlinguistic diversification by a multilingualism)Tj0 -1.206 TD-0.0084 Tw(synonymous with survivalÕ \(Miliani, 2004, p.24\) in a globalised environment.)Tj1.416 -1.212 TD-0.0496 Tw[(On the other hand, my antagonism is deep when people mention the competency-)]TJ-1.416 -1.212 TD-0.0028 Tc-0.0625 Tw[(based approach \(CBA\) to learning \(Miliani, 2005\). )24.1(What I dispute most is that )59.4(Algeria)]TJ0 -1.206 TD0.0001 Tc-0.0096 Tw[(uses here another ÔfadÕ)78.3( to turn upside down an education system that needs stability)73.4(.)]TJ0 -1.212 TD-0.0139 Tw(Besides, I always question any ÔimportedÕ theory for its ÔimplementabilityÕ and lack)TjT*0.0994 Tw[(of concern for its ecological validity)73.5(, not its own coherence. )17.5(The CBA)61.2( created in)]TJ0 -1.206 TD-0.0567 Tw(another cultural area needed some epistemological caution before its implementation)Tj0 -1.212 TD0.0124 Tc0.125 Tw[(in a totally alien context. )26.7(This new development at school level has generated)]TJT*0.0001 Tc-0.0353 Tw[(uneasiness of teachers who are supposed to teach through it but know nearly nothing)]TJ0 -1.206 TD-0.0096 Tc-0.0625 Tw[(about it. Furthermore, the textbooks that have been designed along CBA characteristics)]TJ0 -1.212 TD0.0001 Tc0.0075 Tw(are posing problems to the teachers who return systematically to their old ways and)TjT*-0.0359 Tw[(practices. )17(T)71.1(eachers who have not been really introduced to CBA)59.8( have acknowledged)]TJ0 -1.206 TD-0.0478 Tw[(the fact that pupilsÕ)77.4( level is at a record low)64.3(, and without the ministryÕ)64.2(s handling of the)]TJ0 -1.212 TD-0.0498 Tw[(baccalaureate examination, the results would have been catastrophic. )32.2(That is why the)]TJT*-0.0312 Tw(Minister of National Education has been accused of developing Ô)Tj/F2 1 Tf25.686 0 TD(un bac politique)Tj/F1 1 Tf6.432 0 TD(Õ to)Tj-32.118 -1.206 TD0 Tc-0.0046 Tw(hide the extremely worrying level to which CBA has been of no contribution.)Tj1.416 -1.212 TD0.0001 Tc-0.0352 Tw[(Finally)68.6(, one is torn between optimism provided by the rare attempts at improving)]TJ-1.416 -1.212 TD-0.0605 Tw(things at a high level by allowing teachers to contribute to the development of school,)Tj0 -1.206 TD0.0013 Tw(and deep concern because of the abrupt fall of the learnersÕ level in all cycles of the)Tj0 -1.212 TD0.0241 Tw[(education system. )19.9(What has made the situation all the more cataclysmic is that it is)]TJT*0.1075 Tw(not just pupils need proper attention. Neophyte teachers as well require adequate)Tj0 -1.206 TD-0.0186 Tw[(training because of their amateurish or ill-informed approaches to teaching. I cannot)]TJ0 -1.212 TD-0.0452 Tw(finish answering your question without mentioning the quasi-immovable Minister of)TjT*0.0745 Tw[(National Education, 16 years in of)19.5(fice. )22(That is surely bad news to democracy and)]TJ0 -1.206 TD-0.0177 Tw(equity-lovers. If teachers are said to be change-agents, they are given a bad example)Tj0 -1.212 TD-0.0003 Tw[(here. )55.2(And dictatorship is not that far!)]TJ/F2 1 Tf8 0 0 8 131.915 606.4451 Tm0 Tw(ALGERIA)Tj/F1 1 Tf4.0575 0 TD0.0002 Tc0.0001 Tw[(ÑBETWEEN ENDURING HARDSHIPS )58.4(AND FLEETING IDEAS)]TJETendstreamendobj243 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj246 0 obj<</Length 5719>>stream
BT/F1 1 Tf10 0 0 10 53.825 45.085 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(72)Tj/F2 1 Tf1.416 53.844 TD0.0966 Tw[(Q. What comments would you car)41.9(e to make about the impact of globalisation)]TJ-1.416 -1.212 TD0.0729 Tw[(and/or r)37.7(egionalisation \(e.g. Eur)42(opeanisation\) on educational development in your)]TJ0 -1.206 TD-0.0001 Tc0 Tw[(country/r)36.8(egion?)]TJ/F1 1 Tf1.416 -1.212 TD0.0001 Tc0.0888 Tw[(Globalisation is a phenomenon the )59.3(Algerians have learned to under)22.2(go and not)]TJ-1.416 -1.212 TD-0.0086 Tw[(live with or in. )21.9(This is so because most of the time, globalisation is equated with the)]TJ0 -1.206 TD-0.0042 Tc-0.0626 Tw[(flood of fashionable goods and techniques/technologies )60(Algeria is importing: internet,)]TJ0 -1.212 TD0.0001 Tc0.0022 Tw[(cars, the industries, agribusiness, satellite dishes and the like. However)44.9(, if one takes)]TJT*-0.0016 Tc-0.0625 Tw[(youth at their word, the global world would be reduced today to two countries: France)]TJ0 -1.206 TD0.0001 Tc-0.0616 Tw[(and Canada, i.e., the old and new Eldorado. )24.1(This whim has overshadowed all feelings)]TJ0 -1.212 TD-0.0022 Tc-0.0626 Tw[(of nationalism. Strangely enough, this sentiment has emer)25(ged, as never before, during)]TJT*0.0001 Tc0.1041 Tw[(the )16.5(W)86.1(orld Cup qualifier football match against Egypt in November 2009. On the)]TJ0 -1.206 TD0.0213 Tc0.1249 Tw[(contrary)64.1(, because of a number of malfunctionings, a majority of the younger)]TJ0 -1.212 TD0.0001 Tc-0.0277 Tw[(generations have become very critical of their country)71.7(, which has fed their feeling of)]TJT*-0.0251 Tw[(estrangement from their native land. )24.8(The Ô)]TJ/F2 1 Tf16.74 0 TD0.0005 Tc0 Tw(Harraga)Tj/F1 1 Tf3.498 0 TD-0.069 Tc(Õ )Tj0.489 0 TD0.0001 Tc-0.0251 Tw(phenomenon \(illegal emigrants\))Tj-20.727 -1.206 TD0.0134 Tc0.125 Tw[(has shown how dissatisfied people are with their social, political, cultural and)]TJ0 -1.212 TD0.0001 Tc0.0002 Tw(educational statuses, hence the search for the dreamland, the lost paradise.)Tj1.416 -1.212 TD0.0213 Tw(It is true that, one of the challenges Globalisation has put to all countries is Ôthe)Tj-1.416 -1.206 TD0.0912 Tw(mobility of the innovative human resourcesÕ competences towards more lucrative)Tj0 -1.212 TD0.0232 Tc0.125 Tw[(marketsÕ)72.8( \(Djeflat, 2000, pp.55-56\). )21.9(T)70.2(w)-0.1(o things are thus put into perspective:)]TJT*0.0001 Tc-0.048 Tw[(globalisation and innovation. )23.6(This goes along with my vision of todayÕ)59.5(s problematic:)]TJ0 -1.206 TD-0.012 Tc-0.0626 Tw[(what do less-developed countries want to be? )22(The Hesiodic Prometheus, i.e., innovators)]TJ0 -1.212 TD0.0001 Tc-0.0392 Tw[(or creators, or the Rabelaisian Panur)25.5(ge, i.e., simple imitators or followers. )53.5(Along this)]TJT*-0.0093 Tc-0.0626 Tw[(line, I personally made a contribution to )]TJ/F2 1 Tf15.438 0 TD[(Mediterranean Journal of Educational Studies)]TJ/F1 1 Tf-15.438 -1.206 TD0.0001 Tc-0.0388 Tw(in 1996, entitled ÔThe circulation of European educational theories and practices: the)Tj0 -1.212 TD0.0412 Tc0.125 Tw(Algerian experienceÕ \(Miliani, 1996\), which has considered the impact of)TjT*0.0001 Tc0.0721 Tw[(Europeanisation of the educational agenda. My main contention in that paper was)]TJ0 -1.206 TD-0.0104 Tc-0.0625 Tw[(that many theories \(the east-German polytechnic school and the Canadian competency-)]TJ0 -1.212 TD0.0001 Tc0.024 Tw[(based education\) have been imported, even paid for)49.9(, but their results were a far cry)]TJT*-0.0099 Tc-0.0147 Tw[(from the expectations of the population. Despite that, one hypothesizes the prevalence)]TJ0 -1.206 TD-0.0072 Tw[(of a more disconnected and unarticulated set \(all cycles of education program reforms)]TJ0 -1.212 TD-0.0209 Tc-0.0625 Tw(without a concern for the others and the possible impacts\) that is the result of the borrowed)TjT*-0.0099 Tc-0.0134 Tw(fashionable theories. Maybe using your word ÔimpactÕ, while I was talking in terms of)Tj0 -1.206 TD0.0004 Tw(circulation of ideas and theories, shows better the kind of relationship countries of the)Tj0 -1.212 TD0.0473 Tw[(underprivileged periphery have with the all-knowing countries of the Centre. )24.5(What I)]TJT*0.0029 Tw[(dispute most here is that )57.1(Algerians have become only consumers of theories that have)]TJ0 -1.206 TD0.1094 Tw[(shown their inadaptability to our context. One is in no way aller)24.9(gic to the )21.3(W)82.1(estern)]TJ0 -1.212 TD-0.0081 Tc0.1249 Tw[(worldÕ)55.2(s)0.1( contribution, but one is keen )]TJ15.3558 0 TD(on having more aggressiv)Tj10.4833 0 TD0.0004 Tc0.1264 Tw[(e,)17.4( im)-1.5(ag)-1.5(in)-1.5(ativ)-1.5(e a)-1.5(n)-1.5(d)]TJ-25.8391 -1.212 TD0.0001 Tc0.1241 Tw(creative policies for developing an endogenous educational agenda to reduce the)Tj0 -1.206 TD0.0869 Tw[(impacts of globalisation because they will be rooted deep in the )60.6(Algerian culture.)]TJ0 -1.212 TD0.0752 Tw(Imported reforms work like band-aid)Tj1 0 0 rg15.132 0 TD0 Tc0 Tw( )Tj0 0 0 rg0.324 0 TD0.0001 Tc0.0752 Tw[(over a wooden leg. )19.7(The latter is an unstable)]TJ-15.456 -1.212 TD-0.0004 Tc-0.0625 Tw[(non-system of education that is the result of makeshift policies and blind nationalism.)]TJ1.416 -1.206 TD0.0001 Tc-0.0308 Tw[(Particular to the )55.2(Algerian case and in the face of what globalisation is, politicians)]TJ-1.416 -1.212 TD-0.0211 Tw(display a suspicious attitude towards Otherness. Indeed, around highly religious and)Tj8 0 0 8 53.825 606.4451 Tm0.0002 Tc-0.0026 Tw(MOHAMED MILIANI)TjETendstreamendobj247 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj249 0 obj<</Length 5647>>stream
BT/F1 1 Tf10 0 0 10 375.4551 44.965 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(73)Tj-32.448 53.856 TD0.0209 Tc0.125 Tw[(exclusive rhetoric, the political sphere has developed some kind of policy of)]TJ0 -1.212 TD0.0001 Tc-0.0231 Tw(imprisonment as a way to react to the Globalised world that is accused of being self-)Tj0 -1.206 TD-0.0522 Tw(centred and even Islamophobic. But, what is paradoxical is the systematic call for the)Tj0 -1.212 TD-0.058 Tw[(external expertise to the detriment of the local know-how)70.9(. In addition, social sciences)]TJT*-0.0524 Tw(still have a bad name despite the rich corpus developed by researchers in those fields,)Tj0 -1.206 TD0.0241 Tw[(contrary to the ÔŽlite \(i.e. the Ôhard sciencesÕ\). )23.2(The President himself made a public)]TJ0 -1.212 TD0.1163 Tw(address belittling the work of social sciences. One must admit that this has been)TjT*-0.0056 Tc-0.0626 Tw[(taken as suspicion of the politicians towards the university community)73.2(. Or)42(, once again,)]TJ0 -1.206 TD0.0018 Tc0.1249 Tw[(is it not the eternal question of the struggle for power that is at the heart of the)]TJ0 -1.212 TD0.0001 Tc-0.0616 Tw(antagonistic nature of the relations between the university community of practice and)TjT*-0.0037 Tw(the politicians in their ivory tower? Indeed, what transpires from the micro-political)Tj0 -1.206 TD-0.0522 Tw(relationships at university level is a constant bureaucratic power that leads at times to)Tj0 -1.212 TD0.059 Tw(political posts, but does not develop strategies to face the challenges school meets)TjT*-0.0001 Tw(every day in a global world like ours.)Tj/F2 1 Tf1.416 -2.418 TD-0.0442 Tw[(Q. Which authors/texts would you single out as being of utmost importance if one)]TJ-1.416 -1.212 TD-0.0388 Tw[(wishes to understand educational dynamics in your countr)7.8(y/r)37.3(egion? How do you use)]TJ0 -1.206 TD0.0094 Tw[(these authors/texts in your own work? Feel fr)42.1(ee to cite an extended passage, and to)]TJ0 -1.212 TD-0.0002 Tw(comment on it in ways that add further insights into your own thinking.)Tj/F1 1 Tf1.416 -1.212 TD0 Tc0 Tw(T)Tj0.54 0 TD0.0001 Tc0.0607 Tw[(oday)66.4(, if you took an X-ray of the educational dynamics in )63.4(Algeria one would)]TJ-1.956 -1.206 TD0.0229 Tc0.1249 Tw[(think straightaway of the word anarchy or unprofessionalism. Besides, in all)]TJ0 -1.212 TD0.0001 Tc0.0851 Tw(educational matters there is a constant feature: the everlasting references to Islam)TjT*0.1146 Tw(and the Koran. One has of course to acknowledge the huge contribution religion)Tj0 -1.206 TD0.0105 Tw[(made at a social level. However)43.4(, one has doubts about the possibility of developing)]TJ0 -1.212 TD-0.0364 Tw(other domains because of the mental straightjacket put by excessively pious teachers)TjT*-0.0005 Tw[(instead of building a vision of tomorrowÕ)59.9(s)0( world. )15.8(The ÔsacredÕ)75.7( has always the upper)]TJ0 -1.206 TD0.0534 Tw[(hand in countries like )61.6(Algeria. )13.2(The religious paradigm has not systematically been)]TJ0 -1.212 TD-0.0568 Tw(behind all reforms. Nevertheless, today everything is scrutinized though the lenses of)TjT*-0.0283 Tw[(religion. )19.5(T)71.1(eachers at all levels seem to mix the scientific and the religious narratives,)]TJ0 -1.206 TD0.0087 Tc0.125 Tw[(not always for the better)58.4(. Since the 1990s in )57.4(Algeria people have witnessed an)]TJ0 -1.212 TD-0.0066 Tc-0.0625 Tw[(exponential development of discourses that consider Islam as a compulsory parameter)68.7(.)]TJT*0.0001 Tc-0.0386 Tw[(But in a globalised world, is it not more sensible to make room for dif)28.6(ferent referents)]TJ0 -1.206 TD0.0001 Tw(to conduct business with the Other who is not like us?)Tj1.416 -1.212 TD-0.071 Tc0 Tw(To)Tj1.0401 0 TD( )Tj0.2074 0 TD0.0001 Tc-0.0427 Tw[(understand todayÕ)53.5(s system of education in the whole of the Maghreb, one may)]TJ-2.6635 -1.212 TD-0.0191 Tw(single out one author who seems to stand out among all writers: Ibn Khaldun \(1332-)Tj0 -1.206 TD0.0266 Tw(1406\) and his)Tj/F2 1 Tf5.742 0 TD0 Tw(Muqaddimah)Tj/F1 1 Tf5.5901 0 TD0 Tc(\()Tj/F2 1 Tf0.3319 0 TD0.0001 Tc[(Pr)40.2(olegomenon)]TJ/F1 1 Tf5.85 0 TD0.0266 Tw(\) mostly known through his analyses of)Tj-17.514 -1.212 TD-0.001 Tc-0.0625 Tw[(North )54.6(African societies. In more recent times in )63.7(Algeria, it was Ibn Badis )60.6(Abdelhamid)]TJT*-0.0006 Tc[(who founded the )59.9(Association of Muslim )54.2(Algerian)]TJ/F2 1 Tf19.62 0 TD0 Tw(Ulema)Tj/F1 1 Tf2.658 0 TD0 Tc( )Tj0.1869 0 TD-0.0006 Tc-0.0625 Tw(\(a figurehead in educational)Tj-22.4649 -1.206 TD0.0001 Tc-0.016 Tw[(matters between the1920Õ)59.3(s to 1940\). But of course reference to him alone would not)]TJ0 -1.212 TD-0.0046 Tc-0.0626 Tw[(explain todayÕ)59.7(s dynamics let alone the often quoted President Boudiaf)-53.9(Õ)58.4(s)0( term of Ô)]TJ/F2 1 Tf31.362 0 TD0 Tw(Žcole)Tj-31.362 -1.212 TD0.0001 Tc(sinistrŽe)Tj/F1 1 Tf3.39 0 TD(Õ\()Tj/F2 1 Tf0.666 0 TD0.1035 Tw(stricken school)Tj/F1 1 Tf6.126 0 TD0.1034 Tw(\): a school fluctuating between pure imitation of foreign)Tj-10.182 -1.206 TD-0.0182 Tw[(schools and illogical innovations. )27.2(That could be explained by referring to the lasting)]TJ0 -1.212 TD0.023 Tc0.1249 Tw[(Minister of National education, Boubekeur BenbouzidÕ)66.1(s book, or rather self-)]TJ/F2 1 Tf8 0 0 8 131.915 606.4451 Tm0.0001 Tc0 Tw(ALGERIA)Tj/F1 1 Tf4.0575 0 TD0.0002 Tc0.0001 Tw[(ÑBETWEEN ENDURING HARDSHIPS )58.4(AND FLEETING IDEAS)]TJETendstreamendobj250 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj252 0 obj<</Length 5984>>stream
BT/F1 1 Tf10 0 0 10 53.825 45.085 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(74)Tj0 53.844 TD0.0667 Tw(congratulating report on his own achievements)Tj/F2 1 Tf19.08 0 TD0 Tc0 Tw(.)Tj/F1 1 Tf0.252 0 TD( )Tj0.3168 0 TD0.0001 Tc0.0667 Tw[(Populism is here mixed with total)]TJ-19.6488 -1.212 TD-0.0512 Tw[(blindness and absence of accountability)66.7(. Benbouzid does not even make room for the)]TJ0 -1.206 TD-0.0194 Tw(slightest mistake he may have made. Failures, inadequacies or errors are the othersÕ.)Tj0 -1.212 TD-0.0096 Tw[(Any other problem is due to the othersÕ misunderstandings.)]TJ1.416 -1.212 TD0.0369 Tw[(As for my personal references in education, they go back to my years of study:)]TJ-1.416 -1.206 TD0.0381 Tw[(Freire, Bandura, Coombs, Beeby)64.4(, Manzoor)63.1(. But surely the most positive free-mind)]TJ0 -1.212 TD0.0708 Tw[(has been the late Mostefa Lacheraf who impacted the )61.2(Algerian school system and)]TJT*-0.0034 Tc-0.0626 Tw[(even advocated a secular one. I was introduced to this democratÕ)62(s)0( views in the lectures)]TJ0 -1.206 TD0.0001 Tc-0.0226 Tw(of philosophy through his book: )Tj/F2 1 Tf12.972 0 TD(AlgŽrie, Nation et SociŽtŽ)Tj/F1 1 Tf10.206 0 TD(. Lacheraf took part in the)Tj-23.178 -1.212 TD-0.019 Tw(writing of the National Charter of 1976 and was the only Minister of Education who)TjT*0.0182 Tw[(had advocated a bilingual school. He was also a strong voice against the extremists)]TJ0 -1.206 TD0.0381 Tw[(during the 1990s. Besides, other intellectuals have put forward strong ideas for the)]TJ0 -1.212 TD0.0288 Tw[(building of a modern )59.4(Algeria and the need for political legitimacy \(Addi, 1990\), or)]TJT*0.0295 Tc0.125 Tw[(about the expansion of political Islamism in mosques \(Rouadjia, 1991\), the)]TJ0 -1.206 TD0.0001 Tc-0.043 Tw[(politicization of )58.5(Arabisation \(T)70.3(aleb Ibrahimi, 1995\), the divide between francophone)]TJ0 -1.212 TD-0.0545 Tw(and arabophone Žlites \(Cheriet, 1983\), the linguistic dictatorship that is bound to lead)TjT*-0.0003 Tw(to a growing social anomie and language schizophrenia \(Miliani, 2001\).)Tj1.416 -1.206 TD-0.0045 Tc-0.0625 Tw[(Through this question you allow me to give a fair place to a number of intellectuals)]TJ-1.416 -1.212 TD-0.0018 Tc(who have expressed opposed views to those of the decision-takers. School has always)TjT*0.0001 Tc0.0476 Tw[(been attacked as the product of some ÔmisunderstandingsÕ)80.3( \(Gref)21.2(fou, 1989\), but the)]TJ0 -1.206 TD-0.0015 Tc-0.0625 Tw[(necessity of a real reform is called by several university teachers: Ô)]TJ/F2 1 Tf25.884 0 TD(une nouvelle vision)Tj-25.884 -1.212 TD0.0001 Tc-0.0059 Tw[(de lÕŽducation et de la cultur)41(e dans notr)37.2(e pays est dÕune bržlante actualitŽ)]TJ/F1 1 Tf29.742 0 TD-0.081 Tc0.0752 Tw[(Õ /)-81.1( )]TJ1.0184 0 TD0.0001 Tc-0.0059 Tw(Ôa new)Tj-30.7604 -1.212 TD-0.0604 Tw[(vision of education and culture in our region is often of a burning topicalityÕ)88( \(Chitour)39.5(,)]TJ0 -1.206 TD0.0844 Tw[(2002, p.8\). On the other hand, pre-schooling has not been given enough attention)]TJ0 -1.212 TD0.0652 Tw(despite the increasing numbers of children \(Benghabrit-Remaoun )Tj/F2 1 Tf26.868 0 TD(et al.)Tj/F1 1 Tf2.064 0 TD[(, 2005\). )56.2(As)]TJ-28.932 -1.212 TD-0.022 Tw[(for the university)65.5(, it seems that it is in such a bad state that it should be closed down:)]TJ0 -1.206 TD0 Tc0 Tw(Ô)Tj/F2 1 Tf0.324 0 TD-0.0097 Tc-0.0626 Tw[(en effet, le systme universitair)41.1(e est arrive ˆ un stade de dŽchŽance et de dŽliquessence)]TJ-0.324 -1.212 TD0.0075 Tc0 Tw(extrme)Tj/F1 1 Tf3.216 0 TD0.1249 Tw[(Õ / Ôindeed, the new system has reached a stage of decline and extreme)]TJ-3.216 -1.212 TD0.0001 Tc0.0007 Tw[(deliquescenceÕ)75.3( \(Ma•ri, 1994, p.1)38.7(1\).)]TJ1.416 -1.206 TD0.0231 Tw(But the state of the art of education would be incomplete without a reference to)Tj-1.416 -1.212 TD-0.0373 Tw[(the everlasting problem of languages \(national and foreign\). Indeed, some university)]TJT*0.0163 Tw[(researchers have gone quite far in the criticism of language planning and its impact)]TJ0 -1.206 TD-0.0073 Tc-0.0625 Tw[(on education. )23.2(Thus, and more critical than Granguillaume, Sebaa states that: Ô)]TJ/F2 1 Tf29.82 0 TD(la langue)Tj-29.82 -1.212 TD0.0001 Tc-0.0218 Tw[(et la par)34.1(ole en )25(AlgŽrie sont encor)38(e de lÕor)39.1(dr)31.2(e exclusif de lÕinstitution, cÕest-ˆ-dir)43.9(e de)]TJT*-0.0511 Tw[(lÕor)36.3(dr)37.2(e de lÕinter)38.8(dit, de lÕobscur et du nŽbuleux)]TJ/F1 1 Tf18.468 0 TD-0.069 Tc0 Tw(Õ )Tj0.463 0 TD0.0001 Tc-0.0511 Tw[(/ Ôlanguage and speech in )63.8(Algeria are)]TJ-18.931 -1.206 TD0.081 Tw[(still in the exclusive domain of the institution, that is to say)72.8(, in the domain of the)]TJ0 -1.212 TD-0.0064 Tc-0.0626 Tw[(forbidden, the obscure and the nebulousÕ)82.3( \(Sebaa, 1996, p.62\). )14.4(T)70.6(o)0( this Elimam responds)]TJT*0.0001 Tc0.0591 Tw[(by accusing the authorities of discarding the mother)27.4(-tongues \(Algerian dialect and)]TJ0 -1.206 TD-0.0416 Tw(Berber\) that are tokens of our citizenship: Ô)Tj/F2 1 Tf16.95 0 TD(lÕEtat substitue au langage actuel, actif et)Tj-16.95 -1.212 TD0.072 Tw[(crŽative, une langue extŽrieur)41.8(e, fŽtichisŽe et prŽtendument supŽrieur)42.6(e)]TJ/F1 1 Tf28.398 0 TD-0.081 Tc0 Tw(Õ )Tj0.5741 0 TD0.0001 Tc0.072 Tw(/ Ôthe State)Tj-28.9721 -1.212 TD0.1127 Tw(substitutes to the present active and creative language, an external fetichised and)Tj0 -1.206 TD0.1083 Tw[(supposedly superior)-34.9(Õ)75.1( \(Elimam, 2004, p.35\). Finally)69.1(, everything boils down to the)]TJ0 -1.212 TD0.0107 Tc0.125 Tw(question of democracy: Ô)Tj/F2 1 Tf10.602 0 TD[(la r)42.8(econstr)-5.1(uction de lÕŽtat est le passage oblige de la)]TJ/F1 1 Tf8 0 0 8 53.825 606.4451 Tm0.0002 Tc-0.0026 Tw(MOHAMED MILIANI)TjETendstreamendobj253 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj255 0 obj<</Length 7140>>stream
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One can but agree that in the case of)TjT*0.0786 Tw(Algeria, the near miss in implanting democracy in 1988 is not a curse but still an)Tj0 -1.206 TD0.073 Tw(overture towards more open, more convincing enterprises in the future if only the)Tj0 -1.212 TD-0.0279 Tw[(State decided to build stability and invested in democracy)78.8(, and if bureaucratic power)]TJT*-0.0081 Tc-0.0626 Tw[(ceased to dictate its agenda in the micropolitics of the social, educational and economic)]TJ0 -1.206 TD0.0001 Tc0 Tw(institutions.)Tj9 0 0 9 189.995 452.545 Tm-0.0001 Tc(REFERENCES)Tj8 0 0 8 50.975 429.985 Tm0.0001 Tc-0.0001 Tw(Addi, L. \(1990\) )Tj/F2 1 Tf6.525 0 TD[(Etat et Pouvoir: )20.4(Appr)35.4(oche MŽthodologique et Sociologique)]TJ/F1 1 Tf23.775 0 TD-0.0577 Tw[(. Alger: )-57.6(OPU.)]TJ-30.3 -1.2 TD-0.0361 Tw(Addi, L. \(1995\) )Tj/F2 1 Tf6.42 0 TD0 Tc0 Tw(L)Tj0.5175 0 TD0.0001 Tc-0.0361 Tw(ÕAlgŽrie et la DŽmocratie: Pouvoir et Crise du Politique dans lÕAlgŽrie Contemporaine.)Tj/F1 1 Tf-5.5275 -1.2 TD0.0007 Tw(Paris: Editions la DŽcouverte.)Tj-1.41 -1.2 TD0.0794 Tw(Benbouzid, B. \(2009\) )Tj/F2 1 Tf9.1575 0 TD[(La RŽforme de lÕƒducation en )21.3(AlgŽrie: Enjeux et RŽalisations)]TJ/F1 1 Tf25.3875 0 TD0.0248 Tw[(. Algiers)-250(: )-54.6(Casbah)]TJ-33.135 -1.2 TD-0.0002 Tc0 Tw(Editions.)Tj-1.41 -1.2 TD0.0001 Tc0.0548 Tw[(Benghabrit-Remaoun, N. \(ed.\)\(2005\) )]TJ/F2 1 Tf15.27 0 TD[(Le PrŽ-Scolair)39.6(e en )18.1(AlgŽrie: ƒtat des Lieux et Perspectives)]TJ/F1 1 Tf23.7075 0 TD(. Oran:)Tj-37.5675 -1.2 TD0.001 Tw(Editions du Crasc.)Tj-1.41 -1.2 TD-0.0002 Tw[(Chaker)38.6(, S. \(1992\) )]TJ/F2 1 Tf7.32 0 TD[(Une DŽcennie dÕƒtudes Berbr)38.8(es \(1980-1990\))]TJ/F1 1 Tf18.57 0 TD[(. )57.5(Alger: Editions Bouchne)]TJ-25.89 -1.2 TD-0.0597 Tw[(Cheriet A. )-59.6(\(1983\) )]TJ/F2 1 Tf7.275 0 TD-0.0001 Tw(Opinion sur la Politique de lÕEnseignement et de lÕArabisation)Tj/F1 1 Tf25.1625 0 TD-0.0577 Tw[(. Alger: )-57.6(SNED.)]TJ-32.4375 -1.2 TD-0.0041 Tc-0.0626 Tw[(Chitour)42.1(, C.E. \(2002\))]TJ/F2 1 Tf8.0025 0 TD0 Tc0 Tw( )Tj0.1833 0 TD-0.0041 Tc-0.0626 Tw[(Le Systme ƒducatif )23(AlgŽrien: Ë lÕHeur)42(e de lÕInternet et de la Mondialisation.)]TJ/F1 1 Tf30.3042 0 TD0 Tc0 Tw( )Tj0.1275 0 TD-0.0041 Tc(Algiers:)Tj-37.2075 -1.2 TD0.0005 Tc[(Marinoor)53.4(.)]TJ-1.41 -1.2 TD0.0001 Tc-0.0528 Tw[(Elimam, A. )-52.6(\(2004\) )]TJ/F2 1 Tf7.7475 0 TD-0.0002 Tw[(Langues Maternelles et CitoyennetŽ en )21.7(AlgŽrie)]TJ/F1 1 Tf18.78 0 TD(. Oran: Dar El Gharb.)Tj-26.5275 -1.2 TD0.0419 Tw[(El Kenz, )61.2(A. \(1993\) )]TJ/F2 1 Tf8.0025 0 TD[(Au Fil de la Crise: Cinq ƒtudes sur lÕAlgŽrie et le Monde )29.4(Arabe)]TJ/F1 1 Tf26.145 0 TD-0.0202 Tw[(. Alger: )-62.1(Bouchne-)]TJ-32.7375 -1.2 TD0.0008 Tc0 Tw(ENAL.)Tj-1.41 -1.2 TD0.0001 Tc-0.0016 Tw(Grandguillaume, G. \(1983\) )Tj/F2 1 Tf11.13 0 TD[(Arabisation et Politique Linguistique au Maghr)46.3(eb)]TJ/F1 1 Tf19.98 0 TD(. Paris: MaspŽro.)Tj-31.11 -1.2 TD0.0002 Tw[(Gref)17.4(fou, M.B. \(1989\) )]TJ/F2 1 Tf8.865 0 TD0 Tc0 Tw(L)Tj0.525 0 TD0.0001 Tc0.0002 Tw[(Õƒcole )18.4(AlgŽrienne de Ibn Badis ˆ Pavlov)79.1(.)]TJ/F1 1 Tf16.485 0 TD0 Tc0 Tw( )Tj0.2025 0 TD0.0001 Tc0.0002 Tw(Alger: Laphomic.)Tj-26.0775 -1.2 TD-0.0466 Tw[(Haddab, M. \(1997\) )22(T)63.6(ypes dÕintellectuels en )62.7(AlgŽrie, problme de classification et de mŽthode. In M. Madi)]TJ1.41 -1.2 TD0 Tw(\(ed.\) )Tj/F2 1 Tf2.115 0 TD-0.0002 Tw[(Reflexions: ƒlites et Questions Identitair)49.9(es)]TJ/F1 1 Tf17.07 0 TD[(. )57.5(Alger: Casbah Editions.)]TJ-20.595 -1.2 TD0.1032 Tw[(Harbi, M. \(1980\) )]TJ/F2 1 Tf7.395 0 TD(Le FLN, Mirage et RŽalitŽ: des Origines ˆ la Prise de Pouvoir \(1945-1962\). )Tj/F1 1 Tf32.145 0 TD0 Tw(Paris:)Tj-38.13 -1.2 TD-0.0014 Tw[(Editions Jeune )57.1(Afrique.)]TJ-1.41 -1.2 TD-0.0423 Tw[(Hoyle, E. \(1982\) Micropolitics of educational or)26.7(ganisations)]TJ/F2 1 Tf23.61 0 TD[(, Educational Management & )16.6(Administration)]TJ/F1 1 Tf17.955 0 TD0 Tc0 Tw(,)Tj-40.155 -1.2 TD(V)Tj0.5925 0 TD0.0001 Tc0.0021 Tw(ol.10, pp.87-98.)Tj-2.0025 -1.2 TD-0.0092 Tw[(Lacheraf, M. \(1978\) )]TJ/F2 1 Tf8.3325 0 TD(AlgŽrie, Nation et SociŽtŽ. )Tj/F1 1 Tf10.7325 0 TD(Alger: SNED.)Tj-19.065 -1.2 TD-0.0004 Tw(Ma•ri, L. \(1994\) )Tj/F2 1 Tf6.75 0 TD(Faut-il Fermer lÕUniversitŽ?)Tj/F1 1 Tf11.55 0 TD0 Tc0 Tw( )Tj0.195 0 TD0.0001 Tc-0.0004 Tw(Alger: Enal.)Tj-18.495 -1.2 TD0.0056 Tw[(Rouadjia, A. )-60.2(\(1991\) )]TJ/F2 1 Tf8.3925 0 TD0.0658 Tw[(Les Frr)36.1(es et la MosquŽe: Enqute sur le Mouvement Islamiste en )26.2(AlgŽrie.)]TJ/F1 1 Tf30.6075 0 TD0.0008 Tc0.0042 Tw( Alger:)Tj-37.59 -1.2 TD0.0003 Tc0 Tw(Bouchne.)Tj-1.41 -1.2 TD0.0001 Tc-0.0006 Tw(Sebaa, R. \(1996\) )Tj/F2 1 Tf6.9675 0 TD0 Tc0 Tw(L)Tj0.5175 0 TD0.0001 Tc-0.0006 Tw[(ÕArabisation dans les Sciences Sociales: Le Cas )16.3(AlgŽrien)]TJ/F1 1 Tf22.8975 0 TD(. Paris: lÕHarmattan.)Tj-30.3825 -1.2 TD0 Tc0 Tw(T)Tj0.54 0 TD0.0001 Tc-0.0002 Tw(aleb Ibrahimi, K. \(1995\) )Tj/F2 1 Tf9.9975 0 TD[(Les )19.2(AlgŽriens et leur\(s\) Langue\(s\))]TJ/F1 1 Tf13.6425 0 TD[(. )50(Alger: les Editions El Hikma.)]TJ9 0 0 9 111.695 141.205 Tm0 Tc-0.0004 Tw[(SELECTED PUBLICA)113.9(TIONS BY)35.8( MOHAMED MILIANI)]TJ8 0 0 8 50.975 121.585 Tm0.0001 Tc0.0533 Tw[(Miliani, M. \(2005\) )21.8(The competency-based approach to language teaching: mind the bandwagon ef)25.7(fect!)]TJ/F2 1 Tf1.41 -1.2 TD-0.0499 Tw[(Pr)32.7(oceedings of the Colloquium on the Competency-based )21.2(Appr)42.9(oach: State of the )21.6(Art and Perspectives)]TJ/F1 1 Tf40.155 0 TD0 Tc0 Tw(,)Tj-40.155 -1.2 TD0.0001 Tc-0.0004 Tw[(pp.5-9. \(T)29.9(izi Ouzou 6-7 March 2005\). )27.6(T)33.6(izi Ouzou: Numidia.)]TJ-1.41 -1.2 TD-0.0006 Tc-0.0625 Tw[(Miliani, M. \(2005\) Influences linguistiques transversales entre la langue du gardien \(caretaker\) et la langue)]TJ1.41 -1.2 TD0.0001 Tc-0.0011 Tw[(berbre scolaire: ŽlŽments pour une pŽdagogie dif)24.6(fŽrenciŽe. In M. Rispail \(ed.\) )]TJ/F2 1 Tf31.74 0 TD(Langues Maternelles,)Tj-31.74 -1.2 TD-0.0004 Tw[(Contacts, V)107.7(ariations et Enseignement:)]TJ/F1 1 Tf15.33 0 TD0 Tc0 Tw( )Tj/F2 1 Tf0.255 0 TD0.0001 Tc-0.0004 Tw[(le Cas de la Langue )22.6(Amazighe)]TJ/F1 1 Tf12.1725 0 TD(. Paris: lÕHarmattan.)Tj/F2 1 Tf-19.05 66.6075 TD0 Tw(ALGERIA)Tj/F1 1 Tf4.0575 0 TD0.0002 Tc0.0001 Tw[(ÑBETWEEN ENDURING HARDSHIPS )58.4(AND FLEETING IDEAS)]TJETendstreamendobj256 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj258 0 obj<</Length 2494>>stream
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I was only five or six years old)TjT*0.0257 Tw(at that time.)Tj1.416 -1.206 TD0 Tc0 Tw(W)Tj0.906 0 TD0.0001 Tc-0.0451 Tw[(ith the advent of MoroccoÕ)60.2(s independence, my father)44.2(, who never liked the rural)]TJ-2.322 -1.212 TD0.0343 Tc0.125 Tw[(lifestyle, decided to give our land for rent and moved the whole family to)]TJT*0.0075 Tc0.1249 Tw[(Casablanca. )18.6(That was the beginning of urban life and the first contact with the)]TJ0 -1.206 TD0.0059 Tc0.125 Tw(European French culture for me. In fact, at that time, Casablanca was the most)Tj0 -1.212 TD0.0001 Tc-0.0161 Tw[(European city in the country)69.3(. But for me the change was not that significant because)]TJT*0.1101 Tw[(my father put me in a Koranic school instead of the new established French-like)]TJ0 -1.206 TD0.0016 Tc0.1249 Tw[(ÔmodernÕ)73.8( elementary school. )18.5(Thanks to a ÔEuropeanizedÕ)84.2( uncle, who fought as a)]TJ0 -1.212 TD0.0001 Tc-0.0409 Tw[(volunteer soldier in Indochina with the French )59.2(Army)65.5(, and against the reticence of my)]TJT*0.027 Tw[(father)40.5(, I was enrolled in a bilingual school. )21.9(This uncle convinced my father that Ô...)]TJ0 -1.206 TD0.0105 Tc0.1249 Tw[(the road to a better future for the children passes by the European educational)]TJ0 -1.212 TD0.0002 Tc0.125 Tw[(system...Õ. )60.5(At school we studied some subjects \(such as calculus and biology\) in)]TJT*0.0001 Tc0.0108 Tw[(French in the morning, other subjects \(such as history and religion\) in )59.8(Arabic in the)]TJ0 -1.206 TD-0.0315 Tw(afternoon. But the whole structure and pedagogy was typically French. Compared to)Tj0 -1.212 TD0 Tw(the )Tj/F2 1 Tf1.494 0 TD(masjid)Tj/F1 1 Tf2.67 0 TD0.0245 Tw(, the school was more appealing and ÔhumaneÕ.)Tj/F2 1 Tf-2.748 -2.418 TD0.1145 Tw[(Q. Can you please locate and position yourself within the socio-political and)]TJ-1.416 -1.212 TD0.0248 Tw[(historical events that define who and what you ar)43.1(e, and wher)34.7(e you ÔstandÕ?)]TJ/F1 1 Tf1.416 -1.212 TD0.06 Tw(The political situation in post-independence Morocco has often been tense and)Tj-1.416 -1.206 TD-0.0504 Tw[(even explosive. )23.7(The French-run L)49.9(yceum where I was among the privileged-few to be)]TJ0 -1.212 TD-0.0431 Tw[(selected for continuing my study was an institution sensitive to political matters. Our)]TJT*0.0357 Tc0.1249 Tw(discussions were vivid but discrete because of the very repressive )Tj/F2 1 Tf30.126 0 TD0 Tw(systme)Tj-30.126 -1.206 TD0.0001 Tc[(sŽcuritair)37.8(e)]TJ/F1 1 Tf4.296 0 TD0 Tc( )Tj0.1907 0 TD0.0001 Tc-0.0594 Tw[(that was implanted at all levels. Often my history professor)45.9(, who was very)]TJ-4.4867 -1.212 TD-0.0201 Tw[(active in the Socialist Party)72.1(, gave me leaflets to be distributed in various corners and)]TJT*0.0439 Tw(classes in the institution or an assignment for transmitting various information and)Tj0 -1.206 TD0.0004 Tw[(or)17.2(ganizing secret meetings with other active students. Convinced of the right cause,)]TJ0 -1.212 TD0.0544 Tw(I took big risks by being involved in this activism. Indeed, I could easily be jailed)TjT*-0.0619 Tw[(and/or dismissed from school altogether)60.1(. In this atmosphere, I participated actively in)]TJ0 -1.206 TD0.0282 Tc0.125 Tw[(the studentsÕ uprising in the mid-60s in Casablanca and especially after the)]TJ0 -1.212 TD0.0001 Tc-0.0216 Tw(assassination of )Tj/F2 1 Tf6.51 0 TD(Mehdi Ben Barka)Tj/F1 1 Tf7.008 0 TD(, the legendary symbol of the Socialist movement.)Tj-12.102 -1.212 TD0.0101 Tc-0.0094 Tw(During the period of what was called the )Tj/F2 1 Tf16.884 0 TD(annŽes de plomb )Tj/F1 1 Tf7.104 0 TD[(\(ÔY)104.2(ears of LeadÕ\)Ñ)]TJ-25.404 -1.206 TD0.0514 Tw[(i.e. 1960 to 1970Ña decade characterised by arrests, imprisonments, torture and)]TJ0 -1.212 TD0.0833 Tw[(assassinations against opponents to the regime, the intellectual and political life)]TJT*0.0416 Tc0.125 Tw[(was stifling \(see Daoud, 2007\). )17(V)115.6(ery attracted by reading and well-honed)]TJ0 -1.206 TD0.0101 Tc0.0148 Tw[(ar)17.2(guments, I was always interested by )]TJ/F2 1 Tf15.918 0 TD0 Tc0 Tw(r)Tj0.36 0 TD0.0101 Tc0.0148 Tw(es publica)Tj/F1 1 Tf4.2 0 TD[(. In a certain period in my life I)]TJ-20.478 -1.212 TD0.028 Tw(was fascinated by a juridical vocation because I thought naively that by knowing)TjT*0.0001 Tc-0.0286 Tw[(and mastering the law I would be able to defend myself and to defend others as well.)]TJ0 -1.206 TD0.0424 Tw[(But I realised later on that knowing the law in a system, which does not respect it,)]TJ0 -1.212 TD0.026 Tw[(couldnÕ)19.7(t change much.)]TJ8 0 0 8 53.825 606.4451 Tm0.0002 Tc0.0279 Tw(MÕHAMMED SABOUR)TjETendstreamendobj265 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj267 0 obj<</Length 4893>>stream
BT/F1 1 Tf10 0 0 10 375.4551 44.965 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(79)Tj-31.032 53.856 TD0.0101 Tc-0.0312 Tw[(Like many others around me, I was convinced by socialist ideology)73.7(, and avidly)]TJ-1.416 -1.212 TD0.027 Tc0.125 Tw[(followed progressive movements, both in the region and internationally)76.8(. )19(W)77(e)]TJ0 -1.206 TD0.0101 Tc0.1207 Tw[(admired Che Guevara, and celebrated the military successes of the )29.1(V)60.1(ietnamese)]TJ0 -1.212 TD-0.044 Tw[(over the ÔimperialistÕ)74.8( )60.1(Americans. )15(W)84.1(e)0( exchanged forbidden newspapers, revues and)]TJT*0.0196 Tc0.1249 Tw[(books that had been secretly introduced into the country)73.5(. Moreover)41.6(, we were)]TJ0 -1.206 TD0.0101 Tc-0.0043 Tw(supporters of Pan-Arabic ideology and followed and participated in many debates)Tj0 -1.212 TD-0.0557 Tw[(on the Palestinian cause and the Middle-East conflict. )28.2(W)78.1(e)0( were perhaps utopians or)]TJT*0.0187 Tw[(dreamers, but we strongly believed that we could change the world for the better)67.9(.)]TJ0 -1.206 TD0.048 Tw[(In fact, in the prevalent stifling circumstances, we did not have any choice other)]TJ0 -1.212 TD0.0465 Tw[(than to act against the oppressive and authoritarian system. If we were unable to)]TJT*0.0308 Tc0.1249 Tw[(resist and change things physically or violently we did it intellectually and)]TJ0 -1.206 TD0.0102 Tc0 Tw[(behaviourally)70(.)]TJ/F2 1 Tf1.416 -2.424 TD0.0001 Tc-0.0378 Tw[(Q. Can you tell r)42.3(eaders about the individuals, movements, or)35.8(ganisations, etc that)]TJ-1.416 -1.206 TD0.0252 Tw[(wer)36.3(e most influential in shaping your development as an educator/scholar/citizen?)]TJ/F1 1 Tf1.416 -1.212 TD-0.0287 Tw[(Although it was against my will, I found myself embarking on a technical career)69(.)]TJ-1.416 -1.212 TD0.0285 Tc0.125 Tw[(My father)-39.5(Õ)61.5(s)0( philosophy was that Ôtechnical orientation leads up to a certain)]TJ0 -1.206 TD0.0001 Tc0.0248 Tw[(profession. )59.8(Any profession is good, because if it does not make you rich it could at)]TJ0 -1.212 TD0.108 Tw(least secure your basic means of subsistence.Õ But I was always attracted by and)TjT*0.0279 Tc0.1249 Tw[(interested in philosophy and social science. I recall my French professor of)]TJ0 -1.206 TD0.0001 Tc0.0752 Tw[(philosophy saying, on reading my essays on democracy)72.6(, social justice and power:)]TJ0 -1.212 TD0.0497 Tw[(ÔMr Sabour)38.8(, what are you doing with us in the technical courses? É )42.8(Y)104.1(our place is)]TJT*0.0254 Tw(in social sciences or the humanitiesÉÕ.)Tj1.416 -1.206 TD0.0191 Tc0.125 Tw[(This was to be realised many years later)64.8(. By a conjunction of unexpected)]TJ-1.416 -1.212 TD0.0023 Tc[(circumstances and as a result of the socio-political situation mentioned earlier)49.4(, I)]TJT*0.0001 Tc0.1101 Tw(decided to expatriate myself to Finland. It was the period when left-wing radical)Tj0 -1.206 TD-0.0417 Tw(ideas dominated, or at least were tremendously influential in most of the discourse in)Tj0 -1.212 TD0.014 Tc0.125 Tw(political, cultural and academic fields. In fact, it was the golden age of social)TjT*0.0001 Tc0.0319 Tw[(sciences. Finland was well connected to the ambient mainstream thought. Joensuu,)]TJ0 -1.206 TD0.0234 Tc0.125 Tw[(where I resided, was one of the ÔbastionsÕ)82.8( of radical left-wing thinking. )18.4(The)]TJ0 -1.212 TD0.0001 Tc-0.0353 Tw(orientation of professors and researchers in Joensuu during the 70s and 80s was such)TjT*0.0843 Tw[(that historians of social sciences in Finland designated the cityÕ)63.6(s university as the)]TJ0 -1.206 TD0.0255 Tw[(Ôred universityÕ)75.9( of the country)69.9(.)]TJ1.416 -1.212 TD0.0377 Tw[(As a student of sociology)71(, psychology and education, I integrated the academic)]TJ-1.416 -1.212 TD0.0121 Tc0.125 Tw[(world in this atmosphere, which would significantly enrich my perception and)]TJ0 -1.206 TD0.0001 Tc-0.0326 Tw[(knowledge of many things. I however kept a room for manoeuvre that enabled me to)]TJ0 -1.212 TD0.0102 Tc0.1249 Tw[(have a leeway of autonomy of judgement and disagreement with the dominant)]TJT*0.0001 Tc0.0247 Tw[(ideological paradigm and perception of things.)]TJ/F2 1 Tf1.416 -2.418 TD-0.0442 Tw[(Q. Which authors/texts would you single out as being of utmost importance if one)]TJ-1.416 -1.212 TD0.01 Tw(wishes to understand educational dynamics in your country? How do you use these)Tj0 -1.206 TD0.0108 Tc0.1249 Tw[(authors/texts in your own work? Feel fr)37.1(ee to cite an extended passage, and to)]TJ0 -1.212 TD0.0001 Tc0.0248 Tw(comment on it in ways that add further insights into your own thinking.)Tj8 0 0 8 141.395 606.4451 Tm0 Tw(MOROCCO)Tj/F1 1 Tf4.9425 0 TD0.0254 Tw[(ÑRETROSPECTIVE )57.4(AND EXPERIENTIAL)36( PERCEPTIONS)]TJETendstreamendobj268 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj270 0 obj<</Length 5230>>stream
BT/F1 1 Tf10 0 0 10 53.825 45.085 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(80)Tj1.416 53.844 TD0.0026 Tc0.125 Tw(Having been always interested in the role of the intelligentsia and the )Tj/F2 1 Tf29.616 0 TD0 Tw[(for)34.8(ces)]TJ-31.032 -1.212 TD0.0001 Tc-0.0219 Tw[(cultur)37.5(elles vives)]TJ/F1 1 Tf6.408 0 TD0 Tc0 Tw( )Tj0.2282 0 TD0.0001 Tc-0.0219 Tw[(in society)60.2(, I was drawn to the thought of Pierre Bourdieu as early as)]TJ-6.6362 -1.206 TD0.0412 Tw[(the 1960s. )16.4(Three of his booksÑnamely )]TJ/F2 1 Tf16.254 0 TD[(The Inheritors: Fr)37(ench Students and Their)]TJ-16.254 -1.212 TD-0.0099 Tc-0.011 Tw[(Relations to Cultur)35.9(e; Outline of a Theory of Practice, )]TJ/F1 1 Tf21.036 0 TD0 Tw(and )Tj/F2 1 Tf1.638 0 TD-0.011 Tw[(Repr)32.4(oduction in Education,)]TJ-22.674 -1.212 TD0.0247 Tw(Society and )Tj/F1 1 Tf4.818 0 TD[(CultureÑwere a revelation for me and inspired many things later)64.4(.)]TJ-3.402 -1.206 TD0.0001 Tc0.0197 Tw(The initiation to his sociological thinking was to take an unexpected turn when,)Tj-1.416 -1.212 TD0.0584 Tw(due to a combination of circumstances, I met one of his friends, a professor at the)TjT*0.0819 Tw(university of Marseille, who was lecturing at our university and who was slightly)Tj0 -1.206 TD-0.0466 Tw[(surprised to find a North-African researcher working on )62.7(Arab intellectuals and living)]TJ0 -1.212 TD-0.0333 Tw[(ÔcloseÕ)75.6( to the polar circle, geographically behind ÔGodÕ)62.6(s backÕ. I gave him two of my)]TJT*0.0287 Tw[(publications, which he showed to Bourdieu after his return to France. )66.7(A)50.1( few weeks)]TJ0 -1.206 TD-0.0265 Tw[(later I received a letter from Bourdieu where he mentioned that if I ever were to pass)]TJ0 -1.212 TD0.0207 Tc0.125 Tw[(by Paris, he would be pleased to discuss my research with me. He ended up)]TJT*0.001 Tc[(supervising my Ph.D., and we were later to cooperate closely on many projects.)]TJ0 -1.206 TD0.0001 Tc-0.0383 Tw[(His thought and acquaintance have profoundly influenced my intellectual endeavour)]TJ0 -1.212 TD0.025 Tw[(and subsequently my career)59.6(.)]TJ1.416 -1.212 TD0.0671 Tw[(I do not agree with all of BourdieuÕ)60.9(s sociological thinking, but it goes without)]TJ-1.416 -1.206 TD0.0172 Tw[(saying that he has of)23.8(fered some ef)17.7(ficient instruments for analysing the mechanisms)]TJ0 -1.212 TD-0.0619 Tw(of power in society and in the academic field. I have always thought that the exposure)TjT*0.0193 Tc0.125 Tw[(of injustice, domination and authoritarianism sociologically calls for a strong)]TJ0 -1.206 TD0.0001 Tc-0.015 Tw[(ar)15.2(gument, a credible methodological approach, a well-honed theory)77.1(, and an analysis)]TJ0 -1.212 TD0.0022 Tc0.1249 Tw[(that simultaneously conveys rigour and conviction. In my view)76.5(, Pierre Bourdieu)]TJT*0.0001 Tc0.0242 Tw[(of)17.2(fers this possibility)66(.)]TJ/F2 1 Tf1.416 -2.418 TD0.0002 Tc-0.0232 Tw[(Q. What ar)35(e some of the key educational Ôpr)47.6(oblematicsÕ)113.1( that curr)41.2(ently pr)36.7(eoccupy)]TJ-1.416 -1.212 TD0.0102 Tc0.1249 Tw[(you? How ar)39.8(e these linked to the br)38.3(oader pr)36.2(eoccupations you may have about)]TJ0 -1.206 TD0.0084 Tc0.125 Tw[(society? What is your r)40.9(esponse to these pr)37.2(oblematics and pr)37.4(eoccupations, as a)]TJ0 -1.212 TD0.0001 Tc0.0251 Tw(scholar and as a citizen?)Tj/F1 1 Tf1.416 -1.212 TD-0.0502 Tw[(In the Maghreb countries, and especially in Morocco, an immense ef)27.9(fort has been)]TJ-1.416 -1.206 TD0.073 Tw(made during the last five decadesÑi.e. since independenceÑin spreading literacy)Tj0 -1.212 TD0.0014 Tw(and in universalizing access to formal education, including in rural areas. Given the)TjT*0.0196 Tw(high rates of illiteracy at the start of the process, as well as the disjuncture between)Tj0 -1.206 TD0.0058 Tc0.1249 Tw[(demand and supply due to the countryÕ)55(s limited economic means, Morocco has)]TJ0 -1.212 TD0.0001 Tc0.0946 Tw(nevertheless been able to chalk up some respectable achievements. Unfortunately)TjT*-0.0197 Tw[(much of this progress has remained statistical and quantitative in scope. )26.6(The quality)70.3(,)]TJ0 -1.206 TD0.0251 Tw[(the ef)18.7(ficiency and the equity of the education on of)26.3(fer leaves much to be desired.)]TJ1.416 -1.212 TD0.0227 Tw[(In fact, when we look at the of)21(ficial policy of enrolment at the various levels of)]TJ-1.416 -1.212 TD-0.0428 Tw(the education system, and the resources invested, the numbers cannot fail to impress.)Tj0 -1.206 TD0.1042 Tw[(However)41.8(, when we check the outcome of educational policies in terms of school)]TJ0 -1.212 TD0.0121 Tw(success and failure, of drop-out rates, of the percentage of those who graduate after)TjT*0.0467 Tc0.125 Tw(enrolment, of graduates who are gainfully employed, of the exclusion or)Tj0 -1.206 TD0.0159 Tc0.1249 Tw[(mar)18.7(ginalisation of female students in school in rural areas, and so on, we are)]TJ0 -1.212 TD0.0333 Tc[(confronted by a critical situation. From primary schooling right through to)]TJ8 0 0 8 53.825 606.4451 Tm0.0002 Tc0.0279 Tw(MÕHAMMED SABOUR)TjETendstreamendobj271 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj273 0 obj<</Length 5274>>stream
BT/F1 1 Tf10 0 0 10 375.4551 44.965 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(81)Tj-32.448 53.856 TD-0.0254 Tw[(university)64.8(, the educational system in Morocco lives a serious structural, pedagogical)]TJ0 -1.212 TD0.0259 Tw(and vocational malaise.)Tj1.416 -1.206 TD0.0066 Tc0.125 Tw(Morocco has been able to carry out aspects of the ÔmodernÕ nation-building)Tj-1.416 -1.212 TD0.0001 Tc0.0359 Tw[(project from scratch, has managed to establish a ÔfunctioningÕ society with its own)]TJT*-0.0011 Tw(administration and infrastructure, and has succeeded in securing some basic aspects)Tj0 -1.206 TD0.0614 Tw[(of the welfare state for its people. )19.9(This suggests that the country is far from being)]TJ0 -1.212 TD0.0388 Tw[(held hostage to lethar)18.3(gy)70.2(, and has dynamic forces that propel it forward. One of the)]TJT*-0.0366 Tw[(basic elements that give the country its drive is formal education, which has been the)]TJ0 -1.206 TD0.0117 Tc0.125 Tw[(midwife of important changes in society)70.5(. However)39.5(, given that education is the)]TJ0 -1.212 TD0.0001 Tc0.0197 Tw(reflective and reflexive image of the society which gives rise to it in the first place,)TjT*0.0574 Tw(the educational system\(s\) in Morocco is/are characterised by several dysfunctions,)Tj0 -1.206 TD0.0245 Tw(deficiencies and lack of foresight.)Tj1.416 -1.212 TD0.03 Tw[(Due to various conflicts related to, among other things, political legitimacy)77.8(, the)]TJ-1.416 -1.212 TD0.0626 Tc0.4809 Tw[(division and exercise of power)44.5(, economic constraints, democratic)]TJ0 -1.206 TD0.0001 Tc0.0856 Tw(representativeness, internal upheavals and colonial cultural heritage, Morocco has)Tj0 -1.212 TD0.0332 Tc0.1249 Tw[(often been concerned byÑand faced withÑpressing, short-term and ur)23.5(gent)]TJT*0.0101 Tc[(problems. Responses and solutions have often been formulated under pressure,)]TJ0 -1.206 TD0.0001 Tc0.0339 Tw(mostly to tranquilise social movement demands, to untangle political crises, and to)Tj0 -1.212 TD0.073 Tw[(deal with ur)22.1(gencies and emer)15.5(gencies. Such action was not conducive to balanced,)]TJT*0.007 Tw[(long-term and carefully thought-through policy required by an ef)28.6(ficient educational)]TJ0 -1.206 TD-0.045 Tw[(system worthy of its name. In these circumstances, educational policy has often been)]TJ0 -1.212 TD0.0023 Tc0.1249 Tw[(marked by improvisation, stopgap measures, plastering over major crevices, and)]TJT*-0.0002 Tc-0.0625 Tw(provisional solutionsÑwhat I have elsewhere referred to as the Ôenduring temporaryÕ)Tj0 -1.206 TD0.0001 Tc0.0575 Tw[(\(Sabour)40.7(, 2003\). In many instances changes and plans in the field of schooling and)]TJ0 -1.212 TD0.0048 Tc0.1249 Tw(research look more like a )Tj/F2 1 Tf11.106 0 TD0 Tw(simulacrum)Tj/F1 1 Tf4.764 0 TD0 Tc( )Tj0.3797 0 TD0.0048 Tc0.1249 Tw(than a real, well-intentioned and credible)Tj-16.2497 -1.212 TD0.0001 Tc-0.025 Tw[(educational policy)64.6(. )25.2(The simulacrum is exemplified by the way in which the dif)19.1(ferent)]TJ0 -1.206 TD0.0003 Tc0.1249 Tw[(actors \(e.g. policy-makers, planners, decision-makers, politicians, educationalists,)]TJ0 -1.212 TD0.0236 Tc0.125 Tw[(and bureaucrats\) put up pretence by formally articulating flashy slogans and)]TJT*0.0001 Tc0.0593 Tw(glittering idealsÑbut all this half-heartedly and without much if any conviction at)Tj0 -1.206 TD0.0776 Tw(all. Many of these actors speak emphatically about the glorious past of Moroccan)Tj0 -1.212 TD0.082 Tw(civilisation \(e.g. the University )Tj/F2 1 Tf12.99 0 TD0 Tw(al-Qarawiyyin)Tj/F1 1 Tf5.832 0 TD0.082 Tw(\), and about the creative ability and)Tj-18.822 -1.212 TD0.0123 Tc0.125 Tw(aptitude of the Moroccan educated population. But deep down they have little)Tj0 -1.206 TD0.0001 Tc0.0499 Tw(respectability for and faith in the quality of formal national education in Morocco,)Tj0 -1.212 TD-0.0161 Tw[(from primary school to higher education. )27.2(Their contradictory attitude is exemplified)]TJT*-0.0362 Tw[(by the fact that most of the ruling and political Žlites do not educate their of)33.1(fspring in)]TJ0 -1.206 TD0.0249 Tc0.125 Tw[(Moroccan schools or universities, but rather send them to private or foreign)]TJ0 -1.212 TD0.0001 Tc0.025 Tw(academic institutions either in the country or abroad.)Tj1.416 -1.212 TD0.0871 Tw[(As I noted earlier)45.1(, the fate and development of education is tied to that of the)]TJ-1.416 -1.206 TD-0.0533 Tw[(society that shapes it. )20(The development of both relies mostly upon the ruling political)]TJ0 -1.212 TD0.0291 Tw(Žlite that plans, assesses, legitimizes and implements the developmental policy and)TjT*-0.0163 Tw[(ideology)68.7(. But the key element for all this is how the process of decision-making that)]TJ0 -1.206 TD-0.008 Tw(produces this policy and ideology is democratically shaped. Here, as I have stressed)Tj0 -1.212 TD0.0138 Tw[(elsewhere \(Sabour)37.5(, 2007\), and as is the case in many )63.8(Arab countries, the process of)]TJ/F2 1 Tf8 0 0 8 141.395 606.4451 Tm0 Tw(MOROCCO)Tj/F1 1 Tf4.9425 0 TD0.0254 Tw[(ÑRETROSPECTIVE )57.4(AND EXPERIENTIAL)36( PERCEPTIONS)]TJETendstreamendobj274 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj277 0 obj<</Length 5108>>stream
BT/F1 1 Tf10 0 0 10 53.825 45.085 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(82)Tj0 53.844 TD0.0115 Tc0.1249 Tw[(decision-making in Morocco suf)16.9(fers from many deficiencies, including lack of)]TJ0 -1.212 TD0.0043 Tc[(professionalism and ef)19.5(ficiency)69(, an inhibiting bureaucracy)67.6(, dissent amongst those)]TJ0 -1.206 TD0.0001 Tc-0.0128 Tw[(who administer the system and teachers who have to implement policies which they)]TJ0 -1.212 TD0.0705 Tw[(find incompatible and lacking in legitimacy)73.4(. )54.7(As a consequence, teachers have low)]TJT*-0.033 Tw[(motivation, a factor which deals a death blow to quality in education as a whole. )28.8(The)]TJ0 -1.206 TD0.0253 Tw(facts speak for themselves.)Tj1.416 -1.212 TD-0.0012 Tw(The Moroccan government is not sparing expense in investing in education, and)Tj-1.416 -1.212 TD0.0627 Tw(indeed, the percentage of the national budget dedicated to this sector is one of the)Tj0 -1.206 TD0.0792 Tw[(highest in the MENA)56.7( \(Middle East and North )61.5(Africa\) region. )15.9(The survival rate to)]TJ0 -1.212 TD0.0211 Tw(Grade 5 in 2002 reached 75.6 percent; the repetition rate is 13.8 percent in primary)TjT*0.0195 Tw[(education and 16.4 percent in secondary education \(W)85.2(orld Bank, 2008\). )57.1(As a result)]TJ0 -1.206 TD0.0288 Tw[(of this inef)23.6(ficiency)59.7(, only 12 out 100 students who enrol in primary education reach)]TJ0 -1.212 TD0.025 Tw[(the university)68.2(. Out of these 12, no more than five receive a diploma \(Achy)75.6(, 2002\).)]TJ1.416 -1.212 TD-0.0099 Tc-0.0324 Tw[(Statistically)70.1(, the masses of pupils and students have increased tremendously during)]TJ-1.416 -1.206 TD0.1098 Tw(the last three decades, but as outlined by Zouhar \(2005, cited in Elmeski, p.10\), in)Tj0 -1.212 TD-0.007 Tw[(comparison with other countries in the MENA, ÔMorocco has one of highest illiteracy)]TJT*-0.015 Tw[(rates in the regionÉ [and] 43 percent of the population aged 10 and above is illiterate.)]TJ0 -1.206 TD0.0008 Tc0.1249 Tw[(60.5 percent of this population is in rural Morocco. 54.7 percent of the illiterate)]TJ0 -1.212 TD-0.0099 Tc0.025 Tw[(population is female and 74.5 percent of them are concentrated in rural areas.Õ)]TJ1.416 -1.212 TD-0.0085 Tc0.1249 Tw[(Furthermore, according to Boudarbat \(2005, p.12\), there is serious discrepancy)]TJ-1.416 -1.206 TD0.0022 Tc0.125 Tw(between the content of the educational system, the learnersÕ aspirations, and the)Tj0 -1.212 TD-0.0099 Tc0.1042 Tw[(expectations of the labour market. He describes the situation in the following way:)]TJT*0.101 Tw(ÔÉ[H]igh illiteracy rates, an underperforming educational system, and very limited)Tj0 -1.206 TD0.0234 Tc0.125 Tw[(investment in research development of MoroccoÕ)62.7(s lar)16(gely small and medium)]TJ0 -1.212 TD-0.0099 Tc0.0212 Tw(companies have created a supply and demand situation where the educational system)TjT*-0.0107 Tw(is not adequately prepared to supply highly skilled knowledge workers, and where the)Tj0 -1.206 TD0.0935 Tw[(labour)17.6(-intensive market has not developed enough capacity to switch to knowledge)]TJ0 -1.212 TD0.0254 Tw(intensive production. In such an environment, it is hardly surprising that amongst the)TjT*0.1189 Tw(educated active population, the unemployment rate in 2002 reached 34 percent for)Tj0 -1.206 TD-0.0522 Tw(active population with a high school diploma and 32.2 percent for university graduates.)Tj0 -1.212 TD0.0158 Tw[(Amongst these graduates 40% are holders of bachelor)-32.1(Õ)59.1(s)0( degree.Õ)]TJ1.416 -1.212 TD0.0001 Tc-0.0171 Tw(This bleak situation is made even worse by the deplorable state of infrastructure.)Tj-1.416 -1.206 TD0.0626 Tc0.1949 Tw[(As )51.7(Ahmed )56.6(Akhchichine, the Minister for National Education, himself)]TJ0 -1.212 TD0.0344 Tc0.125 Tw[(acknowledged, Ô75 percent of schools lack drinking water)50.5(, 60 percent lack)]TJT*0.0001 Tc0.0394 Tw[(electricity)63.8(, and 80 percent of schools lack adequate latrinesÕ)84.7( \(Elmeski, 2008, p.10\).)]TJ0 -1.206 TD0.0111 Tc0.125 Tw[(Moreover)42.1(, he estimates absenteeism amongst elementary and secondary school)]TJ0 -1.212 TD0.0001 Tc-0.0327 Tw(teachers to have reached 2 million days of absence, which represents a financial leak)TjT*0.1176 Tw[(that is enough to build 100 lower secondary schools. )25(This damning verdict is an)]TJ0 -1.206 TD0.0249 Tw(indicator of the scope of disrepair of the Moroccan public education system.)Tj1.416 -1.212 TD0.0226 Tw[(I insist, once more, that an educational system can be changed only through the)]TJ-1.416 -1.212 TD0.0441 Tw[(change of the political and social structures that have produced it. )28.4(W)38.1(ithout that we)]TJ0 -1.206 TD-0.0357 Tw[(can only carry on playing simulacrum instead of making real and significant reforms)]TJ0 -1.212 TD0.0137 Tw[(and changes in the sector of education. So far)46.3(, although few positive improvements)]TJ8 0 0 8 53.825 606.4451 Tm0.0002 Tc0.0279 Tw(MÕHAMMED SABOUR)TjETendstreamendobj278 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj280 0 obj<</Length 5212>>stream
BT/F1 1 Tf10 0 0 10 375.4551 44.965 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(83)Tj-32.448 53.856 TD-0.0067 Tw(have taken place in some fields \(such as engineering, for instance\), the path that has)Tj0 -1.212 TD-0.0262 Tw(been hitherto followed presages, in general, an educational policy full of uncertainty)Tj0 -1.206 TD0.0234 Tw(and haziness.)Tj1.416 -1.212 TD0.0057 Tc0.125 Tw(In addition to the political and ideological factors there are some social and)Tj-1.416 -1.212 TD0.0001 Tc0.0014 Tw(economic facts and realities that have to be taken into account when we analyze the)Tj0 -1.206 TD-0.0594 Tw[(situation of schooling and the educational system in Morocco. )64.3(After its independence)]TJ0 -1.212 TD0.0243 Tw(over fifty years ago, Morocco finds itself without cadres, without a compatible and)TjT*0.031 Tc0.125 Tw[(working educational system, and without the required economic means and)]TJ0 -1.206 TD0.0154 Tc[(infrastructure. )18.5(W)41.4(ith the majority of its population illiterate, Morocco used the)]TJ0 -1.212 TD0.0001 Tc-0.0126 Tw(ÔskilledÕ manpower and resources at hand. In Koranic schools, )Tj/F2 1 Tf25.128 0 TD0 Tw(fqih )Tj/F1 1 Tf1.794 0 TD-0.0126 Tw(were enrolled as)Tj-26.922 -1.212 TD0.0771 Tw(teachers in primary schools, even though they had no formal modern pedagogical)Tj0 -1.206 TD0.0519 Tw(training. French teachers, working as Ô)Tj/F2 1 Tf15.672 0 TD0 Tw(cooperants)Tj/F1 1 Tf4.44 0 TD0.0519 Tw(Õ, for a while satisfied the crying)Tj-20.112 -1.212 TD0.0213 Tc0.1249 Tw[(needs for education in lar)21.2(ge urban cities such as Casablanca, Fs and Rabat.)]TJT*0.0001 Tc0.037 Tw[(Unskilled teachers made up the rest of the education workforce. )27.2(The rural area has)]TJ0 -1.206 TD0.0167 Tw[(in most cases benefited less from this ÔuniversalisationÕ of education.)]TJ1.416 -1.212 TD0.0042 Tc0.125 Tw[(The two decades that followed independence witnessed a massive growth in)]TJ-1.416 -1.212 TD0.0116 Tc[(population, and a tremendous demand for education. )23.2(The rural exodus and the)]TJ0 -1.206 TD0.0018 Tc[(transformation in the populationÕ)57.4(s aspirations and activities have aggravated this)]TJ0 -1.212 TD0.0001 Tc0.0376 Tw[(situation. )17.5(The means and the prevailing policies were far below the qualitative and)]TJT*-0.0017 Tw(quantitative demands. It goes without saying that those possessing economic means)Tj0 -1.206 TD0.0279 Tc0.125 Tw[(and social capital enrolled their of)25.9(fspring in the best schools and in private)]TJ0 -1.212 TD0.0001 Tc0.0047 Tw[(institutions. )19.8(The rest had no option but to content themselves with underfunded and)]TJT*-0.0505 Tw[(overcrowded public schools. )21.1(The State has been always falling behind in meeting the)]TJ0 -1.206 TD-0.0007 Tw[(increasing demands of a demographically bur)24.8(geoning population. )18.5(This shortage has)]TJ0 -1.212 TD-0.0469 Tw(only been amplified with time. By the mid-1980s, the phenomenon started becoming)TjT*0.1045 Tw[(visible at the level of higher education as well. )25.2(The massification of universities,)]TJ0 -1.206 TD0.0324 Tw(especially in socio-economic and juridical sciences, placed an unbearable strain on)Tj0 -1.212 TD0.013 Tc0.1249 Tw[(already poor infrastructure and facilities. Overcrowded auditoria and mediocre)]TJT*0.0001 Tc-0.0292 Tw(teaching standards produced bookish knowledge-bearers and ill-educated graduates.)Tj0 -1.206 TD0.005 Tc0.125 Tw[(As noted earlier)45(, this bad situation has been made even worse by the mismatch)]TJ0 -1.212 TD0.0127 Tc0.1249 Tw[(between the skills provided by the education system on the one hand, and the)]TJT*0.0001 Tc-0.0266 Tw[(expectations of the labour market on the other)63.3(. Furthermore, the inconsistency in the)]TJ0 -1.206 TD-0.0494 Tw(policy regulating the language of instruction, together with the continuous shifting in)Tj0 -1.212 TD0.1099 Tw[(some subjects from )60.6(Arabic to French during the academic life-course of students)]TJT*0.0738 Tw(between primary school and the university make it pedagogically and didactically)Tj0 -1.206 TD0.0179 Tc0.125 Tw[(very dif)16.4(ficult for those students to assimilate knowledge, in either of the two)]TJ0 -1.212 TD0.0001 Tc-0.0087 Tw[(languages. )21.3(This can be exemplified in the feeble command of spoken and/or written)]TJT*0.0252 Tw(Arabic and/or French at the university level.)Tj1.416 -1.206 TD0.0063 Tw[(What are the solutions? )26.4(The reform of MoroccoÕ)55.1(s educational system represents)]TJ-1.416 -1.212 TD-0.0179 Tw[(a huge challenge. )57.9(And many reforms were tried during the last few decades. Despite)]TJT*0.0315 Tw(some improvements in the domain of governance, the orientation and autonomy of)Tj0 -1.206 TD0.0111 Tc0.125 Tw[(the educational system, starting from the primary level right through to higher)]TJ0 -1.212 TD0.0001 Tc-0.0205 Tw[(education, is still suf)16.5(fering from acute structural problems. One approach is to strive)]TJ/F2 1 Tf8 0 0 8 141.395 606.4451 Tm0 Tw(MOROCCO)Tj/F1 1 Tf4.9425 0 TD0.0254 Tw[(ÑRETROSPECTIVE )57.4(AND EXPERIENTIAL)36( PERCEPTIONS)]TJETendstreamendobj281 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj283 0 obj<</Length 5050>>stream
BT/F1 1 Tf10 0 0 10 53.825 45.085 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(84)Tj0 53.844 TD0.0162 Tw[(to provide sound basic education for all the population. )23.8(Then we have to promote a)]TJ0 -1.212 TD0.0295 Tw[(rational and realistic attitude and expectation from formal education by developing)]TJ0 -1.206 TD0.0141 Tc0.1249 Tw[(an ef)18.4(ficient system of vocational guidance. )25.6(This may help pupils and students)]TJ0 -1.212 TD0.0299 Tc0.125 Tw(become aware of their abilities and dispositions to various occupations and)TjT*0.0234 Tc0.1249 Tw[(professional activities. )20.9(This would also help in directing individuals towards)]TJ0 -1.206 TD0.0001 Tc-0.0401 Tw(appropriate career tracks that correspond to their aptitudes and where their activity is)Tj0 -1.212 TD-0.0254 Tw[(more ef)15.4(fective. )58.3(At the moment, this sort of guidance is non-existent and the majority)]TJT*-0.0011 Tw(of students are often mainly motivated in their educational and professional choices)Tj0 -1.206 TD-0.0237 Tw(by personal aspirations and unrealistic ambitions. One of these unrealistic ambitions)Tj0 -1.212 TD0.0777 Tw[(is to get a job in the State sector)63.6(. In the past, because of the shortage of educated)]TJT*0.0103 Tc0.1249 Tw[(manpower and the weakness of the private sector)47.4(, the State has been the main)]TJ0 -1.206 TD0.0001 Tc-0.041 Tw[(recruiter and employer of graduates. )21.3(This sector is relatively saturated at the moment)]TJ0 -1.212 TD-0.0235 Tw[(but it is still tar)18.3(geted by many)70.3(, even if their skills and aptitudes can be invested more)]TJT*0.1225 Tw[(ef)15.2(fectively elsewhere. )27.8(This can be explained by the job security and the prestige)]TJ0 -1.206 TD0.0252 Tw[(bestowed on by some domains in the public sector)61.2(.)]TJ1.416 -1.212 TD0.0357 Tc0.125 Tw(The inclusion of women will certainly not only correct a long-standing)Tj-1.416 -1.212 TD0.0066 Tc0.1249 Tw[(deficiency in gender equality and human rights, but in the long run it will also)]TJ0 -1.206 TD0.0125 Tc[(provide the ground for a more civilized and developed society)76.6(.)0.1( )55.8(A)50.5( society with)]TJ0 -1.212 TD0.0001 Tc0.0865 Tw(educated women is in a better position to foster an open-minded attitude, to raise)TjT*0.0189 Tw[(children who invest in and perform well at school, and who have a tolerant attitude)]TJ0 -1.206 TD0.1092 Tw[(towards gender dif)20.2(ferences. Indeed, research in Morocco has showed that female)]TJ0 -1.212 TD0.0247 Tw[(students who perform well at school often have educated mothers.)]TJ1.416 -1.212 TD-0.0592 Tw[(Given the dif)17.9(ferent issues and realities I have mentioned above, there is clearly no)]TJ-1.416 -1.206 TD0.1007 Tw(quick-fix solution for the woes that prevail in the educational sector in Morocco.)Tj0 -1.212 TD-0.0107 Tw[(However)41.8(, despite the acute pressures and demands, I think we should ensure that all)]TJT*0.0878 Tw[(the population does have access to basic education. )21.3(This is not only an important)]TJ0 -1.206 TD0.0151 Tc0.1249 Tw[(investment in human capital, but also a question of fundamental rights for all)]TJ0 -1.212 TD0.0001 Tc0.0092 Tw[(citizens. )19(When it comes to higher education, a preference should be made in favour)]TJT*-0.0366 Tw[(of quality based on meritocracy)70.5(, rather than pursuing an open door policy that ushers)]TJ0 -1.206 TD-0.0567 Tw(in mediocrityÑthe outcome of which is not just economic waste but also the creation)Tj0 -1.212 TD0.0511 Tw[(of false expectations and bitter disappointments among a lar)28.3(ge and badly prepared)]TJT*0.0152 Tw[(mass of students. )18.3(The disappointments and broken dreams of these students, whose)]TJ0 -1.206 TD0.0131 Tc0.1249 Tw[(ambitions and expectations are beyond their capacity)69.3(, readiness, and academic)]TJ0 -1.212 TD0.0001 Tc0.0771 Tw(dispositions, run the danger of being converted into countercultural hate and anti-)TjT*0.0005 Tc0.125 Tw[(establishment radicalism. )22.6(This is already visible in many campuses among some)]TJ0 -1.206 TD0.0001 Tc0.0258 Tw(student factions.)Tj1.416 -1.212 TD-0.0139 Tw[(While I place an emphasis on meritocracy)69.4(, I would also like to underline the fact)]TJ-1.416 -1.212 TD-0.0206 Tw[(that we should provide the support, means and opportunity to all pupils and students)]TJ0 -1.206 TD-0.0505 Tw(to fulfil their potential and to reach the highest academic levels that they can possibly)Tj0 -1.212 TD0.0166 Tc0.1249 Tw[(attain. In other words, we should give room and opportunity for learning and)]TJT*0.0001 Tc0.1007 Tw[(academic success not only to those from privileged background, who are born in)]TJ0 -1.206 TD0.0029 Tw[(favourable circumstances and who are in possession of a lar)27.6(ge number of economic)]TJ0 -1.212 TD0.0227 Tc0.125 Tw[(assets, but also to those from deprived and dispossessed classes and origins.)]TJ8 0 0 8 53.825 606.4451 Tm0.0002 Tc0.0279 Tw(MÕHAMMED SABOUR)TjETendstreamendobj284 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj286 0 obj<</Length 4797>>stream
BT/F1 1 Tf10 0 0 10 375.4551 44.965 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(85)Tj-32.448 53.856 TD0.0096 Tc0.125 Tw[(Meritocracy should thus reward individual achievement and ability)79(, rather than)]TJ0 -1.212 TD0.0245 Tc(favour pupils or students whose families have social influence, fame and an)Tj0 -1.206 TD0.0001 Tc-0.0624 Tw[(illustrious name. )19.7(This is a question of primordial importance, key to promoting social)]TJ0 -1.212 TD0.0127 Tw(cohesion among students, to enhancing their belief in the credibility and fairness of)TjT*0.0192 Tc0.125 Tw(the educational system, and to alleviating some of the recurrent frictions and)Tj0 -1.206 TD0.0083 Tc0.1249 Tw[(dissensions in academia. But, can we achieve that in the academic field before)]TJ0 -1.212 TD0.0001 Tc0.0251 Tw(reaching it in the political sphere and social domain?)Tj/F2 1 Tf1.416 -2.418 TD-0.0442 Tw[(Q. Which authors/texts would you single out as being of utmost importance if one)]TJ-1.416 -1.212 TD0 Tc0.025 Tw[(wishes to understand educational dynamics in your country/r)37.2(egion?)]TJ/F1 1 Tf1.416 -1.212 TD0.0001 Tc-0.05 Tw[(Paulo FreireÕ)58.2(s approach can be very useful in assessing how the spread of literacy)]TJ-1.416 -1.206 TD0.0107 Tc0.125 Tw[(and the increase of peopleÕ)60.5(s awareness can give birth to an empowerment that)]TJ0 -1.212 TD0.0035 Tc[(enhances their will for changing their social reality)76.7(. )14(The sociological thought of)]TJT*0.0001 Tc0.0946 Tw(Pierre Bourdieu could be also helpful in understanding the mechanisms of power)Tj0 -1.206 TD0.0031 Tc0.1249 Tw[(structures obtained through the educational system as well as the process of the)]TJ0 -1.212 TD0.0054 Tc0.125 Tw[(reproduction of Žlites and the hegemony that it is involved in. FreireÕ)65(s)0( thinking)]TJT*0.0001 Tc-0.0082 Tw(provides insightful means of practical modes of actions, while on his part, Bourdieu)Tj0 -1.206 TD0.1064 Tw[(of)17.2(fers a sophisticated analytical tool for assessing how power is explicitly and/or)]TJ0 -1.212 TD0.0248 Tw(implicitly used, abused and imposed through material and/or cognitive structures.)Tj/F2 1 Tf1.416 -2.418 TD0.0182 Tc0.125 Tw[(Q. Which r)42.2(ecent developments/innovations in the education sector in your)]TJ-1.416 -1.212 TD0.0001 Tc0.074 Tw[(country fill you with hope in terms of fur)5.6(thering the agenda of democracy)55.2(, and of)]TJT*0.0004 Tc0 Tw(equity?)Tj/F1 1 Tf1.416 -1.206 TD0.0001 Tc0.0409 Tw[(In the course of the last ten years there is an expressed will from the top ruling)]TJ-1.416 -1.212 TD0.0247 Tc0.125 Tw[(Žlite in promoting democracy)72.8(, human rights and gender equality)64(. One of the)]TJT*0.0001 Tc-0.0164 Tw(cornerstones of this policy has been the improvement and universalisation of formal)Tj0 -1.206 TD0.002 Tw[(education and the improvement of its quality)73.2(. Many decisions and political gestures)]TJ0 -1.212 TD0.0055 Tc0.125 Tw[(confirmed this good will. But the dif)23.3(ficulties related the educational system are)]TJT*0.0001 Tc-0.0584 Tw[(tremendously vast and structurally and economically multidimensional. )32.9(This is made)]TJ0 -1.206 TD0.0251 Tc0.1249 Tw[(worse by the crippling bureaucracy)69.3(, the loose accountability and the lack of)]TJ0 -1.212 TD0.0001 Tc0.1118 Tw[(ef)15.2(ficiency and competence. Morocco has been pointed out by many international)]TJT*-0.0416 Tw[(institutions, such as the )17.7(W)80.1(orld Bank, as an underachiever in education in comparison)]TJ0 -1.206 TD-0.0354 Tw[(with its neighbouring countries and inside the )61.6(Arab League, in general. )57.8(A)56.1( new policy)]TJ0 -1.212 TD0.0214 Tw[(that emphasizes the development of human resources has been initiated and a lar)33.8(ge)]TJT*-0.0031 Tw(budget has recently been allocated to support educational reform. But in the light of)Tj0 -1.206 TD0.0313 Tw(previous experience, one can only be cautiously optimistic and only the future will)Tj0 -1.212 TD0.0251 Tw[(show the extent to which these projects are successful.)]TJ/F2 1 Tf1.416 -2.418 TD0.0966 Tw[(Q. What comments would you car)41.9(e to make about the impact of globalisation)]TJ-1.416 -1.212 TD0.0729 Tw[(and/or r)37.7(egionalisation \(e.g. Eur)42(opeanisation\) on educational development in your)]TJT*-0.0001 Tc0 Tw[(country/r)36.8(egion?)]TJ/F1 1 Tf1.416 -1.206 TD0.0001 Tc0.125 Tw(Globalization, in its various economic, cultural, mediatic, scientific and other)Tj-1.416 -1.212 TD0.0288 Tw[(dimensions, has put more pressure on developing countries like Morocco. )62.9(As these)]TJ/F2 1 Tf8 0 0 8 141.395 606.4451 Tm0 Tw(MOROCCO)Tj/F1 1 Tf4.9425 0 TD0.0254 Tw[(ÑRETROSPECTIVE )57.4(AND EXPERIENTIAL)36( PERCEPTIONS)]TJETendstreamendobj287 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj289 0 obj<</Length 4674>>stream
BT/F1 1 Tf10 0 0 10 53.825 45.085 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(86)Tj0 53.844 TD-0.0329 Tw[(forces are mainly based on a \(neo\)liberal and market-driven ideology)73.5(, Morocco does)]TJ0 -1.212 TD0.0268 Tw[(not enjoy a comfortable position in the new global environment. It is rather more a)]TJ0 -1.206 TD0.0619 Tw[(policy-taker than a policy-maker)44.7(, experiencing globalization as a shaping pressure)]TJ0 -1.212 TD0.0531 Tw(rather than as a field it can influence or have an impact on. Globalization calls for)TjT*0.0537 Tc0.125 Tw[(competitiveness, ef)22.7(ficiency)62.7(, productivity and excellence for meeting the)]TJ0 -1.206 TD0.0001 Tc0.0872 Tw(requirements of international standards in many fields. One of these fields covers)Tj0 -1.212 TD-0.0359 Tw(education and knowledge. In this regard, given its insertion in the global mainstream)TjT*0.1164 Tw(and due to its close cultural and educational ties with Europe, Morocco opted to)Tj0 -1.206 TD-0.0388 Tw(adhere to the Bologna Process and to impose on itself the benchmarking of its higher)Tj0 -1.212 TD0.0099 Tw[(educational system to European and international criteria. )27.9(Through various projects)]TJT*0.0043 Tc0.1249 Tw[(and reforms, and in consultation with many European institutions, Morocco has)]TJ0 -1.206 TD0.0349 Tc0.125 Tw(embarked on internal and external evaluations for assuring the quality and)Tj0 -1.212 TD0.0172 Tc0.1249 Tw[(accreditation of its educational system. )23.8(The processes of Europeanization and)]TJT*0.0001 Tc0.0846 Tw(globalization have been a positive incitement to take a hard look at the education)Tj0 -1.206 TD0.0434 Tw[(system, to consider quality issues seriously)67.1(, and to promote a culture of evaluation)]TJ0 -1.212 TD0.0242 Tw(and self-evaluation.)Tj1.416 -1.212 TD0.0245 Tw[(As things stand at the moment, Morocco has reached satisfactory levels of self-)]TJ-1.416 -1.206 TD0.0165 Tc0.125 Tw[(suf)17.5(ficiency and self-reliance in some fieldsÑsuch as agronomics and medical)]TJ0 -1.212 TD0.0261 Tc(sciencesÑbut is trailing behind in othersÑsuch as a number of engineering)TjT*0.0001 Tc-0.0362 Tw[(branches, and educational sciences. )60.5(A)56.1( long path lies ahead before reaching European)]TJ0 -1.206 TD0.0376 Tw(and international quality standards. Morocco is increasingly feeling the pressure to)Tj0 -1.212 TD0.0172 Tw[(rise to the challenge of meeting the requirements of a global knowledge society)78.1(. )13.4(T)71.1(o)]TJT*0.0344 Tw[(secure a place under the sun in this society and to be a creator)25.3(-contributor member)]TJ0 -1.206 TD0.0589 Tw[(instead of being only a receiver)19.7(-consumer of research and knowledge, Morocco is)]TJ0 -1.212 TD-0.0313 Tw[(obliged to develop and establish an education and learning system that is compatible)]TJT*0.0748 Tw(with international requirements. Many indicators suggest that decision-makers are)Tj0 -1.206 TD0.0172 Tc0.125 Tw[(aware of the ur)16(gent, pressing need for change, but it remains to be seen how)]TJ0 -1.212 TD0.0001 Tc0.0247 Tw(determined and able they are to make this change happen.)Tj9 0 0 9 192.845 220.525 Tm-0.0001 Tc0 Tw(REFERENCES)Tj8 0 0 8 53.825 197.965 Tm0.0001 Tc0.0316 Tw[(Achy)66.5(, L. \(2002\) Labor market and growth in Morocco. Paper provided by EconWP)101(A)54.6( in its series Labor)]TJ1.41 -1.2 TD0.0249 Tw[(and Demography)63.9(, \(No 0512007\).)]TJ-1.41 -1.2 TD0.0662 Tw(Boudarbat, B. \(2005\) Job-search strategies and the unemployment of university graduates in Morocco.)Tj1.41 -1.2 TD-0.0439 Tw(Paper presented at the )Tj/F2 1 Tf8.88 0 TD[(IZA-EBRD International Confer)41.6(ence on Labor Market Dynamics)]TJ/F1 1 Tf25.8075 0 TD(, University of)Tj-34.6875 -1.2 TD0.025 Tw[(Bologna, Italy)63.2(.)]TJ-1.41 -1.2 TD0.0626 Tc0.4735 Tw(Daoud, Z. \(2007\) )Tj/F2 1 Tf9.675 0 TD[(Le Mar)33.7(oc: les )23.2(AnnŽes de Plomb, 1958-1988, Chr)41.6(onique dÕune)]TJ-8.265 -1.2 TD0.0001 Tc0 Tw(RŽsistance)Tj/F1 1 Tf4.275 0 TD0.0249 Tw(. Paris: Editions Manucius.)Tj-5.685 -1.2 TD0.0194 Tc0.125 Tw[(Elmeski, M. \(2008\) )]TJ/F2 1 Tf8.8275 0 TD[(Knowledge Pr)40.5(oduction in Mor)43.6(occo: Curr)33.4(ent Realities and Futur)43.6(e Pr)36.6(ospects)]TJ/F1 1 Tf32.7375 0 TD0 Tc0 Tw(.)Tj-40.155 -1.2 TD0.0001 Tc0.0247 Tw(Minnesota: University of Minnesota.)Tj-1.41 -1.2 TD0.0388 Tw[(Zouhar)38.6(, )36.5(Y)129.6(.)0( \(2005\) Human capital and economic growth in Morocco. Paper submitted to the Ministry of)]TJ1.41 -1.2 TD0.0258 Tw(Finance. Rabat: Morocco.)Tj-1.41 63.06 TD0.0002 Tc0.0279 Tw(MÕHAMMED SABOUR)TjETendstreamendobj290 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj292 0 obj<</Length 7062>>stream
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Aldershot: )5.3(Ashgate.)]TJ-33.165 -1.2 TD-0.0433 Tw[(Sabour)43.6(, M. & Habti, D. \(2010\) )16.9(The one-way mobility of North-African highly skilled to Nordic countries:)]TJ1.41 -1.2 TD0.0141 Tc0.125 Tw(facts, constraints and aspirations, )Tj/F2 1 Tf14.505 0 TD0.1251 Tw(International Journal of Contemporary Sociology)Tj/F1 1 Tf21.0975 0 TD0.1093 Tw[(, V)128.6(ol.47\(1\),)]TJ-35.6025 -1.2 TD-0.0001 Tc0 Tw(pp.139-162.)Tj-1.41 -1.2 TD0.0001 Tc0.1043 Tw[(Sabour)43.6(, M. \(2009\) Globalisation and Europeanisation: unicentricity and polycentricity and the role of)]TJ1.41 -1.2 TD0.0078 Tc0.125 Tw[(intellectuals. In R. Dale & S. Robertson \(eds\) )]TJ/F2 1 Tf19.7775 0 TD[(Globalisation and Eur)40.2(opeanisation in Education)]TJ/F1 1 Tf20.3775 0 TD0 Tc0 Tw(.)Tj-40.155 -1.2 TD0.0001 Tc0.025 Tw[(Oxford: Symposium Press.)]TJ-1.41 -1.2 TD-0.0179 Tw[(Sabour)43.6(, M. \(2007\) )19.9(The historical conception of the intelligentsia and its power in the process of decision-)]TJ1.41 -1.2 TD0.0686 Tw[(making in the Middle Eastern and North )61.4(African countries, )]TJ/F2 1 Tf24.4425 0 TD0.0002 Tc0.0685 Tw(International Journal of Contemporary)Tj-24.4425 -1.2 TD0.0001 Tc0 Tw(Sociology)Tj/F1 1 Tf3.945 0 TD-0.0277 Tw[(, V)122.1(ol.44\(1\), )-20.5(pp.47-86.)]TJ-5.355 -1.2 TD0.0982 Tw[(Sabour)43.6(, M. \(1997\) Les intellectuels et la sociŽtŽ civile: le cas )57.5(AlgŽrien. In J. Jurt \(ed.\))]TJ/F3 1 Tf35.5875 0 TD0 Tc0 Tw( )Tj/F2 1 Tf0.3525 0 TD0.0001 Tc0.0982 Tw(SociŽtŽ Civile)Tj/F1 1 Tf5.625 0 TD0 Tc0 Tw(,)Tj/F2 1 Tf-40.155 -1.2 TD0.0001 Tc0.0247 Tw[(Eur)37.8(ope et Islam)]TJ/F1 1 Tf6.405 0 TD[(. Paris: L)96.8(Õ)0(Harmattan.)]TJ-7.815 -1.2 TD0.0042 Tw[(Sabour)43.6(, M. \(2003\) Contradictions within higher education: an assessment of the vocations and prospects)]TJ1.41 -1.2 TD0.0182 Tw(of Moroccan universities, )Tj/F2 1 Tf10.5525 0 TD0 Tc(International Journal of Contemporary Sociology)Tj/F1 1 Tf20.0175 0 TD0.0001 Tc0.0023 Tw[(, V)129.6(ol.40\(1\), )-15.9(pp.153-172.)]TJ-31.98 -1.2 TD0.0129 Tc0.1249 Tw[(Sabour)45.2(, M. \(1995\) )9.1(The position of the Finnish Intelligentsia in the European cultural mainstream:)]TJ1.41 -1.2 TD0.0001 Tc-0.0144 Tw(education, knowledge and the integration of Europe, )Tj/F2 1 Tf21.1425 0 TD(L & EIF \(Life and Education in Finland)Tj/F1 1 Tf15.9825 0 TD(\), No. 3,)Tj-37.125 -1.2 TD0.0232 Tw(pp. 32-39.)Tj-1.41 -1.2 TD0.0335 Tc0.125 Tw[(Sabour)41.6(, M. \(1994\) Higher education in Morocco: between Islamization of cultural values and)]TJ1.41 -1.2 TD0.0001 Tc0.0583 Tw[(secularization of social change. 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BT/F1 1 Tf10 0 0 10 375.4551 44.965 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(89)Tj11 0 0 11 169.955 582.7451 Tm0 Tc0.0237 Tw(MALAK ZAALOUK)Tj/F2 1 Tf-1.5873 -1.4564 TD0.0255 Tw[(American University in Cair)37.9(o)]TJ/F3 1 Tf13 0 0 13 65.555 500.0051 Tm0.0257 Tw[(TRANSFORMING EDUCA)71.8(TION, )17.2(TRANSFORMING)]TJ4.5646 -1.2 TD0.0246 Tw[(LIVES IN )22.9(THE MENA)51( REGION)]TJ/F2 1 Tf9 0 0 9 166.715 550.0451 Tm-0.0001 Tc0 Tw(malakzaalouk@hotmail.com)Tj10 0 0 10 50.975 438.1451 Tm0.0001 Tc-0.0367 Tw[(Q. T)91.7(ell us a little about who you ar)45.1(e, about some of the most significant milestones in)]TJ0 -1.212 TD0.0139 Tc0.1249 Tw[(your personal/pr)34.6(o)0(fessional life, and your most notewor)9.1(thy achievements as an)]TJT*0.0001 Tc-0.0233 Tw(educator/scholar/citizen. Locate and position yourself within the socio-political and)Tj0 -1.206 TD0.0249 Tw[(historical movements that define who and what you ar)44(e, and wher)34.8(e you ÔstandÕ.)]TJ/F1 1 Tf1.416 -1.212 TD-0.0325 Tw(Nothing is as important as to be able to situate oneself when one is responsible to)Tj-1.416 -1.212 TD0.0019 Tc0.1249 Tw[(educate others and enter into an ongoing dialogue. Contextualizing oneself is as)]TJ0 -1.206 TD0.0001 Tc-0.0608 Tw(important as contextualizing the other in order to construct the realities that shape our)Tj0 -1.212 TD-0.0295 Tw[(world and our everyday life. )21.1(W)80.1(e)0( are the products of the political economies in which)]TJT*-0.043 Tw[(we exist and also the historical moment during which our consciousness was shaped.)]TJ0 -1.206 TD-0.08 Tc0 Tw(We)Tj1.3081 0 TD( )Tj0.2258 0 TD0.0001 Tc-0.0243 Tw[(are the product of our gender)48.3(, our class and the disciplines that shaped the lenses)]TJ-1.5339 -1.212 TD0.0247 Tw[(through which we perceive the universe.)]TJ1.416 -1.212 TD0.001 Tw(I am an Egyptian woman who grew up in the sixties of the previous century and)Tj-1.416 -1.206 TD-0.0563 Tw(hence belongs to that very particular generation that was shaped by the years of hope,)Tj0 -1.212 TD-0.0451 Tw(transformation, revolution and change. I belong to the third world that was colonized)TjT*0.0748 Tw(and later rendered even more dependent through a myriad of intertwined interests)Tj0 -1.206 TD-0.0194 Tw(between exogenous and endogenous actors. I have also been influenced by the more)Tj0 -1.212 TD0.0573 Tw(progressive components of the Mediterranean and European culture; a culture that)TjT*0.1154 Tw[(has been rich with economic anthropologists, philosophers, )63.3(Arab nationalists and)]TJ0 -1.206 TD0.0256 Tw(materialist historians.)Tj1.416 -1.212 TD-0.0394 Tw[(I also carry an international identity that focuses on the struggle for rights, justice)]TJ-1.416 -1.212 TD0.0475 Tw[(and the abolition of discrimination and poverty)71.4(. I believe in human dignity/respect)]TJ0 -1.206 TD0.0777 Tw(and the fundamentals of goodness. I adhere to the universal declaration of human)Tj0 -1.212 TD-0.0332 Tw(rights and the various rights based movements that are in fact all spiritually founded.)Tj1.416 -1.212 TD0.0173 Tc0.125 Tw[(My intellectual foundations are transnational and eclectic. My background)]TJ-1.416 -1.206 TD0.0001 Tc-0.0118 Tw[(covers political economy)66.7(,)0( social anthropology and education. I come to the realm of)]TJ0 -1.212 TD-0.0617 Tw(education through a human development perspective one that views the ultimate goal)TjT*0.0245 Tw(of education as human liberation.)Tj1.416 -1.206 TD0.0101 Tc-0.0095 Tw[(As an educator the achievements I am most proud of is the contributions made)]TJ-1.416 -1.212 TD0.0182 Tc0.1249 Tw(towards Community Education with a rights and empowerment framework in)TjT*0.0101 Tc-0.0191 Tw[(Egypt and the Middle East and North )56.6(Africa Region. )24.1(The first in-depth experience)]TJ0 -1.206 TD0.0372 Tw(in community based education and girlsÕ education began in the early nineties in)Tj/F2 1 Tf9 0 0 9 50.975 44.605 Tm0 Tc-0.0002 Tw(Mediterranean Journal of Educational Studies, Vol. 15\(2\), pp. 89-98, 2010)TjETendstreamendobj300 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R/F3 19 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj302 0 obj<</Length 4951>>stream
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Other agendas that were pursued in)]TJ0 -1.212 TD0.0389 Tc0.125 Tw(the region were focusing on Early Childhood Education and Development)TjT*0.0235 Tc[(\(Sultana, 2009\) as well as fostering education during emer)21.5(gencies in several)]TJ0 -1.206 TD0.0101 Tc0.0487 Tw[(countries in the region notably the Occupied Palestinian )30.4(T)63.1(erritories, Iraq, Sudan,)]TJ0 -1.212 TD0.0335 Tw[(Lebanon and )33.2(Y)102.1(e)0(men as well as beyond the region proper as defined by UNICEF)92.3(,)]TJT*0.0228 Tc0.125 Tw[(namely )58.6(Afghanistan. )55.3(All these contributions were achieved during the time I)]TJ0 -1.206 TD0.016 Tc0.1249 Tw[(worked for UNICEF in my capacity as Country Of)27(ficer and later as Regional)]TJ0 -1.212 TD0.0101 Tc0.0118 Tw(Adviser for the MENA region.)Tj1.416 -1.212 TD0.0001 Tc-0.0212 Tw[(I believe I have influenced others and continue to do so in my current position as)]TJ-1.416 -1.206 TD0.0305 Tc0.1249 Tw[(academic educator at the )60.1(American University in Cairo Graduate School of)]TJ0 -1.212 TD0.0001 Tc-0.001 Tw(Education. I believe in transformational education and have myself been influenced)TjT*0.0834 Tw[(by the works of Dewey)66.8(,)0( Freire, Green, )18.7(T)71.1(orres, Lambert and the many community)]TJ0 -1.206 TD0.027 Tw[(educators I have worked with. I think if I claim to belong to any of the educational)]TJ0 -1.212 TD0.013 Tw[(movements it would be critical education and liberation education. )28.6(Those blends of)]TJT*-0.0235 Tw[(education that strive to sharpen peopleÕ)57.2(s consciousness, to enhance their capabilities)]TJ0 -1.206 TD0.0072 Tc0.125 Tw(and foster their life opportunities towards an empowered existence; the kind of)Tj0 -1.212 TD0.0145 Tc[(education that recognizes the context but strives to change it; an education of)]TJT*0.0001 Tc0.0395 Tw[(the heart, soul and mind that can potentially bring about justice and allow children)]TJ0 -1.206 TD0.0252 Tw[(and adults to grow to their full potential.)]TJ/F2 1 Tf1.416 -2.424 TD-0.0099 Tc0.0471 Tw[(Q. What have been some of the most formative moments in your own education?)]TJ-1.416 -1.206 TD0.0855 Tw[(Her)37.4(e)0( you can also tell r)35.4(eaders about the individuals, movements, or)48.6(ganisations, etc)]TJ0 -1.212 TD-0.0354 Tw[(that wer)35.4(e most influential in shaping your development as an educator/scholar/citizen.)]TJ/F1 1 Tf1.416 -1.212 TD0.0001 Tc-0.0352 Tw[(My school as a child was an amazing one. Coming from a privileged background)]TJ-1.416 -1.206 TD0.0243 Tw[(gave me access to the best school in the country)75.9(. It shaped me as a researcher from)]TJ0 -1.212 TD0.1219 Tw[(a young age, as a leader and social being. )22.4(W)80.1(e)0( were or)16.8(ganized in ÔhousesÕ)77.7( which)]TJT*0.0536 Tw[(enhanced collective behaviour and identity as well as early citizenship. )28(W)80.1(e)0( had an)]TJ0 -1.206 TD0.0255 Tw[(amazing library with encyclopaedias and other interesting books. )27(W)80.1(e)0( also had very)]TJ0 -1.212 TD0.0251 Tw[(lar)17.3(ge and well equipped playgrounds. Friendship was hugely important.)]TJ1.416 -1.212 TD-0.0188 Tw[(At the )57(American University in Cairo where I did my under)24.1(graduate studies I was)]TJ-1.416 -1.206 TD0.0419 Tw[(greatly influenced by Black )59.1(American students who had come for a year abroad in)]TJ0 -1.212 TD0.0159 Tw[(Cairo. )20.5(They gave me a very dif)18.9(ferent insight and perspective into )57.7(American society)]TJT*0.0096 Tc0.125 Tw[(and also introduced me to radical revolutionary black literature. My interest in)]TJ0 -1.206 TD0.0001 Tc0.1218 Tw[(social justice grew even stronger as I acquired a deeper understanding of racism)]TJ0 -1.212 TD0.0243 Tw(and exploitation.)Tj1.416 -1.212 TD0.0593 Tw[(As a graduate I became more fascinated with issues of justice and exploitation)]TJ-1.416 -1.206 TD0.0589 Tc0.1249 Tw[(and delved deeper into questions of class relations as my readings and)]TJ0 -1.212 TD0.0001 Tc-0.0239 Tw[(understandings of political economy expanded. My graduate years in England in the)]TJT*-0.032 Tw[(University of Hull were truly formative. )22.8(These years constituted the backbone of my)]TJ0 -1.206 TD0.0044 Tc0.125 Tw[(intellectual existence and equipped me with many life skills amongst which the)]TJ0 -1.212 TD0.0001 Tc0.0469 Tw[(power of reflection. Many powerful intellectuals mentored me at the University of)]TJ8 0 0 8 53.825 606.4451 Tm0.0002 Tc0.0258 Tw(MALAK ZAALOUK)TjETendstreamendobj303 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj305 0 obj<</Length 5123>>stream
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Many great women influenced my vision and also led)]TJT*0.0249 Tw[(to a keen interest in girlÕ)60.8(s education in my later years.)]TJ1.416 -1.206 TD0.007 Tc0.1249 Tw[(Joining UNICEF was a breakthrough as a practitioner and policy analyst. It)]TJ-1.416 -1.212 TD0.0001 Tc-0.0338 Tw[(allowed me a huge dent into education and development, comparative education and)]TJT*-0.0268 Tw[(most of all it allowed me to develop pedagogically)74.4(. )17.4(These were glorious moments of)]TJ0 -1.206 TD0.0113 Tc0.125 Tw(achievement and enlightenment as I mounted a whole initiative on community)Tj0 -1.212 TD0.021 Tc0.1249 Tw[(schools, girlÕ)54.6(s)0( education and many other pathways to equity)71.9(. )18.8(What was most)]TJT*0.003 Tc0.125 Tw[(challenging and dynamic in my UNICEF experience was the possibility of self-)]TJ0 -1.206 TD0.0001 Tc0.0625 Tw(learning and the great opportunity to mingle theory and praxis. It was also a great)Tj0 -1.212 TD0.0183 Tc0.125 Tw[(insight into educational leadership. )25.3(The regional dimension showed how peer)]TJT*0.0001 Tc-0.0162 Tw(learning and cross fertilization could have huge potential in moving several agendas)Tj0 -1.206 TD0.0248 Tw(forward particularly on rights based education.)Tj1.416 -1.212 TD0.0073 Tw[(The Education for )61.7(All \(EF)72(A\) movement has quite an important global impact. It)]TJ-1.416 -1.212 TD-0.0609 Tw(has the power of engaging policy makers and governments into a global dialogue that)Tj0 -1.206 TD-0.0155 Tw[(supports universal basic education, quality learning and equity)72.1(. It raises concerns on)]TJ0 -1.212 TD0.1169 Tw[(issues of educational governance and mar)22.3(ginalization. )24.1(The movement has indeed)]TJT*0.0093 Tc0.125 Tw[(mobilized more resources and ef)23.1(forts towards the six EF)78.6(A)47.3( goals overtime. )29.4(The)]TJ0 -1.206 TD0.0226 Tc[(Global Monitoring Report, a serious EF)76.3(A)54.6( publication, has through its eleven)]TJ0 -1.212 TD0.0001 Tc-0.0199 Tw[(volumes tracked the progress made. )63.9(Although huge gaps remain it is still impressive)]TJT*0.0454 Tw[(to see how an advocacy movement has indeed made a dif)22.8(ference. )62.2(A)56.1( very powerful)]TJ0 -1.206 TD-0.0189 Tw[(leading component of the EF)77.1(A)56.1( movement since Dakar has been the GirlsÕ)77.9( Education)]TJ0 -1.212 TD0.0908 Tw[(Initiative and through many partnerships it has managed to make a dif)31.5(ference for)]TJT*-0.0189 Tw[(many girls in the region. )20.9(The new format of advocacy adopted by the EF)82.3(A)50.1( players is)]TJ0 -1.206 TD-0.0159 Tw(one that is evidence based. It has created a good working partnership and symbioses)Tj0 -1.212 TD0.0098 Tc0.1249 Tw[(between educational research and policy analyses and recommendations. It has)]TJT*0.0104 Tc0.125 Tw(allowed academia and researchers to shed light on best practices and to assess)Tj0 -1.206 TD0.0001 Tc0.0249 Tw(policies that work.)Tj1.416 -1.212 TD0.0718 Tw[(I have had the honour to have participated in both the EF)83.4(A)50.1( movement and the)]TJ-1.416 -1.212 TD-0.0593 Tw(United Nations GirlsÕ Education Initiative \(UNGEI\) at the regional and global levels.)Tj0 -1.206 TD-0.0333 Tw[(During my engagement I have come across many a devoted champion and advocate.)]TJ/F2 1 Tf1.416 -2.424 TD0.0002 Tc-0.0232 Tw[(Q. What ar)41(e some of the key educational Ôpr)41.6(oblematicsÕ)113.1( that curr)41.2(ently pr)36.7(eoccupy)]TJ-1.416 -1.206 TD0.0102 Tc0.1249 Tw[(you? How ar)39.8(e these linked to the br)38.3(oader pr)42.2(eoccupations you may have about)]TJ0 -1.212 TD0.0084 Tc0.125 Tw[(society? What is your r)40.9(esponse to these pr)37.2(oblematics and pr)37.4(eoccupations, as a)]TJT*0.0001 Tc0.0251 Tw(scholar and as a citizen?)Tj/F1 1 Tf1.416 -1.206 TD-0.0115 Tw[(I am currently very preoccupied with the quality of education in the Middle East)]TJ-1.416 -1.212 TD0.1186 Tw[(and North )57.2(Africa \(MENA\) region. )57(Although many important improvements have)]TJ/F2 1 Tf8 0 0 8 92.915 606.4451 Tm-0.0001 Tc0.0246 Tw[(EGYPT)-100.2(/)-101(MENA)14.9( REGION)]TJ/F1 1 Tf10.185 0 TD0.0001 Tc0.0244 Tw[(ÑTRANSFORMING EDUCA)122.6(TION, )18.1(TRANSFORMING LIVES)]TJETendstreamendobj306 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj309 0 obj<</Length 4882>>stream
BT/F1 1 Tf10 0 0 10 53.825 45.085 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(92)Tj0 53.844 TD-0.0246 Tw(been achieved in the level of schooling and enrolment, the quality leaves much to be)Tj0 -1.212 TD0.1242 Tw[(desired. In addition to the very lar)25.6(ge numbers who are still out of school on the)]TJ0 -1.206 TD-0.0541 Tw(regional levelÑsome have estimated they are at 7 millionÑthere are many more that)Tj0 -1.212 TD0.049 Tw[(are out of learning. )23(They are either not learning at all or learning that which is not)]TJT*0.1143 Tw(relevant to the needs of a country in transition striving to make a developmental)Tj0 -1.206 TD-0.0358 Tw[(break through. )23.8(The most pertinent entry point selected for a reform agenda in quality)]TJ0 -1.212 TD0.0938 Tw(education is to work on the professional development of teachers and to promote)TjT*0.0253 Tw(teacher education in a number of ways.)Tj1.416 -1.206 TD-0.0046 Tc0.1249 Tw[(The teacher reform agenda entails working on research with regard to teacher)]TJ-1.416 -1.212 TD0.0006 Tc[(profiles and also how teacher institutions function and support their professional)]TJT*-0.0099 Tc0.0878 Tw[(development. )57.1(An ongoing concern in this reform initiative is bringing the ef)26.4(forts of)]TJ0 -1.206 TD-0.0078 Tc0.125 Tw[(faculties of education and teacher professional institutions closer to schools. More)]TJ0 -1.212 TD0.04 Tc[(specifically)62(, this entails making school-based reform a reality through the)]TJT*-0.0099 Tc0.1136 Tw(establishment of teacher education programmes in schools and allowing schools to)Tj0 -1.206 TD-0.0225 Tw[(develop their own research and monitoring agenda. )26.6(These activities need to be done in)]TJ0 -1.212 TD0.0793 Tw(partnership with academia, research outfits and faculties of education. Our graduate)TjT*-0.0606 Tw[(programme at the )60(American University in Cairo is currently joining a regional initiative)]TJ0 -1.206 TD0.0176 Tw(that aims at fostering an action research partnership between faculties of education in)Tj0 -1.212 TD0.0187 Tw(a number of MENA countries and surrounding clusters of schools.)Tj1.416 -1.212 TD0.0175 Tc0.125 Tw[(The reform agenda on teachers also involves putting in place policies and)]TJ-1.416 -1.206 TD0.0001 Tc0.0143 Tw(programmes that create opportunities for empowered teachers in the region that are)Tj0 -1.212 TD0.0429 Tw[(rights holders/claimants \(those who claim certain rights\) as well as duty bearers of)]TJT*0.125 Tw[(rights \(those who safeguard the rights of others\). )22(These policies need to observe)]TJ0 -1.206 TD-0.0513 Tw(incentive systems as well as other social-economic services for teachers that enhance)Tj0 -1.212 TD0.0249 Tw(the status of the profession.)Tj1.416 -1.212 TD0.0435 Tc0.1249 Tw[(Another important dimension of teacher professional development and)]TJ-1.416 -1.206 TD0.0001 Tc-0.0236 Tw(enhancement is the development of teacher standards, indicators and rubrics that are)Tj0 -1.212 TD0.0111 Tc0.125 Tw(rights based and perfectly capable of measuring teacher performance but more)TjT*0.0001 Tc-0.0257 Tw[(importantly of guiding teacher education and preparation. )24.4(T)71.1(eachers in our region are)]TJ0 -1.206 TD0.0155 Tc0.125 Tw[(mostly prepared technically)66(. )20(They are coached on subject matter and teaching)]TJ0 -1.212 TD0.0231 Tc[(techniques mostly of a traditional nature, very little is of)25.7(fered in the way of)]TJT*0.0001 Tc0.0771 Tw(empowering teachers to develop their students to their full potential through care,)Tj0 -1.206 TD0.0248 Tw(confidence building, exploration, enquiry and active and hands-on learning.)Tj1.416 -1.212 TD0.0002 Tc0.0038 Tw(The reform agenda on teachers is one that revolutionizes the methods of teacher)Tj-1.416 -1.212 TD0.0001 Tc0.0357 Tw[(education with an emphasis on ways in which the practicum is conducted. Schools)]TJ0 -1.206 TD0.0355 Tw(need to be strong partners of teacher preparation and assessment. In order to foster)Tj0 -1.212 TD0.0256 Tc0.125 Tw(such partnerships there needs to develop strong institutional mentorship and)TjT*0.0283 Tc[(regulated methods of overseeing a smooth transition from teacher academic)]TJ0 -1.206 TD0.0001 Tc0.005 Tw(preparation to praxis jointly managed by faculties of education/professional teacher)Tj0 -1.212 TD0.026 Tw(academies and schools.)Tj1.416 -1.212 TD-0.0582 Tw[(Another equally important problematic is that of equity)74.9(, in terms of narrowing the)]TJ-1.416 -1.206 TD0.026 Tc0.125 Tw[(disparity gap and breaking the vicious cycle of poverty)72.9(. )17(This agenda entails)]TJ0 -1.212 TD0.0078 Tc0.1249 Tw[(reviewing educational policies to tilt towards resourcing the most deprived and)]TJ8 0 0 8 53.825 606.4451 Tm0.0002 Tc0.0258 Tw(MALAK ZAALOUK)TjETendstreamendobj310 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj312 0 obj<</Length 5145>>stream
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I am currently involved in establishing quality assurance mechanisms that)]TJ0 -1.206 TD0.0254 Tw(are mostly self-managed for community education.)Tj1.416 -1.212 TD-0.0122 Tw(Another important approach towards the equity agenda is to create opportunities)Tj-1.416 -1.212 TD0.0058 Tc0.125 Tw[(for economic empowerment for community based education. )22.4(This will not only)]TJ0 -1.206 TD0.0027 Tc0.1249 Tw[(alleviate and support the cost of education but will also result in a very smooth)]TJ0 -1.212 TD0.0001 Tc0.054 Tw[(school-to-work transition. )56.4(A)56.1( model of cooperative education is being developed to)]TJT*-0.0544 Tw[(allow economic livelihoods to mushroom around schools and become the foundation)]TJ0 -1.206 TD0.025 Tw(for a rich educational experience similar to the Dewey Chicago schools.)Tj1.416 -1.212 TD0.0142 Tc0.1249 Tw[(Finally it is important to study and research the extent of which education)]TJ-1.416 -1.212 TD0.0001 Tc-0.0194 Tw[(continues to be an equalizer in certain contexts. )27.3(This is a research question that aims)]TJ0 -1.206 TD-0.0544 Tw(to analyze the possibility of social mobility through education. Moreover foreign and)Tj0 -1.212 TD0.0063 Tc0.1249 Tw[(international schooling needs to be studied as a potential constraint to disparity)]TJT*0.0001 Tc0.025 Tw(reduction and the reproduction of class divisions.)Tj/F2 1 Tf1.416 -2.418 TD-0.0331 Tw[(Q. What ar)38.8(e your r)40.5(eflections about the major for)41.2(ces that ar)34.7(e shaping educational)]TJ-1.416 -1.212 TD-0.0016 Tw[(practice in your country/r)43.3(egion? What ar)34.2(e the dynamics and inter)41.7(ests that underpin)]TJ0 -1.206 TD0.0477 Tw[(these for)34.5(ces, and what kinds of challenges do they r)46.9(epr)37.3(esent for the articulation of)]TJ0 -1.212 TD0.0247 Tw[(an education pr)41.8(oject in your country/r)37.3(egion?)]TJ/F1 1 Tf1.416 -1.212 TD0.0528 Tw[(Many forces are at play in the region. )65.9(A)50.1( very significant factor that has shaped)]TJ-1.416 -1.206 TD0.0753 Tw[(education has been the dearth and misallocation of resources. )27.1(While it is true that)]TJ0 -1.212 TD0.001 Tw(most allocations to education budgets in the region range from 5-6% of the share of)TjT*0.0526 Tw[(national income in countries, it is still not enough if we really want to improve on)]TJ0 -1.206 TD0.034 Tw[(quality)66.6(. More of the same will simply not do. )22.8(The cost of poor quality education is)]TJ0 -1.212 TD0.0592 Tw(exorbitant and quality although seemingly more costly balances itself out with the)TjT*0.033 Tc0.1249 Tw[(returns on every investment made to improve on teaching and the learning)]TJ0 -1.206 TD0.0439 Tc0.125 Tw(environment. Most investments are made in the direction of quantity and)Tj0 -1.212 TD0.0001 Tc-0.003 Tw[(infrastructure. )23.3(T)71.1(o)0( date investments in education have not shown clear returns in any)]TJT*0.023 Tw(of the development spheres. It has not enhanced citizenship nor has it spread a true)Tj0 -1.206 TD0.0035 Tw(culture of rights and participation. Moreover it has not resulted in economic growth)Tj0 -1.212 TD0.0038 Tc0.125 Tw(nor have the investments created an expanding economy with an absorptive job)TjT*0.0001 Tc0.0247 Tw[(market. Finally education has not brought about an equitable society)74.9(.)]TJ1.416 -1.206 TD-0.0199 Tc0.062 Tw[(Other forces that have shaped education in the region are the spread of emer)31.7(gency)]TJ-1.416 -1.212 TD0.0139 Tw[(situations and the absence of security)72.9(. )12(This has led to a rapid erosion of past gains. Iraq,)]TJT*-0.0182 Tw[(once so well reputed for a powerful educational system, is now suf)27.1(fering from high rates)]TJ0 -1.206 TD0.0341 Tw[(of illiteracy)69.1(, school drop outs and a growing gender gap. Palestine, that had the highest)]TJ0 -1.212 TD0.0907 Tw(quality of educated young people in the region, is now on the decline with reports of)TjT*0.0249 Tw[(deteriorating achievement. More girls are suf)23.5(fering from the security conditions.)]TJ1.416 -1.206 TD0.0141 Tc0.1249 Tw[(Hand in hand with the emer)25.7(gency landscape is the situation of violence in)]TJ-1.416 -1.212 TD0.0001 Tc0.0286 Tw[(schools. )19.4(V)56.1(iolence is so widespread that many children fear school and refrain from)]TJT*0.0251 Tw[(going based on stories overheard from siblings, neighbours and friends.)]TJ1.416 -1.206 TD0.0013 Tw(In addition to all the above are external influences such as the ideologies upheld)Tj-1.416 -1.212 TD0.0927 Tw[(by many a )21.2(W)80.1(orld Bank professional that will vastly reduce educational reform to)]TJ/F2 1 Tf8 0 0 8 92.915 606.4451 Tm-0.0001 Tc0.0246 Tw[(EGYPT)-100.2(/)-101(MENA)14.9( REGION)]TJ/F1 1 Tf10.185 0 TD0.0001 Tc0.0244 Tw[(ÑTRANSFORMING EDUCA)122.6(TION, )18.1(TRANSFORMING LIVES)]TJETendstreamendobj313 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj315 0 obj<</Length 4867>>stream
BT/F1 1 Tf10 0 0 10 53.825 45.085 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(94)Tj0 53.844 TD0.0836 Tw[(employment generation. )18.4(This reductionist approach is not only fallacious but also)]TJ0 -1.212 TD-0.0062 Tw[(adds to the general lack of vision most educational systems manifest. )26.6(This lacuna in)]TJ0 -1.206 TD0.0247 Tw[(vision is lar)19.5(gely behind the stalled reform ef)23.5(forts.)]TJ1.416 -1.212 TD0.0453 Tw[(The political reform landscape in the region is also replete with interest groups)]TJ-1.416 -1.212 TD-0.0459 Tw[(that are struggling for immediate gains. Long-term development investments such as)]TJ0 -1.206 TD-0.0355 Tw[(education will not secure the power positions they aspire to; hence it is not a priority)78.8(.)]TJ0 -1.212 TD-0.0148 Tw[(There is also insuf)21.3(ficient political will or knowledge amongst these political interest)]TJT*0.0232 Tc0.1249 Tw[(groups to bring about the much needed educational reform. In line with this)]TJ0 -1.206 TD0.0001 Tc0.0259 Tw[(perspective little ef)20.6(fort and time is spent in reflection and adequate planning whilst)]TJ0 -1.212 TD0.05 Tw(much time is wasted in not well thought out implementation strategies that end up)TjT*0.0249 Tw(costing more and resulting in wastage.)Tj1.416 -1.206 TD0.0107 Tc0.125 Tw(Monitoring and evaluation are not part of the norms in the development of)Tj-1.416 -1.212 TD0.0042 Tc[(policies. )57.9(A)48.2( culture of inspection presides with a great deal of finger pointing as)]TJT*0.0001 Tc0.0321 Tw[(opposed to the objective analyses of enhancing and constraining factors. Moreover)]TJ0 -1.206 TD0.0246 Tw(innovations are not easily tolerated or encouraged.)Tj1.416 -1.212 TD0.0127 Tc0.1249 Tw[(A generalized culture of accountability is not well developed which makes)]TJ-1.416 -1.212 TD0.0319 Tc[(schools and/or educational systems not answerable to the general public or)]TJ0 -1.206 TD0.0001 Tc0.0471 Tw(communities. Schools are answerable to a bureaucracy all of which aggravates the)Tj0 -1.212 TD0.0118 Tw[(situation and does not allow for the development of a change and or transformation)]TJT*0.0252 Tw(impetus that is led by knowledgeable educational leaders.)Tj1.416 -1.206 TD0 Tc0 Tw(V)Tj0.63 0 TD0.0181 Tc0.1249 Tw(ery few communities of praxis and/or of learners exist since cooperative)Tj-2.046 -1.212 TD0.0001 Tc0.1008 Tw[(learning is not the norm. Most achievements are not done in team but tend to be)]TJT*0.0171 Tw[(individual. )20.1(The one value that is repeatedly heard over and over in the region is the)]TJ0 -1.206 TD0.0247 Tw(need for making the educational systems competitive.)Tj1.416 -1.212 TD0.0101 Tc0.073 Tw(Finally there is very little respect and or investment in education research in)Tj-1.416 -1.212 TD0.048 Tc0.1249 Tw[(general and much less respect for qualitative research that may result in)]TJ0 -1.206 TD0.0101 Tc0.0184 Tw(educational theory and/)Tj9.648 0 TD0.0001 Tc(or the development of strategies that work at the classroom)Tj-9.648 -1.212 TD0.0254 Tw[(or system level.)]TJ/F2 1 Tf1.416 -2.418 TD-0.0442 Tw[(Q. Which authors/texts would you single out as being of utmost importance if one)]TJ-1.416 -1.212 TD-0.0388 Tw[(wishes to understand educational dynamics in your country/r)43.3(egion? How do you use)]TJT*0.0094 Tw[(these authors/texts in your own work? Feel fr)42.1(ee to cite an extended passage, and to)]TJ0 -1.206 TD0.0248 Tw(comment on it in ways that add further insights into your own thinking.)Tj/F1 1 Tf1.416 -1.212 TD0.0151 Tw(I believe Freire continues to be very relevant to the situation of education in the)Tj-1.416 -1.212 TD0.0264 Tw[(region if one were to understand the very lar)24.6(ge levels of disparity as a reflection of)]TJ0 -1.206 TD0.0144 Tw[(deep seated power relations. Most countries in the region have very dif)30.5(ferent levels)]TJ0 -1.212 TD0.0008 Tc0.125 Tw[(of investments in education, from a minimalist approach in Sudan to a far more)]TJT*0.0001 Tc0.0201 Tw[(lavish mode of expenditure in the Gulf area. Moreover)44(, within national boundaries,)]TJ0 -1.206 TD-0.009 Tw[(most countries suf)20.8(fer very lar)15.1(ge levels of disparity; the North Eastern parts of Syria,)]TJ0 -1.212 TD0.0073 Tc0.125 Tw(the South in Egypt, the BeqaÕa of Lebanon, Darfur and the south of Sudan are)TjT*0.0001 Tc0.025 Tw[(certainly far less privileged than the capitals and other lar)25.6(ge cities.)]TJ1.416 -1.206 TD0 Tc0 Tw(V)Tj0.594 0 TD0.0001 Tc0.0398 Tw(oice accorded the underprivileged in the region is still not the norm. Pro-poor)Tj-2.01 -1.212 TD-0.0188 Tw[(policies in education are not taking of)23.6(f suf)16.6(ficiently and as private education expands)]TJ8 0 0 8 53.825 606.4451 Tm0.0002 Tc0.0258 Tw(MALAK ZAALOUK)TjETendstreamendobj316 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj318 0 obj<</Length 5118>>stream
BT/F1 1 Tf10 0 0 10 375.4551 44.965 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(95)Tj-32.448 53.856 TD-0.038 Tw[(the level of mar)23.5(ginalization and disparity is made even more significant and takes on)]TJ0 -1.212 TD0.0261 Tw[(deeper dimensions as new Žlites emer)22.2(ge with a culture quite alien to local societies)]TJ0 -1.206 TD0.0247 Tw(and where mother tongue is less and less respected.)Tj1.416 -1.212 TD0.0329 Tc0.125 Tw(Authoritarian power relations permeate the educational systems of most)Tj-1.416 -1.212 TD0.0001 Tc0.0519 Tw(countries in the region. Centralization and total student subservience to teachers is)Tj0 -1.206 TD-0.0528 Tw[(common practice. )21(The culture of teacher respect to students and or schools that foster)]TJ0 -1.212 TD0.0478 Tc0.125 Tw(trust and respect is hard to find. Some countries have chosen to adopt a)TjT*0.0001 Tc0.025 Tw(transformation path towards respect of rights, yet as Freire cogently put it:)Tj/F2 1 Tf1.416 -1.206 TD0 Tc0 Tw(Ô)Tj/F1 1 Tf0.336 0 TD(T)Tj0.57 0 TD0.0001 Tc-0.0007 Tw(ransformation is not just a question of methods and techniques ... the question)Tj-2.322 -1.212 TD0.0035 Tc0.125 Tw[(is a dif)18.1(ferent relationship to knowledge and to society ... liberatory education is)]TJT*0.0001 Tc-0.0585 Tw(fundamentally a situation where the teacher and the students both have to be learners,)Tj0 -1.206 TD-0.0587 Tw[(both have to be cognitive subjects in spite of being dif)28.8(ferent ... both have to be critical)]TJ0 -1.212 TD0.018 Tw(agents in the act of knowingÕ \(Shor & Freire, 1987, pp.33, 35\).)Tj1.416 -1.212 TD0.0825 Tw(Thus the trajectory is none too easy and one that requires a context and many)Tj-1.416 -1.206 TD0.004 Tw[(structures that support transformation not just in schools but in society at lar)30.1(ge. It is)]TJ0 -1.212 TD0.0007 Tc0.125 Tw[(not education alone that can ef)24.8(fectuate change and development, although it can)]TJT*0.03 Tc[(trigger much of it. )23.2(This region is not of)13.2(fering the kind of pedagogy and or)]TJ0 -1.206 TD0.0001 Tc0.0458 Tw[(establishing the structures that will bring about a paradigm shift since much of the)]TJ0 -1.212 TD0.0461 Tw[(reform agendas are fragmented and not in tune with the needs for personal growth)]TJT*0.0466 Tw[(and enlightened development and change. )26.8(V)110.1(ery little is done in making the system)]TJ0 -1.206 TD0.0051 Tc0.125 Tw[(truly accountable. Meanwhile the vast majority of existing structures are totally)]TJ0 -1.212 TD0.0001 Tc0.082 Tw[(archaicÑseparate examination and curriculum centres, inspectorates and Ministry)]TJT*0.0598 Tc0.1249 Tw[(of Education; centralized directorates managing heavy and hierarchical)]TJ0 -1.206 TD0.0079 Tc[(bureaucracies and traditional training centresÑand do not lend themselves to a)]TJ0 -1.212 TD0.0355 Tc(holistic approach with very little harmonization and coordination around a)TjT*0.0001 Tc0.0229 Tw(transformation vision.)Tj1.416 -1.206 TD0.0631 Tw[(Moreover most changes are af)26.2(fected from above. )52.1(A)56.1( number of countries in the)]TJ-1.416 -1.212 TD0.0141 Tw[(region have indeed developed strategic plans, examples of which are Egypt, Jordan)]TJT*0.0017 Tc0.125 Tw[(\(through Educational Reform for the Knowledge EconomyÑERFKE\), Morocco,)]TJ0 -1.206 TD0.0001 Tc0.046 Tw(Iraq, and Sudan. Expanded national dialogue has not been part of the equation nor)Tj0 -1.212 TD-0.0518 Tw(has consensus building towards overarching goals and outcomes of learning been the)TjT*0.0097 Tc0.1249 Tw[(practice. Many countries have built their own measurable standards for quality)]TJ0 -1.206 TD0.0001 Tc0.0291 Tw(education and teacher performance but the question is who was consulted and how)Tj0 -1.212 TD0.0254 Tw(wide-ranging was the consensus.)Tj1.416 -1.212 TD0.0132 Tw(Education in the region needs to be treated as a social project. One that answers)Tj-1.416 -1.206 TD0.0459 Tw(the critical questions many a philosopher posed centuries ago both in the west and)Tj0 -1.212 TD0.0091 Tc0.1249 Tw[(east: )18.3(What society are we aspiring to and hence what characteristics should its)]TJT*0.0001 Tc-0.0465 Tw[(citizens be endowed with? )57.4(As long as these reflections are not made we will continue)]TJ0 -1.206 TD0.0248 Tw(to regard education as a vehicle that will enhance our )Tj/F2 1 Tf21.792 0 TD0 Tw(competitive )Tj/F1 1 Tf4.89 0 TD0.0248 Tw(position within a)Tj-26.682 -1.212 TD0.0206 Tw(global economy that is unkind to most citizens of the world rather than question its)TjT*0.0558 Tw[(very existence. )19(W)80.1(e)0( will further more continue to reproduce the existing disparities)]TJ0 -1.206 TD-0.0625 Tw(that are visibly the result of the tenacious power relations most countries in the region)Tj0 -1.212 TD0.0258 Tw(are party to.)Tj/F2 1 Tf8 0 0 8 92.915 606.4451 Tm-0.0001 Tc0.0246 Tw[(EGYPT)-100.2(/)-101(MENA)14.9( REGION)]TJ/F1 1 Tf10.185 0 TD0.0001 Tc0.0244 Tw[(ÑTRANSFORMING EDUCA)122.6(TION, )18.1(TRANSFORMING LIVES)]TJETendstreamendobj319 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj321 0 obj<</Length 5216>>stream
BT/F1 1 Tf10 0 0 10 53.825 45.085 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(96)Tj/F2 1 Tf1.416 53.844 TD-0.0412 Tw[(Q. Which r)38.6(ecent developments/innovations in the education sector in your r)44.1(egion)]TJ-1.416 -1.212 TD0.082 Tw[(fill you with hope in terms of fur)7(thering the agenda of democracy)51(, and of equity?)]TJ0 -1.206 TD0.0248 Tw[(Which r)39.5(ecent developments do you feel most critical of, and why?)]TJ/F1 1 Tf1.416 -1.212 TD-0.0136 Tw[(Despite some of the bleak reflections made earlier on the MENA region, there is)]TJ-1.416 -1.212 TD0.1058 Tw(scope for hope as some national initiatives in the region are truly innovative and)Tj0 -1.206 TD-0.0051 Tw[(some regional initiatives as well. On the regional level I would like to highlight two)]TJ0 -1.212 TD0.0231 Tc0.125 Tw[(initiatives that I believe leave us with a lot of hope; an initiative on teacher)]TJT*0.0001 Tc0.0068 Tw[(professional development is now at the third stage of its evolution. In the first stage)]TJ0 -1.206 TD0.0122 Tc0.1249 Tw[(a guiding framework for teachersÕ performance was developed to emphasize a)]TJ0 -1.212 TD0.0001 Tc0.0796 Tw(humanitarian and rights based approach as opposed to a bureaucratic technocratic)TjT*0.0043 Tc0.1249 Tw[(one. It introduced many of the standards and competencies rights based type of)]TJ0 -1.206 TD0.0001 Tc0.0542 Tw(teachers in child friendly schools might want to live up to. Caring, supporting and)Tj0 -1.212 TD-0.001 Tw(endearing children were in the forefront of what was being sought. Empowered and)TjT*0.0294 Tc0.125 Tw[(autonomous teachers capable of reflection and self-assessment are what the)]TJ0 -1.206 TD0.0001 Tc0.0081 Tw[(framework strives for)54.1(. )58.3(A)56.1( second phase of the initiative aimed at developing policies)]TJ0 -1.212 TD0.006 Tc0.1249 Tw[(and programmes that would successfully support the approach. )24.5(The framework,)]TJT*0.0001 Tc-0.0459 Tw(along with the policies and programmes, were presented to all ministers in the region)Tj0 -1.206 TD0.0248 Tw(in a conference in Oman in March 2010 and were endorsed by all.)Tj1.416 -1.212 TD-0.0099 Tc0.0529 Tw[(A third phase of this initiative is now being conceived. Centres of excellence for)]TJ-1.416 -1.212 TD0.0625 Tw(teacher professional development are being reinforced and their capacity developed.)Tj0 -1.206 TD-0.083 Tc0 Tw(Tw)Tj1.2402 0 TD-0.0099 Tc0.0987 Tw(o such centres have been identified and selected for the region: the Professional)Tj-1.2402 -1.212 TD0.1225 Tw[(Academy for )20.3(T)67.1(eachers \(P)92.4(A)112.1(T\) in Egypt and the Queen Rania )60.6(Academy for )20.3(T)73.1(eacher)]TJT*0.0863 Tw[(training in Jordan. )19.8(The two centres will be developing regional agendas to promote)]TJ0 -1.206 TD-0.0434 Tw[(participatory approaches to reform and the development of teacher standards as well as)]TJ0 -1.212 TD0.0446 Tw[(strengthening the school and higher education institution partnerships. )24.4(This will be a)]TJT*-0.0513 Tw(first in creating consultative mechanisms in countries in the region for the development)Tj0 -1.206 TD0.1249 Tw[(of professional standards for teachers. )20.3(This will widen the possibility of voice and)]TJ0 -1.212 TD-0.0399 Tw(democratic practices in the way reforms are developed. Moreover schools will become)TjT*0.0034 Tc0.125 Tw[(more and more the subject of research, reform and professional development as)]TJ0 -1.206 TD0.0009 Tc0.1249 Tw[(opposed to being merely the objects. )18.4(This will certainly reinforce the process of)]TJ0 -1.212 TD-0.0099 Tc0.025 Tw(decentralization and hence the movement towards more democratic practices.)Tj1.416 -1.212 TD0.0025 Tc0.1249 Tw[(A second innovative initiative in the region is one that is covering Lebanon,)]TJ-1.416 -1.206 TD0.0001 Tc0.0546 Tw[(Jordan, Saudi )56.5(Arabia and Egypt and is entitled )25.6(T)77.1(AMAM. )21.4(The initiative is one that)]TJ0 -1.212 TD0.0973 Tw(reinforces the partnership between higher education institutes and schools though)TjT*-0.0073 Tw[(reflective and action research. )20.5(These various pilots can of course all be linked to the)]TJ0 -1.206 TD-0.0104 Tw[(functions of the regional centre of excellence P)97.4(A)110.1(T)17.1( in Egypt. Moreover this initiative)]TJ0 -1.212 TD-0.0423 Tw(is one that will enhance the power of teachers to become researchers and design their)TjT*-0.0286 Tw[(own teaching strategies. It will democratize knowledge and allow teachers to be part)]TJ0 -1.206 TD0.0897 Tw[(of the construction of knowledge. )23.7(T)71.1(eachers who are normally not regarded as the)]TJ0 -1.212 TD0.0475 Tw[(intellectual force of a nation can now be seen as a producer of theory in education)]TJT*0.0252 Tw[(through classroom observation, reflection and analyses.)]TJ1.416 -1.206 TD0 Tc0 Tw(T)Tj0.582 0 TD0.0071 Tc0.125 Tw(rends that are certainly not too encouraging in the education scene are the)Tj-1.998 -1.212 TD-0.0099 Tc-0.0238 Tw(proliferation of two phenomena: increased violence in schools is a reality in the region)Tj8 0 0 8 53.825 606.4451 Tm0.0002 Tc0.0258 Tw(MALAK ZAALOUK)TjETendstreamendobj322 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj324 0 obj<</Length 5065>>stream
BT/F1 1 Tf10 0 0 10 375.4551 44.965 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(97)Tj-32.448 53.856 TD-0.0092 Tc0.1249 Tw[(and is a reflection of much frustration on other fronts. It is part of the inequity of)]TJ0 -1.212 TD-0.0021 Tc0.125 Tw(the increased powerlessness at all levels of society and that gets acted out in the)Tj0 -1.206 TD-0.0098 Tc0 Tw(classrooms.)Tj1.416 -1.212 TD0.0759 Tw[(Another very serious emer)20.2(ging trend is the proliferation of private education for)]TJ-1.416 -1.212 TD0.0248 Tw[(profit that is creating disinterested Žlites in each of the countries in the region. )46.5(Y)100.1(oung)]TJ0 -1.206 TD-0.0196 Tw[(graduates from such schools are increasingly aspiring to emigrate to a lar)23.4(ge number of)]TJ0 -1.212 TD0.0541 Tw[(countries, having neither a sense of belonging, nor any aspiration to join)11.6( )-23.8(the various)]TJT*0.0044 Tw(development initiatives or reforms. Contrary to the idea of choice, the proliferation of)Tj0 -1.206 TD0.0078 Tc0.125 Tw[(privatized for profit schooling is more an obstruction to the democratization of)]TJ0 -1.212 TD-0.0099 Tc-0.0572 Tw(education, and is based on a philosophy of exclusion and the building of cultural capital)TjT*0.025 Tw[(among a select few to the detriment of the remaining national populations.)]TJ/F2 1 Tf1.416 -2.418 TD0.0001 Tc0.0966 Tw[(Q. What comments would you car)41.9(e to make about the impact of globalisation)]TJ-1.416 -1.212 TD0.0729 Tw[(and/or r)37.7(egionalisation \(e.g. Eur)42(opeanisation\) on educational development in your)]TJ0 -1.206 TD-0.0001 Tc0 Tw[(country/r)36.8(egion?)]TJ/F1 1 Tf1.416 -1.212 TD0.0149 Tc0.1249 Tw[(I have a few reflections to make in response to this question. In my view)77(,)]TJ-1.416 -1.212 TD0.0001 Tc-0.022 Tw(globalization is introducing too much of the technology-driven type of culture in the)Tj0 -1.206 TD0.0203 Tc0.125 Tw[(realm of education. )61.3(Although technology is a most welcome innovation, it is)]TJ0 -1.212 TD0.0001 Tc-0.0565 Tw(increasingly becoming an end in itself and a status symbol. It has acquired the Ômagic)TjT*0 Tw(wandÕ)Tj/F2 1 Tf2.502 0 TD0 Tc( )Tj/F1 1 Tf0.282 0 TD0.0001 Tc0.0367 Tw(status and hence it is anticipated that with the broad brush of technology all)Tj-2.784 -1.206 TD0.0607 Tw[(educational systems can be ÔmodernizedÕ)80.5( and changed to the better)54.9(. Linked to this)]TJ0 -1.212 TD-0.0164 Tw[(is the trend to establish open universities in the region, even if the courses they of)28.9(fer)]TJT*0.0248 Tw[(are not really af)19.1(fordable to the vast majority of the population.)]TJ1.416 -1.206 TD-0.0099 Tc0.0348 Tw[(Across the region we notice that business and corporate interests are increasingly)]TJ-1.416 -1.212 TD0.0505 Tw[(becoming involved in curriculum reform, in order to cater to the needs of the labour)]TJT*0.0137 Tc0.1249 Tw[(market, with education increasingly being reduced to vocational training. )28.4(This)]TJ0 -1.206 TD-0.0099 Tc0.0586 Tw(vocationalist ideology is also apparent in the way ÔstandardsÕ have become part of a)Tj0 -1.212 TD0.0042 Tc0.1249 Tw[(fashionable discourse in education, with standards being not so much a tool for)]TJT*-0.0032 Tc[(improvement but as a first step towards accreditation and other forms of market-)]TJ0 -1.206 TD-0.0099 Tc-0.0136 Tw(oriented quality assurance mechanisms in a competitive world. How can accreditation)Tj0 -1.212 TD-0.0167 Tw(work within incentives that are not market generated? Most countries in the region are)TjT*0.0229 Tw(in state-led types of educational systems with the exception of Lebanon, which is not)Tj0 -1.206 TD0.025 Tw(really market-driven but is more driven by religious factions and ethnic groups.)Tj9 0 0 9 189.995 160.045 Tm-0.0001 Tc0 Tw(REFERENCES)Tj8 0 0 8 50.975 137.485 Tm0.0001 Tc0.0919 Tw[(Shor)36.9(, I. & Freire, P)114(.)0( \(1987\) )]TJ/F2 1 Tf11.5125 0 TD-0.0185 Tc0 Tw(A )Tj0.9345 0 TD0.0001 Tc0.0919 Tw[(Pedagogy for Liberation: Dialogues on T)59.3(ransforming Education)]TJ/F1 1 Tf26.4405 0 TD(. South)Tj-37.4775 -1.2 TD0.0248 Tw[(Hadley)61.1(, MA: Ber)23.6(gin and Garvey Publishers.)]TJ-1.41 -1.2 TD0.0252 Tw(Sultana, R. \(2008\) )Tj/F2 1 Tf7.6575 0 TD[(The GirlÕ)131.1(s Education Initiative in Egypt, )]TJ/F1 1 Tf16.4925 0 TD[(MENARO: UNICEF)84(.)]TJ-24.15 -1.2 TD0 Tw[(http://www)64.4(.um.edu.mt/__data/assets/pdf_file/0003/39504/GEI-Egypt_Sultana.pdf)]TJT*0.0812 Tw(Sultana, R. \(2009)Tj/F2 1 Tf7.1625 0 TD[(\) Jor)32.7(danÕ)138.4(s Early Childhood Development Initiative: Making Jor)39.1(dan Fit for Childr)38.8(en.)]TJ/F1 1 Tf-5.7525 -1.2 TD0.0259 Tw[(MENARO: UNICEF)77.2(.)]TJ-1.41 -1.2 TD0 Tw[(http://www)64.8(.um.edu.mt/__data/assets/pdf_file/0013/60412/Jordan-ECD-Sultana-UNICEF)88.7(.pdf)]TJ/F2 1 Tf5.2425 65.82 TD-0.0001 Tc0.0246 Tw[(EGYPT)-100.2(/)-101(MENA)14.9( REGION)]TJ/F1 1 Tf10.185 0 TD0.0001 Tc0.0244 Tw[(ÑTRANSFORMING EDUCA)122.6(TION, )18.1(TRANSFORMING LIVES)]TJETendstreamendobj325 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj327 0 obj<</Length 2655>>stream
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Je suivais paralllement le)Tj0 -1.206 TD-0.0264 Tw(cycle du Cours SpŽcial de prŽparation au Professorat de franais ˆ lÕInstitut Franais)Tj0 -1.212 TD0.0246 Tc0.1249 Tw[(dÕAthnes qui formait ˆ lÕŽpoque les professeurs de franais pour les Žcoles)]TJT*0.0001 Tc0.0744 Tw[(secondaires, ainsi que pour les )55.1(Annexes de lÕInstitut, dans lesquelles jÕai enseignŽ)]TJ0 -1.206 TD0.0245 Tw(pendant deux ans \(1955-1957\).)Tj1.416 -1.212 TD0.0069 Tw(Des ces annŽes dÕŽtudes supŽrieures jÕai tirŽ un triple bŽnŽfice: \(a\) confirmation)Tj-1.416 -1.212 TD-0.0562 Tw[(de ma vocation prŽcoce dÕentrer dans lÕenseignement et de ma conviction que le pays)]TJ0 -1.206 TD0.0255 Tc0.1249 Tw[(nŽcessitait dans ce domaine une rŽforme radicaleÑrŽforme qui, ainsi que la)]TJ0 -1.212 TD0.0001 Tc0.0019 Tw(dŽmocratisation de nos institutions, Žtait recherchŽe activement mais vainement par)TjT*0.0006 Tw(les forces les plus vives du pays, depuis le 19)Tj5.8 0 0 5.8 234.965 139.165 Tm0 Tc0 Tw(e)Tj10 0 0 10 237.545 135.805 Tm0.0001 Tc0.0006 Tw( sicle; \(b\) profonde reconnaissance ˆ)Tj-18.372 -1.206 TD0.0391 Tw(lÕŽgard de lÕInstitut Franais et son sous-directeur Roger Milliex pour la formation)Tj0 -1.212 TD0.0008 Tc0.125 Tw[(reue, ainsi que pour le fait quÕavec le directeur Octave Merlier ils avaient tissŽ)]TJT*0.0001 Tc0.1186 Tw(des liens solides entre nos deux pays et marquŽ durablement la culture du mien;)Tj0 -1.206 TD0.1062 Tw[(c\) ouverture vers la problŽmatique sociale, ˆ travers notamment les or)28.5(ganisations)]TJ0 -1.212 TD0.0245 Tw(dÕŽtudiants, pas toutes lŽgales.)Tj8 0 0 8 53.825 606.4451 Tm0.0225 Tw(MARIE ELIOU)TjETendstreamendobj334 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj336 0 obj<</Length 5178>>stream
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Il Žtait nŽcessaire pour passer les examens)Tj-15.882 -1.206 TD0.0525 Tc0.125 Tw(dÕentrŽe dans lÕUniversitŽ, pour avoir un poste dans lÕadministration ou)Tj0 -1.212 TD0.0114 Tc0.1249 Tw[(lÕenseignement, pour obtenir un passeport, pour accŽder mme ˆ un permis de)]TJT*0.0002 Tc0.003 Tw(conduireÉ Un tel Certificat Žtait refusŽ ˆ Philippe, ce qui lui avait fermŽ aussi bien)Tj0 -1.206 TD0.0001 Tc-0.0541 Tw[(lÕaccs ˆ lÕUniversitŽ que la possibilitŽ dÕaller faire des Žtudes ˆ lÕŽtranger)69.7(. )50.1(AppelŽ au)]TJ0 -1.212 TD0.0049 Tc0.1249 Tw[(service militaire, il lÕa exercŽ enfermŽ dans le camp de Makronissos de sinistre)]TJT*0.0001 Tc0.0307 Tw(mŽmoire. CÕest en 1957 quÕil a pu enfin avoir son passeport, ˆ durŽe limitŽe. Nous)Tj0 -1.206 TD-0.0091 Tw[(nous sommes rapidement mariŽs \(les deux versions de notre nom IliouÑEliou, sont)]TJ0 -1.212 TD0.0091 Tc0.125 Tw[(due ˆ un dŽsaccord entre employŽs subalternes des )64.6(Af)17.3(faires Etrangres sur son)]TJT*0.0001 Tc-0.0229 Tw[(Žcriture ÔjusteÕ en lettres de lÕalphabet latinÉ\) et partis le jour mme pour Paris et la)]TJ0 -1.206 TD0.0077 Tc0.1249 Tw[(Sorbonne. Philippe a dž sÕinscrire en PropŽdeutique avant de suivre des Žtudes)]TJ0 -1.212 TD0.0001 Tc0.1098 Tw(dÕhistoire, tandis que moi qui pouvais formellement aborder la prŽparation dÕune)TjT*0.0641 Tw[(thse de doctorat, jÕai prŽfŽrŽ complŽter dÕabord ma formation en pŽdagogie et en)]TJ0 -1.206 TD0.0246 Tw(psychologie de lÕenfant.)Tj1.416 -1.212 TD-0.056 Tc0 Tw(Vi)Tj0.9525 0 TD0.0086 Tc0.1249 Tw[(vre ˆ Paris Žtait une bŽnŽdiction: les confŽrences, les musŽes, lÕambiance)]TJ-2.3685 -1.212 TD0.0082 Tc[(intellectuelleÉT)73.9(ous les cours universitaires Žtaient enrichissants, mais cÕŽtaient)]TJ0 -1.206 TD0.0001 Tc0.0593 Tw(ceux de Jean Piaget et surtout son SŽminaire dÕŽpistŽmologie gŽnŽtique qui mÕont)Tj0 -1.212 TD0.0769 Tw[(marquŽe. En mme temps nous nous sommes engagŽs auprs du ComitŽ Franais)]TJT*-0.0035 Tw(pour la Grce dŽmocratique et du Secours Populaire Franais, en faveur notamment)Tj0 -1.206 TD0.0248 Tw(des prisonniers politiques dans les pays mŽditerranŽens.)Tj1.416 -1.212 TD0.1184 Tw[(Jean Piaget a acceptŽ de diriger ma thse sur ÔLa formation du nombre et de)]TJ-1.416 -1.212 TD-0.0411 Tw(lÕespace chez lÕenfant algŽrien de ParisÕ. CÕŽtait la pŽriode de la guerre dÕAlgŽrie qui)Tj0 -1.206 TD0.0064 Tw[(ravivait mes reprŽsentations des luttes grecques pour la libŽration. Les )64.9(AlgŽriens de)]TJ0 -1.212 TD-0.0585 Tw(Paris Žtaient ˆ lÕŽpoque soumis ˆ une rŽpression visible et leurs enfants ˆ de multiples)TjT*0.0026 Tc0.1249 Tw[(dif)20.7(ficultŽs. CÕest tout naturellement que jÕai reconnu en eux des frres et sÏurs.)]TJ0 -1.206 TD0.0082 Tc0.125 Tw[(JÕof)15.8(frais mes services avec dÕautres Žtudiants bŽnŽvoles ˆ un club pour enfants)]TJ0 -1.212 TD0.0001 Tc0.0275 Tw(algŽriens fondŽ dans le 15)Tj5.8 0 0 5.8 156.455 187.585 Tm0 Tc0 Tw(e)Tj10 0 0 10 159.095 184.225 Tm( )Tj0.2776 0 TD0.0001 Tc0.0275 Tw[(arrondissement par lÕor)23.6(ganisation protestante CIMADE)]TJ-11.0896 -1.212 TD0.0785 Tw[(et je partis en tant que monitrice ˆ une colonie de vacances pour petits )68.1(AlgŽriens,)]TJ0 -1.206 TD0.0208 Tw[(or)17.2(ganisŽe par de jeunes catholiques franais et algŽriens musulmans dans le village)]TJ0 -1.212 TD0.0249 Tw(de FlŽac, prs dÕAngoulme, o nous avons passŽ un mois inoubliable.)Tj1.416 -1.212 TD0 Tc0 Tw(A)Tj0.63 0 TD0.0001 Tc-0.0243 Tw[(yant besoin de travailler)44.3(, jÕai eu la chance dÕtre acceptŽe en tant que chercheur)]TJ-2.046 -1.206 TD-0.0151 Tw(sur contrat ˆ lÕInstitut dÕEtude du DŽveloppement Economique et Social rŽcemment)Tj0 -1.212 TD0.0594 Tw(crŽŽ alors ˆ la Sorbonne. CiblŽ sur le tiers-monde, lÕIEDES menait simultanŽment)TjT*0.0444 Tw[(enseignement et recherche. CÕest avec ardeur que je me suis lancŽe ˆ travailler sur)]TJ0 -1.206 TD0.0927 Tw(une enqute concernant la scolaritŽ dans certains pays africains, dirigŽe par Jean-)Tj0 -1.212 TD0.0227 Tw(Claude Pauvert.)Tj/F2 1 Tf8 0 0 8 234.6951 606.4451 Tm0.025 Tw[(LA)12.2( GRéCE)]TJ/F1 1 Tf4.65 0 TD0.0002 Tc0.0053 Tw[(ÑUN VOY)104(AGE )-19.6(MOUVEMENTƒ)]TJETendstreamendobj337 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj341 0 obj<</Length 4982>>stream
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Les Žchanges qui sÕen suivaient entre chercheurs sous la direction)Tj0 -1.212 TD-0.003 Tw(entra”nante de Michel Debeauvais ont crŽŽ dans lÕIEDES une cellule de rŽflexion et)TjT*0.0125 Tc0.125 Tw[(dÕinnovation dans laquelle dÕautres or)24.3(ganismes, tels que lÕUnesco ou lÕOCDE,)]TJ0 -1.206 TD0.0001 Tc0.0255 Tw(puisaient pour leurs propres projets.)Tj1.416 -1.212 TD0.0545 Tw[(CÕest ainsi que je me suis trouvŽe consultante ˆ lÕUnesco, tout en gardant mon)]TJ-1.416 -1.212 TD0.0037 Tw[(travail de chercheur ˆ lÕIEDES. )22.4(T)71.1(out un monde sÕest ouvert devant mes yeux quand)]TJ0 -1.206 TD0.0198 Tc0.1249 Tw[(jÕai pris part ˆ une des premires missions de planification de lÕŽducation de)]TJ0 -1.212 TD0.009 Tc[(lÕUnesco en )53.8(Afrique, dans la RŽpublique du Mali. 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Entre)]TJ-1.416 -1.212 TD0.0465 Tc[(lÕIEDES et lÕUNESCO, jÕŽprouvais des satisfactions professionnelles qui)]TJT*0.0294 Tc0.125 Tw(rencontraient mes conceptions de pŽdagogue/universitaire/citoyenne. JÕavais)Tj0 -1.206 TD0.0001 Tc0.0726 Tw[(paralllement terminŽ la partie recherche de ma thse que Piaget avait approuvŽe.)]TJ0 -1.212 TD0.0247 Tw(Mais la rŽdaction restait ˆ faire. Cependant, nous Žtions, mon mari et moi, malades)TjT*-0.0616 Tw(de nostalgie. Pendant 7 annŽes nous nÕavions pas pu mettre le pied sur le sol natal, car)Tj0 -1.206 TD-0.0309 Tw(personne ne nous garantissait de pouvoir obtenir ˆ nouveaux le permis de partir pour)Tj0 -1.212 TD0.0051 Tc0.125 Tw[(lÕŽtranger)56.2(. Nous avons donc pris la dŽcision de rentrer en Grce o de rŽcentes)]TJT*0.0272 Tc0.1249 Tw[(Žlections avaient conduit ˆ un gouvernement du Centre prŽsidŽ par Geor)26.7(ges)]TJ0 -1.206 TD0.0023 Tc[(PapandrŽou \(le grand-pre de lÕactuel premier ministre\)  qui avait procŽdŽ entre)]TJ0 -1.212 TD0.0001 Tc0.0251 Tw(autres ˆ la mise en Ïuvre dÕune rŽforme de lÕenseignement.)Tj1.416 -1.212 TD-0.0403 Tw[(De retour au pays, nous avons constatŽ que le gouvernement ne contr™lait quÕune)]TJ-1.416 -1.206 TD0.0032 Tc0.1249 Tw[(partie de lÕEtat. Les Ôlois dÕexceptionÕ Žtablies pendant la guerre civile restaient)]TJ0 -1.212 TD0.0058 Tc[(toujours en vigueur)54.5(. Pas question pour nous de trouver un travail autre que des)]TJT*0.0001 Tc0.0248 Tw[(contrats temporaires dans le privŽ. L)95.5(Õenseignement nous restait interdit.)]TJ1.416 -1.206 TD-0.0199 Tc-0.0487 Tw[(A ma demande au Ministre de lÕEducation pour que je sois acceptŽe au moins sur les)]TJ-1.416 -1.212 TD0.0125 Tw[(listes de lÕenseignement privŽ, jÕai reu en rŽponse une pice of)24.4(ficielle qui me notifiait)-230(:)]TJT*-0.0545 Tw(ÔÉvous ŽtŽs priŽe de nous soumettre la dŽclaration dÕopinions conformes aux lois prŽvue)Tj0 -1.206 TD-0.042 Tw[(par la loi dÕexception 516/1948, pour que nous la communiquions au Conseil dÕOpinions)]TJ0 -1.212 TD0.0246 Tw(Conformes aux lois, ainsi que le Certificat de la Police en vue dÕun examen selon la loi)TjT*0.0248 Tw[(516/1948. )53.7(A)54.1( dŽfaut \(É\), votre demande sera considŽrŽe comme inacceptableÕ.)]TJ1.416 -1.206 TD0.0201 Tc0.125 Tw(Cependant, le Centre de Recherches Sociales recrutant des chercheurs sur)Tj-1.416 -1.212 TD0.0001 Tc0.0067 Tw(contrat, mÕa confiŽ la direction dÕun groupe. PortŽe par lÕenthousiasme, jÕai ŽlaborŽ)TjT*0.0965 Tw(un projet qui entrait dans la perspective de la rŽcente rŽforme de lÕenseignement,)Tj0 -1.206 TD0.0129 Tc0.125 Tw[(soutenue par de jeunes chercheurs que jÕai contribuŽ ˆ former)66.6(. )50.8(A)56.9( travers mille)]TJ0 -1.212 TD0.0001 Tc0.025 Tw[(dif)13.3(ficultŽs, le rŽsultat de notre travail prenait forme dŽbut 1967.)]TJ8 0 0 8 53.825 606.4451 Tm0.0225 Tw(MARIE ELIOU)TjETendstreamendobj342 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj344 0 obj<</Length 5111>>stream
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Le)Tj0 -1.212 TD0.0001 Tc(coup dÕŽtat des colonels instaurant la dictature \(21-4-1967\) mÕa trouvŽe loin des)TjT*-0.0158 Tw[(miens)-250(: mon beau-pre arrtŽ et molestŽ, mon mari en fuite, des collgues du Centre)]TJ0 -1.206 TD0.0319 Tw[(arrtŽs et torturŽs, moi-mme recherchŽe, ma mre licenciŽe de son travail, le pays)]TJ0 -1.212 TD0.0251 Tw(entier sous les verrousÉ)Tj1.416 -1.212 TD0.0449 Tw(CoincŽe ˆ Paris, jÕai ŽtŽ fraternellement accueillie par mes anciens collgues et)Tj-1.416 -1.206 TD0.0413 Tw[(retrouvŽ mon travail de Char)20.8(gŽe de recherche ˆ lÕIEDES, ainsi que des contrats de)]TJ0 -1.212 TD0.073 Tw[(temps ˆ autre ˆ lÕUnesco. )61.6(Apres quelques mois mon mari a pu me joindre, un fils)]TJT*0.0486 Tc0.125 Tw[(nous est nŽ, le projet de terminer ma thse en psychologie de lÕenfant a)]TJ0 -1.206 TD0.0001 Tc0.0246 Tw(dŽfinitivement sombrŽ.)Tj1.416 -1.212 TD-0.0359 Tw(Nous sommes de nouveau restŽs ˆ Paris pendant de longues annŽes, sans pouvoir)Tj-1.416 -1.212 TD0.0409 Tw(rentrer en Grce. Mais il y avait maintenant dans notre vie le bonheur dÕun enfant.)Tj0 -1.206 TD-0.0596 Tw[(Sur le plan professionnel, cÕŽtait un Žpanouissement)-250(: dŽveloppement de mes travaux)]TJ0 -1.212 TD0.0963 Tw(de recherche, participation active ˆ des colloques et autres rŽunions scientifiques,)TjT*0.0035 Tw(membre Žlu au Conseil dÕAdministration de lÕIEDES et du ComitŽ des publications)Tj0 -1.206 TD0 Tc0 Tw(T)Tj0.582 0 TD0.0028 Tc0.125 Tw[(iers-Monde \(1971-1975\), confŽrences, publications dans des revues \()]TJ/F2 1 Tf28.686 0 TD0 Tw[(Pr)39.7(ospects,)]TJ-29.268 -1.212 TD0 Tc(T)Tj0.498 0 TD0.0001 Tc-0.004 Tw[(iers-Mor)33.8(de, International Review of Education)]TJ/F1 1 Tf18.75 0 TD(\), Žtudes et missions \(Congo, Za•re,)Tj-19.248 -1.212 TD0.0079 Tc0.125 Tw(RŽpublique Centrafricaine, SŽnŽgal\) pour lÕUnesco \(avec le grade P5\), un livre)Tj0 -1.206 TD0 Tc0 Tw(\()Tj/F2 1 Tf0.336 0 TD0.0001 Tc0.0504 Tw[(Enseignants )24.5(Africains. Enqutes au Congo et au Mali)]TJ/F1 1 Tf21.828 0 TD(, IEDES, UniversitŽ Paris I,)Tj-22.164 -1.212 TD0.1038 Tw(1975\). Et une thse de doctorat en sociologie sur ÔLa formation de la conscience)TjT*0.0314 Tw(nationale en RŽpublique populaire du Congo et le r™le de lÕenseignementÕ, que jÕai)Tj0 -1.206 TD0.0879 Tw[(soutenue en 1975. Notre fils, me voyant peiner les soirs sur la table de la cuisine)]TJ0 -1.212 TD-0.0619 Tw[(mÕavait donnŽ des conseils judicieux)-250.1(: ÔAttention maman)-250.1(!)0( Le plus important cÕest de)]TJT*0.0248 Tw(garder ta ligne droiteÕ.)Tj1.416 -1.206 TD0.0823 Tw(JÕavais ŽtŽ quelques fois au Congo pour le compte de lÕUnesco: estimation de)Tj-1.416 -1.212 TD0.0038 Tc0.1249 Tw[(lÕimpact de certaines politiques Žducatives, Žvaluation de lÕef)28.8(ficacitŽ interne des)]TJT*0.0001 Tc0.105 Tw[(Ecoles Normales, Žtude du projet de rŽforme de lÕenseignement. De solides liens)]TJ0 -1.206 TD0.0114 Tc0.125 Tw(dÕamitiŽ et lÕapprŽciation mutuelle crŽŽs ˆ cette occasion avaient renforcŽ mes)Tj0 -1.212 TD0.0001 Tc-0.0265 Tw(interrogations sur la construction des identitŽs collectives dans les nouveaux Etats et)TjT*0.0493 Tw[(conduit ˆ la prŽparation de ma thse. Le jury)69.5(, prŽsidŽ par Geor)17.6(ges Balandier)49.5(, avait)]TJ0 -1.206 TD-0.0341 Tw[(recommandŽ cet ouvrage au Centre National de Recherche Scientifique franais, qui)]TJ0 -1.212 TD-0.0098 Tw[(a contribuŽ ˆ sa publication aux Žditions )58.2(Anthropos \(Paris, 1976\). JÕai pu ainsi avoir)]TJT*0.0279 Tc0.125 Tw(la satisfaction de le voir favorablement accueilli aussi bien dans des revues)Tj0 -1.206 TD0.0001 Tc0.0241 Tw(spŽcialisŽes quÕau Congo mme.)Tj1.416 -1.212 TD0.0085 Tc0.125 Tw[(Aussit™t aprs ma soutenance nous sommes rentrŽs ˆ )62.6(Athnes. Les colonels)]TJ-1.416 -1.212 TD0.0001 Tc0.0824 Tw[(avaient dŽjˆ abdiquŽ en 1974. )56.7(Aprs des Žlections libres on avait enfin un rŽgime)]TJ0 -1.206 TD0.0246 Tw(dŽmocratique et les lois dÕexception Žtaient abolies.)Tj1.416 -1.212 TD0.0486 Tw[(ÔQuinze annŽes de ma vie, en instance de dŽpart, en instance de retour; carnets)]TJ-1.416 -1.212 TD0.0457 Tc0.1249 Tw[(dÕadresses perdus)-295.6(; amis dÕenfance et de jeunesse suspendus au fil dÕune)]TJ0 -1.206 TD0.0246 Tc0.125 Tw[(correspondance problŽmatique, inspectŽe. )65.1(AmitiŽs nouŽes, dŽnouŽes. Longue)]TJ0 -1.212 TD0.0001 Tc0.057 Tw(coupure. DŽchirure. Retour donc finalement au pays. Retour dans un autre paysÉ)Tj/F2 1 Tf8 0 0 8 234.6951 606.4451 Tm0.025 Tw[(LA)12.2( GRéCE)]TJ/F1 1 Tf4.65 0 TD0.0002 Tc0.0053 Tw[(ÑUN VOY)104(AGE )-19.6(MOUVEMENTƒ)]TJETendstreamendobj345 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj347 0 obj<</Length 4739>>stream
BT/F1 1 Tf10 0 0 10 53.825 45.085 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(104)Tj0 53.844 TD0.0404 Tc0.125 Tw(Adieux et retrouvailles \(É\) Profils dÕamis dispersŽs sur la plante. Paris,)Tj0 -1.212 TD0.0266 Tc[(Brazzaville, )17.2(V)58.6(ienne, JanninaÉ CÕest la mappemonde quÕil me faudrait pour)]TJ0 -1.206 TD0.0001 Tc0.0176 Tw(reconstituer la trame de lÕamitiŽÉÕ \(Extrait dÕun texte Žcrit en 1998\).)Tj1.416 -1.212 TD0.0287 Tc0.1249 Tw[(Il nous a fallu trouver nos marques dans le pays. Pas facile, les rŽseaux)]TJ-1.416 -1.212 TD0.0001 Tc0.1228 Tw(universitaires Žtant en bŽton. JÕai ˆ nouveau travaillŽ sur contrats temporaires au)Tj0 -1.206 TD-0.0187 Tw[(Centre National de Recherches Sociales, tout en publiant articles, livres, rŽsultats de)]TJ0 -1.212 TD0.125 Tw[(recherches. Comme pendant mon sŽjour en France durant 15 ans il Žtait hors de)]TJT*-0.0093 Tw(question dÕavoir un travail rŽmunŽrŽ pour des recherches portant sur la Grce et son)Tj0 -1.206 TD-0.0009 Tw(enseignement, de mme, ˆ mon retour au pays, mon expŽrience et mon engagement)Tj0 -1.212 TD0.1071 Tw[(intellectuel pour lÕAfrique semblaient inutiles, voire extravagants. Un livre sur la)]TJT*0.0252 Tw[(poŽsie congolaise a concrŽtisŽ ma nostalgie du Congo \(1981\).)]TJ1.416 -1.206 TD0.0048 Tc0.125 Tw(En 1984, mon dossier de candidature pour un poste de professeur titulaire ˆ)Tj-1.416 -1.212 TD0.0156 Tc[(lÕUniversitŽ de Jannina a ŽtŽ acceptŽ ˆ lÕunanimitŽ. Conseiller du Ministre de)]TJT*0.0001 Tc-0.0432 Tw(lÕEducation sur lÕŽducation populaire \(1982-1984\), professeur visiteur ˆ lÕUniversitŽ)Tj0 -1.206 TD0.0036 Tc0.1249 Tw[(Libre de Bruxelles \(1986-1987\), directeur p.i. de lÕInstitut PŽdagogique national)]TJ0 -1.212 TD0.0055 Tc[(\(1989-1990\), jÕai ŽtŽ appelŽe en 1990 ˆ lÕUniversitŽ dÕAthnes o jÕai enseignŽ)]TJT*0.0001 Tc0.0242 Tw[(jusquÕˆ ma retraite.)]TJ1.416 -1.206 TD0.1242 Tw[(Cependant, jÕai tenu ˆ garder mes liens avec mes collgues dÕautres pays, en)]TJ-1.416 -1.212 TD-0.024 Tw[(particulier ˆ travers mes activitŽs dans les or)20(ganisations scientifiques internationales)]TJT*0.0246 Tc0.125 Tw(dont jÕŽtais membre et ˆ essayer de faire profiter mes Žtudiants de ces liens)Tj0 -1.206 TD0.0003 Tc0.1249 Tw[(privilŽgiŽs: EADI \(EuropŽen )59.1(Association of Development Research and )21.2(T)35.3(r)0.1(aining)]TJ0 -1.212 TD0.0001 Tc0.0352 Tw(Instituts, trois fois Žlue ˆ son ComitŽ ExŽcutif et coordinatrice pendant cinq ans de)TjT*0.0459 Tc0.1249 Tw[(son Groupe de travail ÔFemmes et DŽveloppementÕ\); )57.6(AISLF \(Association)]TJ0 -1.206 TD0.0001 Tc0.1055 Tw(International des Sociologues de langue franaise, deux fois Žlue ˆ son bureau et)Tj0 -1.212 TD0.0158 Tc0.1249 Tw(membre du groupe coordinateur du ComitŽ de recherche ÔModes et procŽs de)TjT*0.0001 Tc0.0755 Tw(socialisationÕ\); CESE \(Comparative Education Society in Europe, Žlue au Conseil)Tj0 -1.206 TD-0.0231 Tw[(exŽcutif en 1992\); )60.5(AFEC \(Association Francophone dÕEducation ComparŽe, Žlue au)]TJ0 -1.212 TD-0.0395 Tw[(Bureau en 1991\); nommŽe ˆ titre individuel par le Directeur de lÕUNESCO au Fonds)]TJT*-0.0318 Tw(International pour la promotion de la Culture \(1982-1990\) et au Joint ILO/UNESCO)Tj0 -1.206 TD0.0657 Tw[(Commitee of Experts on the Recommendations concerning the Status of )25.5(T)71.1(eaching)]TJ0 -1.212 TD0.0243 Tw[(Personnel \(CEAR)61.9(T)71.1(, 1989- 2007\).)]TJ1.416 -1.212 TD-0.044 Tw(En somme, si cet itinŽraire inhabituel laisse une impression de dispersion \(Grce,)Tj-1.416 -1.206 TD0.0158 Tc0.125 Tw[(France, Congo/psychologie de lÕenfant, pŽdagogie, sociologie/enseignement et)]TJ0 -1.212 TD0.0001 Tc-0.0425 Tw(recherche/engagements multiples\), il y a eu cependant un fil conducteur qui a permis)TjT*0.0087 Tw(de voir chaque Žtape, chaque lieu, chaque obstacle mme, se transformer en chance)Tj0 -1.206 TD0.0255 Tw(et produire des fruits.)Tj/F2 1 Tf1.416 -2.424 TD0.0112 Tc0.125 Tw[(Q. Quelles sont les pr)38.9(oblŽmatiques dans le secteur de lÕŽducation qui vous)]TJ-1.416 -1.206 TD0.0001 Tc0.0251 Tw[(prŽoccupent le plus? Quelle est votr)43.1(e rŽaction ˆ ces dŽfis?)]TJ/F1 1 Tf1.416 -1.212 TD-0.0092 Tw(Parmi les orientations de mes travaux et activitŽs en Grce, on peut repŽrer deux)Tj-1.416 -1.212 TD0.0569 Tw(questions majeures: les inŽgalitŽs Žducatives et sociales et la dŽfense des droits de)Tj0 -1.206 TD0.0043 Tc0.125 Tw(lÕhomme. Il va sans dire que ces deux questions se compltent mutuellement et)Tj0 -1.212 TD0.0001 Tc0.0389 Tw[(traduisent concrtement mes Ôbroader preoccupations about societyÕ. Dans un vieil)]TJ8 0 0 8 53.825 606.4451 Tm0.0225 Tw(MARIE ELIOU)TjETendstreamendobj348 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj350 0 obj<</Length 5094>>stream
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Membre du comitŽ directeur de la Ligue grecque des droits de la)Tj0 -1.212 TD0.025 Tw[(femme de 1979 ˆ 1991, jÕen ai ŽtŽ le prŽsidente pour une annŽe \(1982-1983\).)]TJ1.416 -1.212 TD0.0362 Tw[(Au dŽbut des annŽes Õ90, lÕimportance des flux migratoires vers la Grce, ainsi)]TJ-1.416 -1.206 TD0.008 Tw(que lÕethnocentrisme cultivŽ dans nos Žcoles, interpellaient lÕuniversitŽ posant avec)Tj0 -1.212 TD0.0231 Tc0.1249 Tw[(intensitŽ la question de la sensibilisation des Žlves et des enseignants ˆ ces)]TJT*0.0001 Tc-0.0527 Tw[(problmes. CÕest alors que jÕai ŽlaborŽ le projet dÕun programme dÕŽtudes de 3)]TJ5.8 0 0 5.8 359.7951 465.8651 Tm0 Tc0 Tw(e)Tj10 0 0 10 362.4351 462.5051 Tm( )Tj0.1974 0 TD0.0001 Tc(cycle)Tj-31.3434 -1.206 TD0.0142 Tw(dÕune durŽe de deux annŽes universitaires intitulŽ ÔEducation comparŽe et droits de)Tj0 -1.212 TD0.0123 Tc0.125 Tw[(lÕhommeÕ. Ce projet, comprenant notamment une collaboration de lÕUniversitŽ)]TJT*0.0203 Tc[(dÕAthnes avec lÕInstitut of Education de Londres a ŽtŽ acceptŽ par les deux)]TJ0 -1.206 TD0.0001 Tc0.1152 Tw(institutions et continue ˆ fonctionner jusquÕˆ maintenant. Dans mes cours faisant)Tj0 -1.212 TD-0.0157 Tw[(partie de ce programme que jÕai dirigŽ jusquÕˆ ma retraite, jÕavais tenu ˆ sensibiliser)]TJT*0.0367 Tc0.125 Tw[(mes Žtudiants \(pour la plupart dŽjˆ enseignants\) aux dif)29.8(fŽrentes formes de)]TJ0 -1.206 TD0.0001 Tc0.0533 Tw[(mar)19.4(ginalisation et dÕexclusion, ainsi quÕˆ la dŽtection des violations des droits des)]TJ0 -1.212 TD0.0249 Tw(hommes et des femmes dans nos propres sociŽtŽs.)Tj1.416 -1.212 TD0.0174 Tc0.125 Tw[(Un autre aspect concernant lÕenseignement grec est ˆ signaler)64.1(. Il sÕagit de)]TJ-1.416 -1.206 TD0.0001 Tc0.0739 Tw(lÕuniformitŽ et du centralisme en tant que volets complŽmentaires rendant compte)Tj0 -1.212 TD0.0387 Tw[(dÕune bonne partie des problmes de lÕŽducation grecque. L)101.1(ÕuniformitŽ est dirigŽe,)]TJT*0.0418 Tc0.125 Tw(appliquŽe et garantie par les mŽcanismes dÕun centralisme bureaucratique)Tj0 -1.206 TD0.0001 Tc-0.0481 Tw(tentaculaire et ces mŽcanismes trouvent leur justification et renforcent leur lŽgitimitŽ)Tj0 -1.212 TD0.0099 Tw(ˆ travers lÕŽvocation dÕune ÔnŽcessaireÕ uniformitŽ.)Tj1.416 -1.212 TD0 Tc0 Tw(L)Tj0.516 0 TD0.0001 Tc0.0722 Tw(ÕuniformitŽ caractŽrise donc lÕenseignement grec. Mais ce qui est plus grave:)Tj-1.932 -1.206 TD-0.0338 Tw[(elle nÕest gŽnŽralement pas perue comme problme, mais plut™t comme une qualitŽ)]TJ0 -1.212 TD0.0402 Tc0.125 Tw[(positive, parfois comme une conqute. )61.5(Ainsi, elle est recherchŽe et mme)]TJT*0.0001 Tc0.0247 Tw(revendiquŽe. Par consŽquent, elle tend ˆ tre renforcŽe et amplifiŽe.)Tj1.416 -1.206 TD-0.0497 Tw[(Il y a une confusion, trs lar)24.7(gement partagŽe, entre dŽmocratisation et uniformitŽ.)]TJ-1.416 -1.212 TD0 Tc0 Tw(T)Tj0.54 0 TD0.0001 Tc0.0474 Tw(out ceci culmine vers la lŽgitimation dÕun systme dÕenseignement contestable et)Tj-0.54 -1.212 TD0.0183 Tc0.1249 Tw(contestŽ ˆ travers lÕutilisation idŽologique des concepts de dŽmocratisation et)Tj0 -1.206 TD0.0001 Tc0.0246 Tw(dÕŽgalitŽ des chances.)Tj1.416 -1.212 TD0.0876 Tw(Et cÕest avec tristesse quÕon relve le paradoxe que lÕadministration Žvoque lÕ)Tj-1.416 -1.212 TD0.1018 Tw(ÔŽgalitŽ des chancesÕ pour appliquer ˆ lÕenseignement un centralisme encore plus)Tj0 -1.206 TD0.0089 Tc0.1249 Tw[(fort, une uniformitŽ encore plus grande, des ŽlŽments de rŽpŽtition \(et donc de)]TJ0 -1.212 TD0.0069 Tc[(rŽtrogression\) encore plus nombreux. Et que ceux qui revendiquent avec raison)]TJT*0.0001 Tc-0.0082 Tw(lÕÔŽgalitŽ des chancesÕ rŽclament \(ˆ tort\) encore plus de centralisme, dÕuniformitŽ et)Tj0 -1.206 TD0.0235 Tw(dÕŽlŽments rŽpŽtitifs.)Tj1.416 -1.212 TD0.0116 Tc0.1249 Tw[(Et les perspectives)-261.5(? Les solutions)-261.5(? Elles semblent renvoyer dÕabord ˆ des)]TJ-1.416 -1.212 TD0.0001 Tc0.0587 Tw(examens lucides de la situation, ˆ la prise de conscience du sens contenu dans ces)Tj0 -1.206 TD0.0974 Tw(problmes et ˆ la dŽtection des forces qui psent sur le prŽsent et compromettent)Tj0 -1.212 TD0.0675 Tw[(lÕavenir)56.7(. Les plus importantes de ces forces font corps avec notre sociŽtŽ. CÕest la)]TJ/F2 1 Tf8 0 0 8 234.6951 606.4451 Tm0.025 Tw[(LA)12.2( GRéCE)]TJ/F1 1 Tf4.65 0 TD0.0002 Tc0.0053 Tw[(ÑUN VOY)104(AGE )-19.6(MOUVEMENTƒ)]TJETendstreamendobj351 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj353 0 obj<</Length 4904>>stream
BT/F1 1 Tf10 0 0 10 53.825 45.085 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(106)Tj0 53.844 TD0.085 Tw(partie conservatrice de celle-ci qui cultive lÕinertie et lÕimmobilisme et annule les)Tj0 -1.212 TD-0.0222 Tw[(ef)15.2(forts consentis. CÕest aussi lÕŽglise qui intervient dans chaque tentative de rŽforme)]TJ0 -1.206 TD0.0973 Tw(de lÕenseignement, avec lÕassentiment voilŽ des principaux partis politiques, pour)Tj0 -1.212 TD0.0249 Tw(imprimer sa marque ou empcher quÕelle sÕestompe.)Tj/F2 1 Tf1.416 -2.418 TD-0.0031 Tw[(Q. Quelles innovations et rŽformes dans le secteur de lÕŽducation vous inspir)43(ent)]TJ-1.416 -1.212 TD-0.0504 Tw(le plus dÕenthousiasme, et quels sont les dŽveloppements qui suscitent en vous le plus)TjT*0.0266 Tw(de critiques?)Tj/F1 1 Tf1.416 -1.206 TD0.0195 Tc0.1249 Tw[(Les problmes actuels de lÕŽducation en Grce comportent une dimension)]TJ-1.416 -1.212 TD0.0001 Tc0.043 Tw(historique non nŽgligeable. CÕest que lÕenseignement a toujours constituŽ un enjeu)TjT*-0.0063 Tw[(important et explicite des forces sociales et politiques grecques. )59.2(Ainsi, les tentatives)]TJ0 -1.206 TD0.1104 Tw(de rŽforme de lÕenseignement et les campagnes de contre-rŽforme ont scandŽ les)Tj0 -1.212 TD0.0134 Tc0.125 Tw[(pŽripŽties dÕune histoire mouvementŽe. Le titre du plus important ouvrage sur)]TJT*0.0001 Tc-0.0593 Tw[(lÕhistoire de lÕenseignement grec \(Dimaras 1973 et 1974\) est significatif)-250(: )]TJ/F2 1 Tf29.034 0 TD(La rŽforme)Tj-29.034 -1.206 TD0.0254 Tw(qui nÕa pas eu lieu.)Tj/F1 1 Tf1.416 -1.212 TD0.0954 Tw[(En ef)20(fet, une rapide rŽtrospective montrerait que dŽjˆ, les revendications dÕun)]TJ-1.416 -1.212 TD0.1127 Tw(renouvellement du systme dÕenseignement et les tentatives de rŽforme en 1897-)Tj0 -1.206 TD-0.0214 Tw[(1900, 1909-191)37(1, 1913, 1917-1920, nÕavaient pas pu aboutir)61.8(. De la rŽforme de 1929)]TJ0 -1.212 TD0.0089 Tc0.125 Tw[(qui avait notamment rŽussi le changement de programmes scolaires en vigueur)]TJT*0.0001 Tc0.0574 Tw(depuis 1836 et instituŽ la structure 6+6 \(primaire + secondaire\), il est restŽ peu de)Tj0 -1.206 TD0.0274 Tc0.1249 Tw[(choses aprs lÕinstauration de la dictature de 1936. Le projet de rŽforme de)]TJ0 -1.212 TD0.0001 Tc-0.0059 Tw(lÕenseignement ŽlaborŽ par le Front de LibŽration Nationale en 1944 nÕavait aucune)TjT*0.0248 Tw(chance de voir le jour pendant la pŽriode qui a suivi la guerre civile.)Tj1.416 -1.206 TD0.0063 Tc0.1249 Tw[(Les grandes luttes politiques qui aboutirent ˆ la victoire Žclatante du Centre)]TJ-1.416 -1.212 TD0.0146 Tc0.125 Tw[(dŽmocratique en 1963, reprenaient comme rŽfŽrence constante le problme de)]TJT*0.0626 Tc0.1968 Tw[(lÕenseignement. De puissantes manifestations populaires avaient ŽrigŽ)]TJ0 -1.206 TD0.0001 Tc-0.0566 Tw[(lÕenseignement comme la prioritŽ du renouveau attendu. Le gouvernement du Centre)]TJ0 -1.212 TD-0.0133 Tw(a trs rapidement ŽlaborŽ une rŽforme de lÕenseignement, reprenant des ŽlŽments de)TjT*0.0085 Tc0.1249 Tw[(projets antŽrieurs. La rŽforme a pu tre votŽe au Parlement en 1964, malgrŽ la)]TJ0 -1.206 TD0.0001 Tc0.0249 Tw(violence des rŽactions des conservateurs.)Tj1.416 -1.212 TD-0.077 Tc0 Tw(LÕ)Tj0.8845 0 TD0.0176 Tc0.1249 Tw[(entreprise de destabilisation du rŽgime dŽmocratique qui a suivi nÕa pas)]TJ-2.3005 -1.212 TD0.0001 Tc0.0307 Tw[(Žpar)17.4(gnŽ, ds 1965, lÕenseignement. La rŽforme a ainsi sombrŽ, bien avant la venue)]TJ0 -1.206 TD0.0248 Tw(des colonels \(en 1967\) qui nÕont fait que dŽmanteler le reste.)Tj1.416 -1.212 TD0 Tc0 Tw(A)Tj0.648 0 TD0.0001 Tc0.1039 Tw(vec le rŽtablissement de la dŽmocratie \(1974\), la rŽforme de lÕenseignement)Tj-2.064 -1.212 TD0.004 Tc0.125 Tw[(Žtait ˆ nouveau devenue prioritaire. Et cÕest la formation politique qui lÕavait si)]TJ0 -1.206 TD0.0001 Tc0.097 Tw(obstinŽment combattue sous sa forme de 1964, qui la proposait en 1976 au pays.)Tj0 -1.212 TD-0.083 Tc0 Tw(LÕ)Tj0.8714 0 TD0.0104 Tc0.125 Tw[(orientation gŽnŽrale de cette rŽforme pourrait tre rŽsumŽe en deux objectifs)]TJ-0.8714 -1.212 TD0.0007 Tc0.1249 Tw[(implicites: \(a\) essayer dÕinsŽrer lÕenseignement grec dans le temps prŽsent \(avec)]TJ0 -1.206 TD0.011 Tc0.125 Tw(notamment la modernisation des programmes et la prolongation de la scolaritŽ)Tj0 -1.212 TD0.0001 Tc0.0251 Tw(obligatoire portŽe ˆ 9 ans\); \(b\) rŽhabiliter et dŽvelopper lÕenseignement technique.)Tj1.416 -1.212 TD0.1102 Tw(NŽanmoins, cette rŽforme, votŽe avec lÕassentiment quasi gŽnŽral, venait trop)Tj-1.416 -1.206 TD0.0202 Tc0.1249 Tw[(tard et Žtait dŽjˆ dŽpassŽe par les problmes de cette nouvelle pŽriode. Etant)]TJ0 -1.212 TD0.0001 Tc-0.0119 Tw[(lar)17.3(gement anachronique et pas vraiment intŽriorisŽe par ses promoteurs, elle nÕa pas)]TJ8 0 0 8 53.825 606.4451 Tm0.0225 Tw(MARIE ELIOU)TjETendstreamendobj354 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj356 0 obj<</Length 5004>>stream
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La)]TJ0 -1.212 TD-0.0354 Tw(gouvernement actuel se rŽfre ˆ un nouveau projet de rŽforme de lÕenseignement qui)TjT*0.025 Tw[(serait soumis ˆ discussion ouverte avant dÕtre prŽsentŽ au Parlement. )65.3(A)50.1( suivre)-250.1(!...)]TJ/F2 1 Tf1.416 -2.418 TD0.054 Tc0.1249 Tw[(Q. Quelles sont vos rŽflexions sur lÕimpact de la globalisation et de)]TJ-1.416 -1.212 TD0.0001 Tc0.0254 Tw[(lÕEur)35.5(opŽanisation sur lÕŽducation dans votr)40.9(e pays?)]TJ/F1 1 Tf1.416 -1.206 TD0 Tc0 Tw(L)Tj0.516 0 TD0.0001 Tc0.0351 Tw(Õexplosion des savoirs dÕune part et la nŽcessitŽ dÕadaptation des formations ˆ)Tj-1.932 -1.212 TD0.0155 Tc0.1249 Tw[(lÕŽvolution de lÕor)20.8(ganisation Žconomique et sociale de lÕautre, ont propulsŽ le)]TJT*0.0001 Tc-0.0101 Tw(questionnement sur lÕenseignement au centre dÕun dŽbat qui, pour tre partiel \(car il)Tj0 -1.206 TD0.0028 Tw[(Žlude la problŽmatique dÕun projet de sociŽtŽ dif)27.4(fŽrent\) nÕen est pas moins essentiel)]TJ0 -1.212 TD0.0042 Tc0.125 Tw[(pour quÕil y ait Žvaluation du prŽsent Žducatif et Žlaboration dÕalternatives pour)]TJT*0.0002 Tc0 Tw[(lÕavenir)57.3(.)]TJ1.416 -1.206 TD0.0001 Tc0.0246 Tw(Quelques unes des questions soulevŽes:)Tj/F5 1 Tf-1.416 -1.212 TD0 Tc0 Tw(…)Tj/F1 1 Tf1.416 0 TD0.019 Tc0.125 Tw(la pertinence des savoirs transmis en vue des formations proposŽes et des)Tj0 -1.212 TD0.0001 Tc0.025 Tw(compŽtences escomptŽes \(crise des savoirs?\);)Tj/F5 1 Tf-1.416 -1.206 TD0 Tc0 Tw(…)Tj/F1 1 Tf1.416 0 TD0.0001 Tc0.0247 Tw(la restructuration des modes de transmission des savoirs \(crise pŽdagogique?\);)Tj/F5 1 Tf-1.416 -1.212 TD0 Tc0 Tw(…)Tj/F1 1 Tf1.416 0 TD0.0581 Tc0.125 Tw[(la renŽgociation des critres dÕŽvaluation dans les \(et des\) systmes)]TJ0 -1.212 TD0.0001 Tc0.0257 Tw(dÕenseignement \(crise de lŽgitimitŽ?\);)Tj/F5 1 Tf-1.416 -1.206 TD0 Tc0 Tw(…)Tj/F1 1 Tf1.416 0 TD0.0373 Tc0.125 Tw(Les contradictions inhŽrentes dans certaines reprŽsentations sociales de)Tj0 -1.212 TD0.0227 Tc0.1249 Tw[(lÕenseignement, marquŽes par une sorte de syncrŽtisme na•f de valeurs et)]TJT*0.0001 Tc0.1132 Tw(dÕobjectifs: Žpanouissement individuel et compŽtitivitŽ, ŽgalitŽ des chances et)Tj0 -1.206 TD0.0168 Tc0.1249 Tw[(ŽgalitŽ de traitement scolaire, dŽmocratisation et uniformitŽ, lŽgitimitŽ des)]TJ0 -1.212 TD0.0001 Tc0.0251 Tw[(aspirations individuelles et Ç)-250.1(e)0(f)25.1(fets pervers)-250(È et ainsi de suite \(crise du sens?\).)]TJT*0.0148 Tc0.125 Tw(Devant la complexitŽ de tous ces problmes, on assiste actuellement ˆ des)Tj-1.416 -1.206 TD0.1249 Tw(entreprises de rationalisation qui conduisent ˆ une dualitŽ Žquivoque: le dŽbat)Tj0 -1.212 TD0.0001 Tc0.1208 Tw(concernant les systmes dÕenseignement est nourri de questions sur la qualitŽ,les)TjT*0.1028 Tw(valeurs, la diversification nŽcessaire de lÕŽducation, le multiculturalisme, pendant)Tj0 -1.206 TD0.0583 Tw[(quÕon dŽplace doucement les moyens et les ef)25.4(forts des systmes Žducatifs vers les)]TJ0 -1.212 TD0.0045 Tc0.125 Tw[(systmes de formation. 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Harmondsworth: Penguin Books.)Tj-16.275 -1.2 TD0 Tc0 Tw(T)Tj0.5475 0 TD0.0001 Tc-0.0514 Tw(soucalas, C. \(1986\) )Tj/F2 1 Tf7.8075 0 TD0 Tc[(Etat, SociŽtŽ, T)54.4(ravail dans la Grce de lÕAprs-Guerr)36.5(e)]TJ/F1 1 Tf21.5175 0 TD0.0001 Tc[(. )51.3(Athnes: )27(ThŽmŽlio [en grec].)]TJ9 0 0 9 126.365 267.625 Tm0 Tc0.0253 Tw[(QUELQUES PUBLICA)103.2(TIONS DE MARIE ELIOU)]TJ8 0 0 8 53.825 245.065 Tm0.0001 Tc0.0195 Tw[(Eliou, M. \(1978\) )19.5(Those whom reform for)19.1(got, )]TJ/F2 1 Tf18.435 0 TD(Comparative Education Review)Tj/F1 1 Tf12.75 0 TD[(, )9.7(V)137.1(ol.22\(1\), pp. 60-70.)]TJ-31.185 -1.2 TD0.0161 Tc0.1249 Tw[(Eliou, M. \(ed.\)\(1983\) )]TJ/F2 1 Tf9.555 0 TD[(Femmes et DŽveloppement ou les MŽtamorphoses dÕ un DŽveloppement au)]TJ-8.145 -1.2 TD0.0001 Tc0 Tw(Masculin)Tj/F1 1 Tf3.72 0 TD0.0235 Tw[(. 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In fact, after the five years of elementary schools, \(6 to 1)44.5(1)0( years of age\),)]TJ0 -1.206 TD0.0902 Tw[(I was basically a self-taught student. )59.7(At 15 I achieved my )]TJ/F2 1 Tf24.156 0 TD(licenza ginnasiale)Tj/F1 1 Tf7.338 0 TD0 Tc0 Tw( )Tj0.3403 0 TD0.0001 Tc0.0902 Tw(as a)Tj/F2 1 Tf-31.8343 -1.212 TD0 Tw(privatista)Tj/F1 1 Tf3.834 0 TD0.0339 Tw[(, or private scholar)41.6(, and two years later my )]TJ/F2 1 Tf17.622 0 TD(maturitˆ classica)Tj/F1 1 Tf6.948 0 TD(; then, at the)Tj-28.404 -1.212 TD0.0738 Tw[(university of )21.9(T)29.1(urin I took my )]TJ/F2 1 Tf12.336 0 TD0 Tw[(laur)41.4(ea)]TJ/F1 1 Tf2.568 0 TD0 Tc( )Tj0.3239 0 TD0.0001 Tc0.0738 Tw(in the department of History and Philosophy)Tj-15.2279 -1.206 TD0.001 Tc0.125 Tw[(with a dissertation on the sociology of )21(Thorstein )18.3(V)117(e)0(blen, although no courses in)]TJ0 -1.212 TD0.0001 Tc0.0178 Tw[(social science were of)25.5(fered; later)33.8(, in 1951 at Chicago University)71(, where )19.4(V)110.1(eblen had)]TJT*0.0097 Tw[(studied and taught, half a century before. During my formative years, I was blessed)]TJ0 -1.206 TD-0.0476 Tw[(by my relative solitude. Being a private student and scholar)47.7(, I was neither infected by)]TJ11 0 0 11 160.595 582.7451 Tm0 Tc-0.0009 Tw(FRANCO FERRAROTTI)Tj/F2 1 Tf-6.7964 -1.4564 TD-0.0001 Tw[(Emeritus Pr)39.1(ofessor)112.6(, Universitˆ di Roma, La SapienzaÑItaly)]TJ9 0 0 9 165.755 551.5451 Tm0.0001 Tc0 Tw[(ferrar)38.1(otti.franco@gmail.com)]TJ/F3 1 Tf13 0 0 13 138.875 500.4251 Tm0 Tc0.001 Tw[(THE EDUCA)70.4(TED PERSON)]TJ-0.7431 -1.2 TD-0.0004 Tw[(AND )15.7(THE NEW)19.9( CAPIT)69.9(ALISM)]TJ/F2 1 Tf9 0 0 9 50.975 44.605 Tm-0.0002 Tw(Mediterranean Journal of Educational Studies, Vol. 15\(2\), pp. 109-121, 2010)TjETendstreamendobj364 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R/F3 19 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj366 0 obj<</Length 6275>>stream
BT/F1 1 Tf10 0 0 10 53.825 45.085 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(110)Tj0 53.844 TD-0.0015 Tw(the prevailing neo-idealistic philosophical climate nor by the spiritualistic \(Catholic)Tj0 -1.212 TD0.006 Tc0.1249 Tw[(or neo-Thomistic\) outlook. )23.1(W)38(ithout being fully conscious of it, I was ready for)]TJ0 -1.206 TD0.0001 Tc-0.0328 Tw[(sociology)61.8(, that is something less abstract than the ongoing philosophy and not so dry)]TJ0 -1.212 TD-0.0219 Tw[(as political economy)69(.)0( In 1960, when the first full Chair in Sociology was established)]TJT*0.0857 Tw[(in the Italian academic system, I was the ÔnaturalÕ)82.7( winner)53.5(. )57.9(As regards what so far)]TJ0 -1.206 TD0.0478 Tw[(appears to have been the most fateful decision in my life, I recall when, in 1963, I)]TJ0 -1.212 TD-0.0161 Tw[(decided, against the advice of many good friends, to abandon active politics. )64(A)56.1( most)]TJT*-0.0274 Tw[(dif)13.3(ficult, anguishing decisionÑbut I could already see the growing wave of political)]TJ0 -1.206 TD0.0639 Tw(corruption, the fact that a policy-maker must decide before having in his/her hand)Tj0 -1.212 TD0.0619 Tw[(the reasons justifying the rationality of the decision. Moreover)47.6(, the fact that in the)]TJT*0.0148 Tw[(university milieu a new social type was emer)25.2(ging: the Ôacademic gangster)-37.8(Õ, turning)]TJ0 -1.206 TD0.0379 Tw[(the professor into a shady business dealer)57.4(. )22.1(Thus, I did not stand for re-election and)]TJ0 -1.212 TD0.0247 Tw[(devoted myself completely)65.9(, without reservations, to teaching and research.)]TJ1.416 -1.212 TD0.0356 Tc0.125 Tw[(No doubt that I am a man of books, af)21.9(flicted by the strange disease of)]TJ-1.416 -1.206 TD0.0001 Tc0.0568 Tw[(ÔbookishnessÕ. My father hated books because he feared, with some good reasons,)]TJ0 -1.212 TD-0.0107 Tw[(that I would become a Ôman of paper)-31.1(Õ, that is what the Germans would call, perhaps)]TJT*0.0909 Tw(more appropriately a )Tj/F2 1 Tf8.85 0 TD0 Tw(Luft-mensch )Tj/F1 1 Tf5.286 0 TD0.0909 Tw(\(a man of air\). I have written many books \(too)Tj-14.136 -1.206 TD0.0011 Tw(many?\), but I have read a great deal of books also. Leaving aside the great books of)Tj0 -1.212 TD0.003 Tc0.125 Tw[(the classical sociological tradition \(including, together with the of)29.2(ficial founders)]TJT*0.0001 Tc0.0277 Tw[(Auguste Comte and Herbert Spencer)43.2(, and the epigone Emile Durkheim, Karl Marx)]TJ0 -1.206 TD0.0438 Tw[(and Pierre-Joseph Proudhon, there are some books that had an impact on my early)]TJ0 -1.212 TD0.0079 Tw[(education. I would give, in this connection, a passing mention to Charles PŽguy)77.2(, )]TJ/F2 1 Tf32.394 0 TD0 Tw(La)Tj-32.394 -1.212 TD(Thse)Tj/F1 1 Tf2.334 0 TD0.1212 Tw[(; LŽon Bloy)65.6(, )]TJ/F2 1 Tf5.574 0 TD[(La Femme Pauvr)35.1(e)]TJ/F1 1 Tf7.59 0 TD0 Tw(, )Tj/F2 1 Tf0.63 0 TD0 Tc(L)Tj0.51 0 TD0.0001 Tc0.1212 Tw(Õåme de NapolŽon)Tj/F1 1 Tf7.686 0 TD0 Tw(, )Tj/F2 1 Tf0.624 0 TD0.1212 Tw(Sueur de Sang)Tj/F1 1 Tf6.024 0 TD(; Max)Tj-30.972 -1.206 TD0 Tc0 Tw(W)Tj0.864 0 TD0.0001 Tc0.0935 Tw[(eber)41.4(, all his works, but especially his last two lectures, ÔPolitics as a vocationÕ,)]TJ-0.864 -1.212 TD0.018 Tc0.1249 Tw[(ÔScience as a vocationÕ; I would mention also the works of Max Scheler and)]TJT*0.0001 Tc0.0253 Tw(especially of Julius Langbehn, )Tj/F2 1 Tf12.516 0 TD(Der Geist des Ganzen)Tj/F1 1 Tf8.88 0 TD0 Tc0 Tw(.)Tj-19.98 -1.206 TD0.0132 Tc0.125 Tw[(As far as my own books are concerned, I would emphasize the underlying)]TJ-1.416 -1.212 TD0.0236 Tc0.1249 Tw[(interest for power)42.9(, power)18.9(-makers, power)20.9(-holders, and power victims. )19.9(This is)]TJT*0.0101 Tc0.0551 Tw[(already apparent in my early )]TJ/F2 1 Tf12.258 0 TD[(Il Dilemma dei Sindacati )21.7(Americani )]TJ/F1 1 Tf15.3 0 TD(\(1954\) and )Tj/F2 1 Tf4.83 0 TD0 Tw(La)Tj-32.388 -1.206 TD-0.0195 Tw[(Pr)36.2(otesta Operaia)]TJ/F1 1 Tf7.074 0 TD0 Tc0 Tw( )Tj0.2406 0 TD0.0101 Tc-0.0195 Tw[(\(1955\). )17.8(The main thesis is easily summarized: no power without)]TJ-7.3146 -1.212 TD0.0845 Tw[(counter)21.6(-power; no power without formal legitimation; but, at the bottom of any)]TJT*0.0172 Tw[(legitimation, there is an act of illegitimate, pure violence. Hence, from power my)]TJ0 -1.206 TD0.0297 Tc0.125 Tw(interest shifts to violence as a sudden interruption of the dialogue, whether)Tj0 -1.212 TD0.0101 Tc0.1226 Tw[(interpersonal, inter)24.2(-institutional and international; violence as a void of values;)]TJT*0.0183 Tc0.125 Tw(violence as hypnosis. Most important contributions include: )Tj/F2 1 Tf26.19 0 TD(Alle Radici della)Tj-26.19 -1.206 TD0 Tc0 Tw(V)Tj0.546 0 TD0.0101 Tc(iolenza )Tj/F1 1 Tf3.222 0 TD(\(1979\); )Tj/F2 1 Tf3.27 0 TD0 Tc(L)Tj0.528 0 TD0.0101 Tc-0.0025 Tw[(ÕIpnosi della V)78.3(iolenza )]TJ/F1 1 Tf9.228 0 TD0 Tw(\(1980\); )Tj/F2 1 Tf3.27 0 TD-0.0025 Tw[(Il Poter)35.2(e come Relazione e come)]TJ-20.064 -1.212 TD0.0098 Tc0 Tw(Struttura )Tj/F1 1 Tf3.96 0 TD0.0101 Tc(\(1980\); )Tj/F2 1 Tf3.276 0 TD0.0105 Tc-0.0011 Tw[(Rapporto sul T)98.7(e)0.4(rr)39.5(orismo )]TJ/F1 1 Tf10.362 0 TD0.0101 Tc-0.0007 Tw[(\(1981\). )18(Thus, violence, although at the)]TJ-17.598 -1.212 TD0.0109 Tc0.1249 Tw[(origin of society)71.4(,)0.1( denies in principle the existence of the community)68.2(. Hence, a)]TJ0 -1.206 TD0.0101 Tc0.1132 Tw[(dichotomic view of society)67.9(, with a commanding Žlite and a subjected majority)76(.)]TJ0 -1.212 TD0.0904 Tw[(This holds true not only in the domestic scene, but also as regards immigration)]TJT*0.0138 Tc0.1249 Tw[(with its inevitable consequences, that is a multicultural, multilinguistic, multi-)]TJ0 -1.206 TD0.0101 Tc-0.0245 Tw[(religious, racially discriminating society)67.9(. In this connection, see my )]TJ/F2 1 Tf27.75 0 TD[(La T)89.9(entazione)]TJ-27.75 -1.212 TD0 Tw(dellÕOblio)Tj/F1 1 Tf4.212 0 TD0 Tc( )Tj0.2387 0 TD0.0101 Tc-0.0214 Tw[(\(1993\), dealing with anti-semitism, racism and neo-nazism; but, for the)]TJ8 0 0 8 53.825 606.4451 Tm0.0001 Tc0.0013 Tw(FRANCO FERRAROTTI)TjETendstreamendobj367 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj369 0 obj<</Length 6189>>stream
BT/F1 1 Tf10 0 0 10 370.4751 44.965 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(111)Tj-31.95 53.856 TD0.014 Tc0.125 Tw(Italian domestic scene, see also )Tj/F2 1 Tf13.86 0 TD[(Roma da Capitale a Periferia )]TJ/F1 1 Tf13.164 0 TD0 Tw(\(1970\); )Tj/F2 1 Tf3.432 0 TD0 Tc(V)Tj0.546 0 TD0.014 Tc0.125 Tw(ite da)Tj-31.002 -1.212 TD0.0101 Tc0 Tw(Baraccati )Tj/F1 1 Tf4.26 0 TD(\(1974\);)Tj/F2 1 Tf3.012 0 TD0 Tc( )Tj0.226 0 TD0.0101 Tc-0.0341 Tw(La Cittˆ come Fenomeno di Classe)Tj/F1 1 Tf14.234 0 TD0 Tc0 Tw( )Tj0.226 0 TD0.0101 Tc-0.0341 Tw[(\(1975\). From the analysis of)]TJ-21.958 -1.206 TD0.117 Tw[(racial discrimination, class division and basic social inequality)78.1(, the issue of re-)]TJ0 -1.212 TD-0.021 Tw[(building a sense of community comes to the fore: the public at lar)31.4(ge feels the need)]TJT*0.1216 Tw[(of a new community)65.6(. How? By finding or by recuperating the value of human)]TJ0 -1.206 TD0.0131 Tc0.125 Tw(relations as having a value in themselves and not in the utilitarian, or market,)Tj0 -1.212 TD0.0101 Tc-0.0415 Tw[(perspective. But then, what is free from the market logic and its intrinsic utilitarian)]TJT*0.0337 Tw[(considerations? )24(The only answer is: the sacred. Hence, my trilogy: )]TJ/F2 1 Tf27.87 0 TD[(Una T)92.3(eologia)]TJ-27.87 -1.206 TD0.0566 Tw(per Atei )Tj/F1 1 Tf3.666 0 TD0 Tw(\(1983\); )Tj/F2 1 Tf3.348 0 TD0.0749 Tw[(Il Paradosso del Sacr)40.5(o )]TJ/F1 1 Tf9.936 0 TD0 Tw(\(1983\); )Tj/F2 1 Tf3.348 0 TD0.0749 Tw(Una Fede senza Dogmi)Tj/F1 1 Tf9.84 0 TD0 Tc0 Tw( )Tj0.335 0 TD0.0101 Tc(\(1990\),)Tj-30.473 -1.212 TD0.0357 Tw(preceded in 1978 by )Tj/F2 1 Tf8.73 0 TD[(Studi sulla Formazione Sociale del Sacr)41.1(o)]TJ/F1 1 Tf17.124 0 TD[(. )21.8(W)36.1(ith the book, )]TJ/F2 1 Tf6.978 0 TD0 Tw(Il)Tj-32.832 -1.212 TD0.0285 Tc0.1249 Tw[(Senso del Luogo)]TJ/F1 1 Tf7.284 0 TD0 Tc0 Tw( )Tj0.4034 0 TD0.0285 Tc0.1249 Tw[(\(2010\), I have recently summarized my reservations about)]TJ-7.6874 -1.206 TD0.0101 Tc-0.042 Tw[(globalization. I have especially dwelt on its basic principle, usually neglected even)]TJ0 -1.212 TD0.0184 Tc0.1249 Tw[(by its most vocal critics, that is: )]TJ/F2 1 Tf14.472 0 TD0.0186 Tc0 Tw(a-territoriality)Tj/F1 1 Tf6.126 0 TD0.0184 Tc0.1249 Tw[(, the indif)16.8(f)0.1(erence to historical)]TJ-20.598 -1.212 TD0.0205 Tc0.125 Tw(variability and to the specific community as a prerequisite for a socially and)Tj0 -1.206 TD0.0101 Tc0.0251 Tw(culturally irresponsible predatory activity all over the world.)Tj/F2 1 Tf1.416 -2.424 TD0.0002 Tc-0.0232 Tw[(Q. What ar)41(e some of the key educational Ôpr)41.6(oblematicsÕ)113.1( that curr)41.2(ently pr)36.7(eoccupy)]TJ-1.416 -1.206 TD0.0102 Tc0.1249 Tw[(you? How ar)39.8(e these linked to the br)38.3(oader pr)42.2(eoccupations you may have about)]TJ0 -1.212 TD0.0084 Tc0.125 Tw[(society? What is your r)40.9(esponse to these pr)37.2(oblematics and pr)37.4(eoccupations, as a)]TJT*0.0001 Tc0.0251 Tw(scholar and as a citizen?)Tj/F1 1 Tf1.416 -1.206 TD-0.0149 Tw[(It might sound obvious or trivial, my general answer is Ôacademic freedomÕ, that)]TJ-1.416 -1.212 TD0.0119 Tc0.1249 Tw[(is to say no immediate subordination of curricula to the practical needs of the)]TJT*0.0001 Tc0.0598 Tw[(economy)66.8(,)0( no matter how vocally claimed by governments and policy-makers. )26.1(The)]TJ0 -1.206 TD0.0052 Tw[(most ur)21.9(gent, and serious, problem that is today confronting educational systems the)]TJ0 -1.212 TD-0.0461 Tw[(world over is how to educate independently thinking human beings, not to train them)]TJT*0.0188 Tw(for a given job, remembering that you can only train animals; in human beings you)Tj0 -1.206 TD0.025 Tw(can hope to wake up and reinforce their subjective consciousness.)Tj1.416 -1.212 TD0.0111 Tc0.125 Tw(Business and economic needs, quite legitimate in their own sphere, tend to)Tj-1.416 -1.212 TD0.0001 Tc-0.0266 Tw[(prevail and to condition the whole intellectual climate of any given society)77.7(. )17.6(The idea)]TJ0 -1.206 TD0.0066 Tc0.125 Tw[(of the Ôtwo culturesÕ)76.5( \(scientific and humanistic\) is misleading. )23.3(The only human)]TJ0 -1.212 TD0.0073 Tc0.1249 Tw(culture possible and desirable lies in the ability to pass a reasoned, and global,)TjT*0.0001 Tc-0.0451 Tw[(assessment of any given situation. )21.9(The )]TJ/F2 1 Tf15.402 0 TD(esprit polytechnicien)Tj/F1 1 Tf8.31 0 TD0 Tc0 Tw( )Tj0.205 0 TD0.0001 Tc-0.0451 Tw(does not lead anywhere.)Tj-23.917 -1.206 TD0.0166 Tc0.1249 Tw[(It confuses instrumental with final values. )24(T)69.6(echnology is perfection without a)]TJ0 -1.212 TD0.0001 Tc0.0251 Tw[(purpose. )55.9(A)56.1( society can be technically advanced and humanly barbaric.)]TJ1.416 -1.212 TD0.0121 Tc0.125 Tw(Financial and economic potentates are heavily conditioning higher learning)Tj-1.416 -1.206 TD0.0095 Tc[(institutions in every country)68.6(, naturally in dif)24(ferent ways according to historical)]TJ0 -1.212 TD0.0001 Tc-0.0128 Tw[(variability)67.9(. In general, in Europe also, state universities are being privatized through)]TJT*-0.048 Tw(a severe reduction of funds and the consequent necessity for professors to spend time)Tj0 -1.206 TD-0.0071 Tw[(and ener)18.7(gy in finding financial resources for Masters and Doctorates. On a dif)22.9(ferent)]TJ0 -1.212 TD-0.0094 Tw(occasion, I had the opportunity to ask myself what are the characteristics of Europe,)Tj/F2 1 TfT*0 Tw(vis-ˆ-vis)Tj/F1 1 Tf3.39 0 TD0 Tc( )Tj0.2597 0 TD0.0001 Tc0.0096 Tw(the United States, Japan, and China. Leaving for the time being China and)Tj-3.6497 -1.206 TD-0.0122 Tw[(India aside, given their recent emer)27.2(gence as world players in this field, especially as)]TJ0 -1.212 TD-0.0076 Tw(regards manufacturing and electronic industries in China and computer components)Tj/F2 1 Tf8 0 0 8 59.495 606.4451 Tm0.0002 Tw(EURO-MEDITERRANEAN REGION)Tj/F1 1 Tf14.97 0 TD0.0002 Tc0.0001 Tw[(ÑTHE EDUCA)107.2(TED PERSON )62.3(AND )16.8(THE NEW)17.2( CAPIT)80(ALISM)]TJETendstreamendobj370 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj374 0 obj<</Length 5749>>stream
BT/F1 1 Tf10 0 0 10 53.825 45.085 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(112)Tj0 53.844 TD0.0026 Tc0.1249 Tw[(and special software in India, we see conver)25.3(gences as well as major dif)19.5(ferences)]TJ0 -1.212 TD0.0001 Tc-0.0241 Tw[(among the three cultural milieus mentioned above. No doubt that, roughly speaking,)]TJ0 -1.206 TD-0.0256 Tw[(the basic conver)16.2(gence is given by science and technology)76(. )18.6(The major dif)19(ferences, on)]TJ0 -1.212 TD-0.0085 Tw(the other hand, have to do with the underlying values. I submit that the most serious)TjT*0.068 Tw(shortcoming of the present day thrust toward a worldwide economic globalization)Tj0 -1.206 TD0.0248 Tw(concerns the neglect or the inability to understand such distinction.)Tj1.416 -1.212 TD-0.059 Tc0 Tw(To)Tj1.0609 0 TD( )Tj0.3839 0 TD0.0089 Tc0.125 Tw[(put it succinctly)69.3(, while technology seems to be basically the same in its)]TJ-2.8608 -1.212 TD0.0001 Tc-0.0223 Tw(practical implementation, irrespective of the peculiar characteristics of each specific)Tj0 -1.206 TD0.108 Tw(community or locality into which it is being imported in a more or less coercive)Tj0 -1.212 TD0.0266 Tc0.125 Tw[(manner)38.7(, cultural values, in the sense of cultural orientations and patterns of)]TJT*0.0001 Tc0.0283 Tw[(behaviour active in each historical context, are likely to be widely diver)29.1(gent and to)]TJ0 -1.206 TD-0.0337 Tw(require an )Tj/F2 1 Tf4.212 0 TD(ad hoc)Tj/F1 1 Tf2.658 0 TD0 Tc0 Tw( )Tj0.2164 0 TD0.0001 Tc-0.0337 Tw[(examination. )23.9(Thus, we may observe the overpowering sense of the)]TJ-7.0864 -1.212 TD-0.058 Tw(community at work in Japan, to the point that the idea of the individual as a free agent)TjT*0.0064 Tc0.1249 Tw[(is hardly tenable, or we may realize that in the )64(American society the utilitarian)]TJ0 -1.206 TD0.0204 Tc0.125 Tw[(principle and the money-making ability)73.1(, linked with a technical ef)20.9(ficiency or)]TJ0 -1.212 TD0.0001 Tc-0.0172 Tw[(workman ship factor)41.5(, are by far the most important tenets for moral justification and)]TJT*-0.0454 Tw[(for social respectability)70.3(, that is to say for attaining a good standing in the community)74(.)]TJ1.416 -1.206 TD0.0313 Tw(The European scene appears to be more complex. In the first place, history and)Tj-1.416 -1.212 TD-0.0405 Tw[(historical consciousness here play a role much greater than anywhere else. Secondly)78.2(,)]TJT*0.0057 Tc0.125 Tw[(and consequently)65.1(, the past carries a decisive weight in terms of the educational)]TJ0 -1.206 TD0.0001 Tc-0.01 Tw[(process as a way to achieve the formation of the responsible individual person or)54.3(, to)]TJ0 -1.212 TD0.0424 Tw[(put it more precisely)68.1(, of the )]TJ/F2 1 Tf11.49 0 TD0 Tw(personality)Tj/F1 1 Tf4.5 0 TD0 Tc( )Tj0.2925 0 TD0.0001 Tc0.0424 Tw[(of the person. Here, as we may learn from)]TJ-16.2825 -1.212 TD-0.0448 Tw[(Greek culture and Christian testimony)70.1(, the conscious participation of each individual)]TJ0 -1.206 TD0.0107 Tc0.125 Tw[(requires that the entity in which we desire to participate represent a hierarchic)]TJ0 -1.212 TD0.0001 Tc0.021 Tw(scheme or a symbolic concentration, whereas in utilitarian societies participation is)TjT*-0.0081 Tw[(not in terms of systems of meaning representing the ultimate reality)73.8(. )18.1(These societies)]TJ0 -1.206 TD-0.0356 Tw[(are interest-based and participation in them refers primarily to the process of making)]TJ0 -1.212 TD0.0226 Tc0.1249 Tw[(decisions concerning the various practical interests. However)50.6(, in Europe, the)]TJT*0.0001 Tc0.0012 Tw(prevailing concept of culture is still essentially individualistic in the classical sense.)Tj0 -1.206 TD0 Tc0 Tw(W)Tj0.864 0 TD0.0001 Tc0.0248 Tw(e, as Europeans, have not been able so far to go beyond traditional humanism.)Tj/F2 1 Tf0.552 -2.424 TD-0.0442 Tw[(Q. Which authors/texts would you single out as being of utmost importance if one)]TJ-1.416 -1.206 TD0 Tc0.025 Tw[(wishes to understand educational dynamics in your country/r)37.2(egion?)]TJ/F1 1 Tf1.416 -1.212 TD0.0207 Tc0.125 Tw[(Limiting my examination to authors endowed with a specific sociological)]TJ-1.416 -1.212 TD0.0001 Tc0.0706 Tw[(inclination, I would mention, first, )22.3(Thorstein )20.5(V)110.1(eblen, whose )]TJ/F2 1 Tf24.69 0 TD0 Tc[(Theory of the Leisur)35.2(e)]TJ-24.69 -1.206 TD0.0105 Tc0 Tw(Class)Tj/F1 1 Tf2.274 0 TD0 Tc( )Tj0.3854 0 TD0.0104 Tc0.125 Tw[(I translated after the Second )18.3(W)84.4(o)-0.1(rld )16.1(W)78.4(ar and was published by the )27.2(T)27.4(u)-0.1(rin)]TJ-2.6594 -1.212 TD0.0002 Tc0.0041 Tw[(publisher Einaudi on 3 January)66.9(, 1949. Secondly)66.1(, an author whom I feel on the same)]TJT*0.0001 Tc0.0037 Tw[(wave length is undoubtedly Max )19.5(W)80.1(eber)41.4(, taking especially into account his life-long)]TJ0 -1.206 TD-0.0205 Tw[(ambivalent attitude towards active politics and pure research. )64.3(Among recent writers,)]TJ0 -1.212 TD-0.0397 Tw[(I would mention Leo Strauss, with whom I entertained a good friendship in Chicago,)]TJT*0.0657 Tw(in particular during the time he was writing )Tj/F2 1 Tf18.132 0 TD(Thoughts on Machiavelli)Tj/F1 1 Tf10.134 0 TD0 Tc0 Tw( )Tj0.3158 0 TD0.0001 Tc(and )Tj/F2 1 Tf1.7602 0 TD(Natural)Tj-30.342 -1.206 TD0.0519 Tw[(Law and History)60.1(.)0( )]TJ/F1 1 Tf7.326 0 TD(But during those early Fifties I was especially involved with the)Tj-7.326 -1.212 TD0.0124 Tc0.125 Tw(International Labour Project, together with Clark Kerr \(chancellor of Berkeley)Tj8 0 0 8 53.825 606.4451 Tm0.0001 Tc0.0013 Tw(FRANCO FERRAROTTI)TjETendstreamendobj375 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj377 0 obj<</Length 5654>>stream
BT/F1 1 Tf10 0 0 10 370.4751 44.965 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(113)Tj-31.95 53.856 TD0.1067 Tw[(University\), John )17(T)77.1(.)0( Dunlop \(Harvard University\), Charles Myers \(Massachusetts)]TJ0 -1.212 TD0.0212 Tw[(Institute of )22.5(T)71.1(echnology\), and Frederick Harbison \(University of Princeton\). For the)]TJ0 -1.206 TD0.0621 Tw(Italian scene, these experiences had some weight in underlining the importance of)Tj0 -1.212 TD0.0006 Tc0.125 Tw[(field work as well as the relevance of inter)27.4(-disciplinary approach. )20.4(This was of a)]TJT*0.0001 Tc-0.0462 Tw(decisive impact on a culture such as the Italian and European one. Here, the educated)Tj0 -1.206 TD-0.004 Tw(person is still conceived in Greek terms as an individual )Tj/F2 1 Tf22.62 0 TD(kal˜s kai agath˜s )Tj/F1 1 Tf7.242 0 TD[(or)47.2(, to put)]TJ-29.862 -1.212 TD0.0244 Tw(it in Ciceronian terms, )Tj/F2 1 Tf9.288 0 TD(vir bonus dicendi peritus)Tj/F1 1 Tf10.044 0 TD0 Tc0 Tw(.)Tj-17.916 -1.212 TD0.0001 Tc0.0112 Tw[(Needless to say)64.8(, this concept is far from adequate for an industrial mass society)78.3(.)]TJ-1.416 -1.206 TD0.0942 Tw(The elaboration of a European educational ÔspaceÕ requires, in the first place, the)Tj0 -1.212 TD0.0873 Tw[(transition from the concept and practice of an Žlite culture, whereby the educated)]TJT*-0.0387 Tw(person asserts herself against and over a mass of illiterate persons, )Tj/F2 1 Tf26.346 0 TD(˜i polloi)Tj/F1 1 Tf3.318 0 TD(, who can)Tj-29.664 -1.206 TD0.0186 Tc0.125 Tw[(be said to be human only in a zoological sense, to a new concept of culture,)]TJ0 -1.212 TD0.0001 Tc-0.0396 Tw(corresponding to any value or selective criterion. It rather points to the need of a new)Tj/F2 1 TfT*0 Tw(paidŽia)Tj/F1 1 Tf3 0 TD0 Tc( )Tj0.1995 0 TD0.0001 Tc-0.0506 Tw[(and a new selection based on a broad social basis which raises inevitably two)]TJ-3.1995 -1.206 TD0.0054 Tw(issues: \(a\) the overcoming of the question of the so called Ôtwo culturesÕ, especially)Tj0 -1.212 TD0.0089 Tc0.1249 Tw[(as expounded in the famous and misleading pamphlet by C. P)118(.)0.1( Snow)64.3(, )]TJ/F2 1 Tf29.874 0 TD[(The T)75.4(w)0(o)]TJ-29.874 -1.212 TD0.0001 Tc-0.011 Tw[(Cultur)38.6(es and the Scientific Revolution;)]TJ/F1 1 Tf15.468 0 TD0 Tc0 Tw( )Tj0.2391 0 TD0.0001 Tc-0.011 Tw(and \(b\) what are the methods and avenues to)Tj-15.7071 -1.206 TD0.0138 Tc0.1249 Tw[(express, from within an industrial mass society and its mass culture, adequate)]TJ/F2 1 Tf0 -1.212 TD0.0001 Tc0.0256 Tw(criteria of excellence)Tj/F1 1 Tf8.49 0 TD0 Tc0 Tw(?)Tj-7.074 -1.212 TD0.0001 Tc0.0454 Tw[(The transition from Greek )]TJ/F2 1 Tf10.896 0 TD0 Tw(paidŽia)Tj/F1 1 Tf3 0 TD0.0454 Tw(, founded on the idea of aristocratic )Tj/F2 1 Tf14.76 0 TD0 Tw(arte)Tj/F1 1 Tf2.052 0 TD0.0454 Tw(, to)Tj-32.124 -1.206 TD0.0249 Tw[(the ÔdemocraticÕ, advanced education as advocated, among others, by John Dewey)77.8(,)]TJ0 -1.212 TD0.0248 Tc0.125 Tw[(in obviously a dif)20(ficult one. )58.9(A)50.8( new image of man is required and should be)]TJT*0.0079 Tc[(conceptualized. )17.3(The three images recalled and elaborated upon by Nietzsche in)]TJ/F2 1 Tf0 -1.206 TD0.0001 Tc-0.042 Tw(UnzeithemŠssige Betrachtunge)Tj/F1 1 Tf12.372 0 TD[(, that is Rousseau, Goethe, and Schopenhauer)47.4(, cannot)]TJ-12.372 -1.212 TD0.02 Tw[(be considered suf)19.6(ficient in view of the present day Ôknowledge-societiesÕ. )26.2(They are)]TJT*0.0073 Tw[(important, however)41(, in so far as they point out the necessity of rejecting, on the one)]TJ0 -1.206 TD0.0012 Tw(hand, pure technology as a basis of the new education \(being aware that technology)Tj0 -1.212 TD0.0502 Tw(is nothing but perfection without a purpose\) and advocating, on the other hand, an)TjT*0.0315 Tc0.125 Tw[(articulated unity of natural and cultural sciences in which a positive cross-)]TJ0 -1.206 TD0.0001 Tc0.0253 Tw[(fertilization between them would be insured.)]TJ/F2 1 Tf1.416 -2.424 TD0.0009 Tw(Q. If I could just echo back to you your important statements that Ôtechnology is)Tj-1.416 -1.206 TD0.0971 Tw(perfection without a purposeÕ, and that Ôsociety can be technically advanced and)Tj0 -1.212 TD0.049 Tw[(humanly barbaricÕÑhow does this conviction speak to similar ar)40.8(guments made by)]TJT*0.0268 Tw[(Adorno, in his memorable essay ÔEducation after )23.3(AuschwitzÕ, wher)41.4(e he ar)35.3(gues that)]TJ0 -1.206 TD0.0248 Tw(education can never be the same in the light of the Shoah?)Tj/F1 1 Tf1.416 -1.212 TD0.095 Tw(The Shoah does not concern only the Jewish People. It involves also, in even)Tj-1.416 -1.212 TD0.0383 Tw[(bigger numbers, nomads, especially Roms, )58.3(Armenians, political opponents, and all)]TJ0 -1.206 TD0.0144 Tw[(sorts of minority persons and groups. )24.1(There are old and new genocides. )21.8(The simple)]TJ0 -1.212 TD0.0764 Tw(fact is that the persecution of the Jews should be understood as a special instance)TjT*0.034 Tc0.125 Tw(within the broader category of intolerance for minorities and the historical)Tj0 -1.206 TD0.0001 Tc0.0329 Tw[(elimination of the Ôdif)19.7(ferentÕ)79.6( generally)62.8(. )17.1(This phenomenon goes well beyond racism)]TJ0 -1.212 TD0.024 Tw[(as it is usually conceived. )19.6(What remains to be seriously considered is that the mass)]TJ/F2 1 Tf8 0 0 8 59.495 606.4451 Tm0.0002 Tw(EURO-MEDITERRANEAN REGION)Tj/F1 1 Tf14.97 0 TD0.0002 Tc0.0001 Tw[(ÑTHE EDUCA)107.2(TED PERSON )62.3(AND )16.8(THE NEW)17.2( CAPIT)80(ALISM)]TJETendstreamendobj378 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj380 0 obj<</Length 5574>>stream
BT/F1 1 Tf10 0 0 10 53.825 45.085 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(114)Tj0 53.844 TD-0.0399 Tw[(murder of the Jews by the middle of the twentieth century has attained an exemplary)78.9(,)]TJ0 -1.212 TD0.0137 Tc0.1249 Tw[(paradigmatic value as an attempted Ôfinal solutionÕ. )25(The Shoah is striking and)]TJ0 -1.206 TD0.0085 Tc0.125 Tw[(original in the technical ef)22.7(ficiency)67.2(, cold-blooded, bureaucratic or)23.4(ganization and)]TJ0 -1.212 TD0.0001 Tc0.0245 Tw(businesslike book-keeping of the whole operation.)Tj1.416 -1.212 TD-0.0229 Tw(This aspect of the Shoah should not be overlooked. It is historically unique and a)Tj-1.416 -1.206 TD0.0718 Tw[(perfect case of the crime industry)69.1(. Revisionist historical comparisons equating the)]TJ0 -1.212 TD0.0223 Tw(Shoah in importance with historical tragedies such as the Soviet Gulag, fail to hold)TjT*0.0172 Tw(up to examination. It is well-known that history has recorded many gruesome mass)Tj0 -1.206 TD0.0077 Tc0.125 Tw(murders and wide-reaching criminal operations conducted against harmless and)Tj0 -1.212 TD0.0001 Tc0.0721 Tw[(defenceless populations. None of these enterprises, however)44.8(, was as scientifically)72.1(,)]TJT*0.0253 Tw[(rationally)65.8(, or routinely planned as this one.)]TJ1.416 -1.206 TD0.0157 Tw[(Despite the ef)24.6(forts of Nolte, in his )]TJ/F2 1 Tf13.98 0 TD[(Thr)41.3(ee Faces of Fascism )]TJ/F1 1 Tf9.852 0 TD(\(1965\), as well as of)Tj-25.248 -1.212 TD-0.0077 Tw(Romano, in his )Tj/F2 1 Tf6.312 0 TD[(An Outline of Eur)37.7(opean Histor)5.5(y )]TJ/F1 1 Tf13.008 0 TD(\(1999\), and of other commentators,)Tj-19.32 -1.212 TD0.0208 Tc0.1249 Tw[(the Shoah raises a question that transcends a specific historical situation and)]TJ0 -1.206 TD0.0282 Tc0.125 Tw[(certainly cannot be explained away)68.7(, as quite unexpectedly )62.3(Arno Mayer also)]TJ0 -1.212 TD0.0001 Tc0.0682 Tw(attempted to do in his )Tj/F2 1 Tf9.258 0 TD(Why Did the Heavens Not Darken? The ÔFinal SolutionÕ in)Tj-9.258 -1.212 TD0.001 Tc0 Tw(History )Tj/F1 1 Tf3.378 0 TD0.1249 Tw[(\(1988\), resorting to the notion of a Hitler made angry by defeats on the)]TJ-3.378 -1.206 TD0.0001 Tc0.026 Tw(Russian Front.)Tj1.416 -1.212 TD0.0493 Tc0.1249 Tw[(ÔRevisionistsÕ)77.7( cite the Crusaders, the Inquisition, and StalinÕ)60.5(s)0( pur)15.3(ges,)]TJ-1.416 -1.212 TD0.0001 Tc0.0822 Tw(overlooking the fact that the Holocaust has not been one among many genocides,)Tj0 -1.206 TD0.1063 Tw[(concerning not only the Jews but mankind as a whole. Moreover)45.8(, while classical)]TJ0 -1.212 TD0.0735 Tw(sociologists such as Hebert Spencer emphasized that industrial societies would be)TjT*0.0292 Tc0.125 Tw[(more rational and radically dif)21.5(ferent from traditional military countries, the)]TJ0 -1.206 TD0.0001 Tc0.0972 Tw(Holocaust has proved beyond doubt that rational planning can be used to serve a)Tj0 -1.212 TD0.0345 Tc0.1249 Tw[(criminal purpose of massive proportions. )24.2(The Holocaust has taught us that)]TJT*0.0001 Tc-0.0266 Tw(technology per se is nothing but perfection without purpose and that a contemporary)Tj0 -1.206 TD0.025 Tw(society can be technically advanced and humanly barbaric.)Tj1.416 -1.212 TD-0.071 Tc0 Tw(To)Tj1.0401 0 TD( )Tj0.3485 0 TD0.0001 Tc0.0984 Tw(understand the essence of the Shoah or Holocaust, it is necessary to move)Tj-2.8046 -1.212 TD-0.0427 Tw(beyond the mere counting of victims, important as this is to keep their memory alive,)Tj0 -1.206 TD(economic considerations such as the confiscation of Jewish estates, and the legal and)Tj0 -1.212 TD0.0708 Tw[(political significance of long-term Jewish persecution, to the religious meaning of)]TJT*0.0767 Tw[(this event. Nazism was forced to view Jews as the enemy par excellence, the real)]TJ/F2 1 Tf0 -1.206 TD0 Tw(hostis)Tj/F1 1 Tf2.334 0 TD0 Tc( )Tj0.2682 0 TD0.0001 Tc0.0181 Tw[(to be destroyed, because Judaism is based on absolute respect for human life)]TJ-2.6022 -1.212 TD-0.0053 Tw[(and the equal dignity of every human being in front of God. )25.3(Through the concept of)]TJT*-0.0077 Tw(universal, divine fatherhood, Christianity has perfected this heritage without always)Tj0 -1.206 TD0.0494 Tw(acknowledging its regard; such values represent the complete opposite of the Nazi)Tj0 -1.212 TD0.1201 Tw[(doctrine as revealed in the of)21.3(ficial statements and text of Hitler)-33.2(Õ)57.1(s)0( )]TJ/F2 1 Tf27.468 0 TD0 Tw(Bewegung)Tj/F1 1 Tf4.17 0 TD0 Tc( )Tj0.3702 0 TD0.0001 Tc(and)Tj/F2 1 Tf-32.0082 -1.212 TD(Gauleiter)Tj/F1 1 Tf3.834 0 TD0.0541 Tw(. Notions of individual responsibility and moral conscience are denied in)Tj-3.834 -1.206 TD0.0255 Tw(the name of total obedience to the )Tj/F2 1 Tf13.98 0 TD0 Tw[(FŸhr)38.4(er)]TJ/F1 1 Tf2.796 0 TD0.0255 Tw[(. No principle of equality is admitted; the)]TJ-16.776 -1.212 TD-0.0511 Tw[(only ethical obligation involves complete service to the )65.2(Aryan race as the )]TJ/F2 1 Tf28.938 0 TD-0.0002 Tc0 Tw[(Herr)40.8(envolk)]TJ/F1 1 Tf-28.938 -1.212 TD0.0001 Tc0.0082 Tw[(or ÔPeople of the LordsÕ. )24.3(The rest of mankind must accept a subordinate position as)]TJ0 -1.206 TD-0.0126 Tw[(slaves or be exterminated. )24(The white )52.8(Aryan race is the only Nazi God; no other God)]TJ0 -1.212 TD0.085 Tw[(is recognized or theoretically conceivable. Jewish monotheistic religion, linked to)]TJ8 0 0 8 53.825 606.4451 Tm0.0013 Tw(FRANCO FERRAROTTI)TjETendstreamendobj381 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj383 0 obj<</Length 5654>>stream
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Jews must be suppressed like obnoxious, parasitic insects.)Tj0 -1.206 TD-0.0253 Tw[(Contrary to the revisionist view of Hitler)-28.2(Õ)51.1(s)0( persecution of the Jews as an unfortunate)]TJ0 -1.212 TD-0.0118 Tw[(turn at the end of his career)42.9(, in my )]TJ/F2 1 Tf13.848 0 TD[(La T)86.6(entazione dellÕOblio)]TJ/F1 1 Tf9.942 0 TD0 Tc0 Tw( )Tj0.2383 0 TD0.0001 Tc-0.0118 Tw(\(1993, 1994\) I believe I)Tj-24.0283 -1.212 TD-0.0313 Tw[(have demonstrated that he had already thought of eliminating them while writing his)]TJ/F2 1 Tf0 -1.206 TD0.0233 Tw(Mein Kampf)Tj/F1 1 Tf4.992 0 TD0 Tc0 Tw(.)Tj-3.576 -1.212 TD0.0001 Tc-0.0326 Tw[(While anti-Semitism exists throughout German history and European thought, to)]TJ-1.416 -1.212 TD0.0129 Tw(concentrate on the confused generalities of Nazi doctrine and minimize anti-Jewish)Tj0 -1.206 TD0.0333 Tw(persecution as if dealing with a )Tj/F2 1 Tf12.918 0 TD(faute de mieux)Tj/F1 1 Tf5.898 0 TD0 Tc0 Tw( )Tj0.2834 0 TD0.0001 Tc0.0333 Tw(occurring after military setbacks on)Tj-19.0994 -1.212 TD0.0405 Tw(the Russian eastern front would be a serious misunderstanding, as I have indicated)TjT*0.0843 Tw[(extensively in my book referred to above. No doubt, Nazism and its pedagogy of)]TJ0 -1.206 TD0.0338 Tc0.1249 Tw[(Ôeducation to deathÕ contains a conglomerate of world visions, from Julius)]TJ0 -1.212 TD0.0001 Tc0.0181 Tw(Langbehn, author of the )Tj/F2 1 Tf9.93 0 TD(Spirit of the Whole)Tj/F1 1 Tf7.578 0 TD(, who later converted to Catholicism, to)Tj-17.508 -1.212 TD-0.0079 Tw[(Martin Heidegger)38.7(, a passionate theorizer of the )]TJ/F2 1 Tf19.008 0 TD0 Tw(Heimat, )Tj/F1 1 Tf3.438 0 TD-0.0079 Tw[(not far from the cult of)]TJ/F2 1 Tf9.096 0 TD0 Tc0 Tw( )Tj0.2422 0 TD0.0001 Tc(Blut)Tj-31.7842 -1.206 TD0.0247 Tw(und Boden)Tj/F1 1 Tf4.332 0 TD0 Tc0 Tw( )Tj0.2748 0 TD0.0001 Tc0.0247 Tw(\(Blood and Soil\).)Tj/F2 1 Tf-3.1908 -2.424 TD0.0182 Tc0.125 Tw[(Q. Which r)42.2(ecent developments/innovations in the education sector in your)]TJ-1.416 -1.206 TD0.0001 Tc0.074 Tw[(country fill you with hope in terms of fur)5.6(thering the agenda of democracy)55.2(, and of)]TJ0 -1.212 TD0.0249 Tw[(equity? Which r)37.3(ecent developments do you feel most critical of, and why?)]TJ/F1 1 Tf1.416 -1.212 TD0.0607 Tw[(As far as higher learning is concerned, I do not see any major breakthrough in)]TJ-1.416 -1.206 TD-0.023 Tw[(Italy)63.4(. )21.2(The economic crisis is having a negative impact. )25.8(There is a widespread feeling)]TJ0 -1.212 TD0.0098 Tw[(that any academic endeavour should be useful and Ôpay of)27.8(f)-56.9(Õ)75.1( in practical terms. )24.1(This)]TJT*-0.0194 Tw[(leads to a serious weakening of the theoretical impulse. )27.6(There is, at the present time,)]TJ0 -1.206 TD-0.0519 Tw[(an abundance of raw data and empirical fragments that are waiting to be theoretically)]TJ0 -1.212 TD0.0237 Tw(digested and interpreted.)Tj1.416 -1.212 TD0.0625 Tw[(I submit that the opening toward Europe, the United States, and the rest of the)]TJ-1.416 -1.206 TD0.046 Tw[(world, is a positive step. But a relative neglect of foreign languages and a dif)30.2(ficult)]TJ0 -1.212 TD0.0123 Tc0.1249 Tw[(circulation of valid field research seem to prevent, for the time being, the full)]TJT*0.0001 Tc-0.0355 Tw[(blooming of international cooperation which is, however)51.1(, possible in the near future.)]TJ0 -1.206 TD0.0043 Tc0.1249 Tw(Perhaps, although historically rooted and motivated, men and women of culture)Tj0 -1.212 TD0.0001 Tc-0.0231 Tw[(should learn how to be loyal inhabitants of the village and, at the same time, citizens)]TJT*0.0261 Tw(of the world.)Tj/F2 1 Tf1.416 -2.418 TD-0.0331 Tw[(Q. What ar)38.8(e your r)40.5(eflections about the major for)41.2(ces that ar)34.7(e shaping educational)]TJ-1.416 -1.212 TD0.0022 Tc0.125 Tw[(practice in the Mediter)6.8(ranean r)32.7(egion? What ar)41.1(e the dynamics and inter)41.1(ests that)]TJ0 -1.206 TD0.0167 Tc0.1249 Tw[(underpin these for)41.1(ces, and what kinds of challenges do they r)39.8(epr)33.1(esent for the)]TJ0 -1.212 TD0.0001 Tc0.025 Tw[(articulation of an education pr)39.5(oject in our r)40.1(egion?)]TJ/F1 1 Tf1.416 -1.212 TD0.1178 Tw(The Mediterranean is a peculiar sea. It is the Ôsea among or in the middle of)Tj-1.416 -1.206 TD0.0907 Tw[(dif)19.3(ferent landsÕ. Old Romans could call it )]TJ/F2 1 Tf17.502 0 TD-0.0003 Tc0.0911 Tw[(mar)39(e)-0.4( nostrum)]TJ/F1 1 Tf5.64 0 TD0.0001 Tc0.0907 Tw[(. )56.9(Actually)66.7(, it is a sea that)]TJ-23.142 -1.212 TD0.1234 Tw[(touches on many countries with a dif)28(ferent language, dif)11.6(ferent traditions, a great)]TJT*0.0089 Tc0.1249 Tw[(variety of cultural and behavioural patterns. Dif)24.9(f)0.1(erent patterns of culture imply)]TJ0 -1.206 TD0.0001 Tc0.0121 Tw[(dif)19.3(ferent patterns of society)70.6(. )14.3(The Mediterranean touches and in a sense protects this)]TJ0 -1.212 TD-0.0264 Tw[(extreme variety)67(. )53.8(As such, as some sort of custodian, it has a )]TJ/F2 1 Tf23.694 0 TD(maternal function)Tj/F1 1 Tf7.116 0 TD(. It has)Tj/F2 1 Tf8 0 0 8 59.495 606.4451 Tm0.0002 Tw(EURO-MEDITERRANEAN REGION)Tj/F1 1 Tf14.97 0 TD0.0002 Tc0.0001 Tw[(ÑTHE EDUCA)107.2(TED PERSON )62.3(AND )16.8(THE NEW)17.2( CAPIT)80(ALISM)]TJETendstreamendobj384 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj386 0 obj<</Length 6325>>stream
BT/F1 1 Tf10 0 0 10 53.825 45.085 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(116)Tj0 53.844 TD-0.0262 Tw(a feminine characterÑ)Tj/F2 1 Tf9.108 0 TD(la merÑ)Tj/F1 1 Tf3.45 0 TD(contrary to a river than comes down and ravages and)Tj-12.558 -1.212 TD-0.0213 Tw(destroys the environment with its unforeseeable floods. In fact, the Mediterranean is)Tj0 -1.206 TD0 Tw(a )Tj/F2 1 Tf0.78 0 TD0.0884 Tw(closed sea)Tj/F1 1 Tf4.23 0 TD[(. Gibraltar towards the )57.8(Atlantic Ocean is a very narrow strait. On the)]TJ-5.01 -1.212 TD0.0066 Tw(other hand, before the Suez Canal had been opened, it was not possible to reach the)TjT*0.0261 Tw[(Indian Ocean directly)66.2(.)]TJ1.416 -1.206 TD-0.0077 Tw(A concentration of diversities can be a source of strength and freedom, provided)Tj-1.416 -1.212 TD0.002 Tw[(the dif)17.6(ferent countries and cultures can learn how to communicate. )28.7(This might have)]TJT*0.019 Tw[(special dif)17.9(ficulties for countries such as Italy)71(, historically used to export manpower)]TJ0 -1.206 TD0.0398 Tw[(and, all of a sudden, finding itself a pole of attraction for immigrants from the less)]TJ0 -1.212 TD0.027 Tw[(developed areas of the world, from central and Eastern Europe to North )61.7(Africa and)]TJT*0.0043 Tc0.125 Tw[(Asia. )17.8(The old concept of ÔcitizenshipÕ)80.7( is bound to become obsolete. Neither the)]TJ0 -1.206 TD0.0001 Tc0.0156 Tw(Greek concept of )Tj/F2 1 Tf7.182 0 TD0 Tw(pol’tes)Tj/F1 1 Tf2.67 0 TD0 Tc( )Tj0.2658 0 TD0.0001 Tc0.0157 Tw(nor the classical )Tj/F2 1 Tf6.7362 0 TD[(civis r)34.2(o)0(manus sum)]TJ/F1 1 Tf7.434 0 TD0 Tc0 Tw( )Tj0.2657 0 TD0.0001 Tc0.0156 Tw(are at the present time)Tj-24.5537 -1.212 TD-0.0156 Tw[(adequate. )19.3(The very concept of nation seems to be excessively limited and exclusive.)]TJT*0.1126 Tw[(It seems necessary to elaborate a new concept of ÔinclusiveÕ, if not transcultural,)]TJ0 -1.206 TD-0.0026 Tw[(citizenship. )19.5(The first step is intercultural communication. But communication is not)]TJ0 -1.212 TD0.0341 Tw[(only a verbal question dealing with linguistic dif)21(ferences. It requires )]TJ/F2 1 Tf27.9 0 TD0 Tc0 Tw(r)Tj0.348 0 TD0.0001 Tc(ecognition)Tj/F1 1 Tf4.224 0 TD0.0341 Tw(, a)Tj-32.472 -1.212 TD-0.0287 Tw[(dialogue that does not confine itself to pure and simple information, based on a clear)]TJ0 -1.206 TD0.0604 Tw(acceptance of specific values beyond the mere principles of individual preference.)Tj0 -1.212 TD0.005 Tc0.125 Tw(European history has already known an epoch-making attempt in this direction:)TjT*-0.0001 Tc-0.0028 Tw[(Alexander)-34.3(Õ)50.9(s)-0.2( Hellenism \(see my )]TJ/F2 1 Tf12.858 0 TD0 Tc0 Tw(L)Tj0.516 0 TD0.0001 Tc-0.003 Tw[(ÕEnigma di )19.1(Alessandr)34.9(o)]TJ/F1 1 Tf9.162 0 TD0 Tc-0.0029 Tw[(\). )56.2(At the time of )56.3(Alexander)43.8(,)]TJ-22.536 -1.206 TD0.0001 Tc0.0594 Tw[(the medium for intercultural communication was the Greek )]TJ/F2 1 Tf24.468 0 TD0 Tw(koinŽ)Tj/F1 1 Tf2.166 0 TD0.0594 Tw[(. But, behind the)]TJ-26.634 -1.212 TD0.1156 Tw[(language, values were thereÑdif)19.9(ferent, and yet conver)19.9(ging. )18.1(The same values are)]TJT*-0.0396 Tw(today at the basis of what could be defined as a peculiar European ÔspaceÕ, moved by)Tj0 -1.206 TD0.0159 Tc0.125 Tw(the common awareness that )Tj/F2 1 Tf12.24 0 TD0.1249 Tw[(no value can be r)40(e)0.1(gar)36.9(ded as an absolute)]TJ/F1 1 Tf17.67 0 TD0 Tc0 Tw( )Tj0.3909 0 TD0.016 Tc(without)Tj-30.3009 -1.212 TD0.008 Tc0.125 Tw(denying its very nature; )Tj/F2 1 Tf10.422 0 TD(no dogmatism)Tj/F1 1 Tf5.856 0 TD[(, no matter how grounded by religion or)]TJ-16.278 -1.212 TD0.0001 Tc0.0643 Tw[(tradition, is admissible. )17.2(The classical Greek )]TJ/F2 1 Tf18.084 0 TD0 Tw(logos)Tj/F1 1 Tf2.172 0 TD0 Tc( )Tj0.3144 0 TD0.0001 Tc0.0643 Tw(is the first root of the European)Tj-20.5704 -1.206 TD0.0956 Tw[(ÔspaceÕ. )15.4(The second, the social equality of all men and women, as implicit in the)]TJ0 -1.212 TD-0.0343 Tw[(Christian message. )16.1(The third, more recent, the concept of the individual, the )]TJ/F2 1 Tf30.228 0 TD0 Tw(persona)Tj-30.228 -1.212 TD[(singolar)40.7(e)]TJ/F1 1 Tf3.738 0 TD0 Tc( )Tj0.1889 0 TD0.0001 Tc-0.0612 Tw(of the Italian Renaissance, as handed down and philosophically justified by)Tj-3.9269 -1.206 TD0.001 Tw[(the Enlightenment. )58.7(At a sober look, Europe does not strike one as a grand territorial)]TJ0 -1.212 TD0.0165 Tc0.125 Tw[(entity)67.2(. It is the Ôland of sunsetÕ, the )]TJ/F2 1 Tf15.816 0 TD0 Tw(Okzident)Tj/F1 1 Tf3.684 0 TD0.1249 Tw[(, that, both demographically and)]TJ-19.5 -1.212 TD0.0001 Tc0.0755 Tw[(geographically)70.3(, presents itself as a mere appendix of the )57.2(Asiatic continental mass.)]TJ0 -1.206 TD0.0165 Tc0.125 Tw(Demographers can be cruel: at present, the European Union, demographically)Tj0 -1.212 TD0.0001 Tc-0.0339 Tw[(speaking, does not exceed the 6% of the world; in the years 2020-2030, in a world of)]TJT*0.0544 Tw[(about eight billion people, they calculate that Europe will come down to 4%, )69.6(Asia)]TJ0 -1.206 TD0.0251 Tw[(will represent 58% and )54.8(Africa will go up \(AIDS permitting\) to 25%.)]TJ1.416 -1.212 TD0.051 Tw[(However)41.8(, Europe will remain strong. Despite the )60.6(American hegemony)71.8(, and the)]TJ-1.416 -1.212 TD0.0486 Tw(economic rise of China and India, its presence will still be important. It is perhaps)Tj0 -1.206 TD0.0364 Tw[(true that the )55.5(Atlantic Ocean is being overcome by the Pacific Ocean. However)50.1(, the)]TJ0 -1.212 TD0.0264 Tw(Mediterranean continues to be an essential Ôcultural )Tj/F2 1 Tf21.096 0 TD-0.0001 Tc0 Tw[(carr)34.9(efour)]TJ/F1 1 Tf3.792 0 TD0.0001 Tc0.0264 Tw[(Õ. On a map, )17.8(W)80.1(estern)]TJ-24.888 -1.212 TD0.0893 Tw[(Europe does not look much more than an isthmus, some sort of light bridge. )26.5(The)]TJ0 -1.206 TD0.0061 Tw[(great empiresÑBabylonian, Persian, RomanÑhave disappeared from the historical)]TJ0 -1.212 TD0.014 Tw[(scene. Once colonialism was finished at the end of the Second )26(W)80.1(orld )21.4(W)80.1(a)0(r)33.2(,)0.1( we have)]TJ8 0 0 8 53.825 606.4451 Tm0.0013 Tw(FRANCO FERRAROTTI)TjETendstreamendobj387 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj389 0 obj<</Length 5652>>stream
BT/F1 1 Tf10 0 0 10 370.4751 44.965 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(117)Tj-31.95 53.856 TD0.1186 Tw(the beginning of the technological colonialism)Tj/F2 1 Tf19.17 0 TD0 Tc0 Tw( )Tj/F1 1 Tf0.372 0 TD0.0001 Tc0.1186 Tw(through mass communication, the)Tj-19.542 -1.212 TD0.0244 Tw[(cultural industry)68.9(, and globalization.)]TJ1.416 -1.206 TD0.0384 Tc0.1249 Tw[(However)39.8(, despite everything, Europe resists: a European ÔspaceÕ)84.7( seems)]TJ-1.416 -1.212 TD0.0001 Tc0.0956 Tw(impenetrable. Its limitations and shortcomings are well known. During the fourth)TjT*0.0481 Tw(century after Christ, when the lower strata of the population of the Roman Empire)Tj0 -1.206 TD0.006 Tc0.125 Tw(were desperately searching for a relatively independent expression, not even an)Tj0 -1.212 TD0.0001 Tc-0.0435 Tw[(innovator such as Emperor Constantine proved to be far)27.9(-sighted enough to widen the)]TJT*0.014 Tc0.125 Tw[(scope and the horizon of the Greek-Roman culture. He accepted the Christian)]TJ0 -1.206 TD0.0001 Tc0.0644 Tw[(religion, mostly under the pressure of his mother)45.6(, and to this day we do not know)]TJ0 -1.212 TD0.0465 Tw(whether he did it out of persuasion or political opportunism. But he did not accept)TjT*0.0685 Tw[(other languages than Latin. Europe, however)44.5(, remains strong. )25.1(Why? I respectfully)]TJ0 -1.206 TD0.0581 Tw[(submit, because Europe is varied, heterogeneous, diversified. Historically)78.6(, this has)]TJ0 -1.212 TD0.0276 Tw(been for Europe )Tj/F2 1 Tf6.774 0 TD(not a weakness)Tj/F1 1 Tf6.108 0 TD[(, but a reason for strength. )22(The European ÔspaceÕ)77.1( is)]TJ-12.882 -1.212 TD0.0038 Tw[(based and defined by diversity)70.1(. )54(According to John Stuart Mill, in chapters three and)]TJ0 -1.206 TD0.1193 Tw(four of his treatise )Tj/F2 1 Tf8.028 0 TD0.0004 Tc0.119 Tw[(On Liberty)]TJ/F1 1 Tf4.482 0 TD0.0001 Tc0.1193 Tw(, nineteenth century China was a Ônegative modelÕ)Tj-12.51 -1.212 TD0.0249 Tc0.125 Tw(because it was self-enclosed in its ritualistic and static behavioural patterns.)TjT*0.0001 Tc0.0539 Tw[(Europeans were not more talented than the Chinese. )22.8(What made them a portion in)]TJ0 -1.206 TD0.1078 Tw[(progress of HumanityÑin his own words, Ôan improving, instead of a stationary)75.7(,)]TJ0 -1.212 TD0.1106 Tw[(portion of mankindÕÑwas to be attributed to their diversity)72(, to their Ôplurality of)]TJT*-0.0208 Tw(pathsÕ. In other words, the strength of Europe lies in the )Tj/F2 1 Tf22.35 0 TD[(syner)36.5(gy of diversities)]TJ/F1 1 Tf8.418 0 TD0 Tc0 Tw( )Tj0.2293 0 TD0.0001 Tc-0.0208 Tw(and in)Tj-30.9973 -1.206 TD0 Tw(the )Tj/F2 1 Tf1.494 0 TD0.0243 Tw[(dialectics of differ)38.3(ences)]TJ/F1 1 Tf9.51 0 TD0 Tc0 Tw(.)Tj-9.588 -1.212 TD0.0001 Tc-0.0333 Tw(Hence, the essential characteristic, a really basic feature, of the European person,)Tj-1.416 -1.212 TD0.0624 Tw[(in the ability to move and to discern dif)26.1(ferences, the tendency to analyse complex)]TJ0 -1.206 TD0.0122 Tc0.1249 Tw[(phenomena and behavioural patterns, to use this analytical acumen in order to)]TJ0 -1.212 TD0.0021 Tc[(distinguish the various components and to grasp their final global meaning. )29.3(The)]TJT*0.0001 Tc0.125 Tw(educated person is the European tradition is not a mere specialist, nor a specific)Tj0 -1.206 TD0.0094 Tc[(technician. Rather)46.2(, he/she is the person capable to see and to assess the global)]TJ0 -1.212 TD0.0001 Tc0.1071 Tw[(meaningÑconceptual and technicalÑof a given situation. In a sense, the famous)]TJT*0.0186 Tw[(debate about the Ôtwo culturesÕ, as initiated by C. P)116.3(.)0( SnowÕ)58.4(s)0( pamphlet and to which)]TJ0 -1.206 TD-0.0515 Tw[(reference has already been made, does not hold water)62.2(. It is evident, however)39.3(, that this)]TJ0 -1.212 TD-0.0402 Tw[(type of educated person, as a person who passes judgment taking the dif)24.4(ferent angles)]TJT*0.0016 Tc0.125 Tw[(of a problem into consideration from a global interaction point of view)78.7(, runs up)]TJ0 -1.206 TD0.0001 Tc-0.0113 Tw[(against the prevailing pressure stemming from the present day capitalistic system of)]TJ0 -1.212 TD-0.056 Tw[(production and distribution. Capitalism has emer)25.6(ged as a winner from the Ôcold war)-28.5(Õ)0(,)]TJT*-0.0522 Tw(together with its fundamental principle, i.e. the )Tj/F2 1 Tf18.63 0 TD(division of labour and the consequent)Tj-18.63 -1.206 TD0.0062 Tw(specialization of knowledge)Tj/F1 1 Tf11.118 0 TD(, through a priority given to applied science versus pure)Tj-11.118 -1.212 TD0.0396 Tw(science. In this perspective, a technically advanced economy as a market economy)TjT*-0.0052 Tw(could become so powerful and all pervading as to give rise to an Ôeconomy-societyÕ)Tj0 -1.206 TD0.0118 Tc0.1249 Tw[(in which all the relations end up being market relations, essentially utilitarian,)]TJ0 -1.212 TD0.0001 Tc0.0894 Tw(narrow-interest gauged, and therefore no longer human \(at least, in the sense that)TjT*-0.0313 Tw(human relations have a value in themselves irrespective of their economically useful)Tj0 -1.206 TD0.0143 Tc0.125 Tw[(outcome\). For this reason, ef)22.3(fectively working behind the of)22(ficial facades, the)]TJ0 -1.212 TD0.0001 Tc0.0266 Tw(educational systems all over the world are under stress, being subordinate and sub-)Tj/F2 1 Tf8 0 0 8 59.495 606.4451 Tm0.0002 Tw(EURO-MEDITERRANEAN REGION)Tj/F1 1 Tf14.97 0 TD0.0002 Tc0.0001 Tw[(ÑTHE EDUCA)107.2(TED PERSON )62.3(AND )16.8(THE NEW)17.2( CAPIT)80(ALISM)]TJETendstreamendobj390 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj392 0 obj<</Length 5212>>stream
BT/F1 1 Tf10 0 0 10 53.825 45.085 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(118)Tj0 53.844 TD0.0317 Tw(serving the growing needs, defined and enforced by a rapidly changing technology)Tj0 -1.212 TD-0.0404 Tw(that is inevitably upsetting curricula and educational standards and, at the same time,)Tj0 -1.206 TD-0.0383 Tw(creating conditions of psychological stress, precarious jobs, uncertain career profiles)Tj0 -1.212 TD0.0292 Tw(and all this for a rather simple reason: because, I reiterate, technology is perfection)TjT*0.0247 Tw(without a purpose.)Tj/F2 1 Tf1.416 -2.418 TD-0.0052 Tw[(Q. The insistence on the normative in r)42.9(elation to technologyÑa leitmotif in your)]TJ-1.416 -1.212 TD0.0216 Tw[(interviewÑdraws us ineluctably towar)43.8(ds a consideration of r)36.4(eligionÑanother ar)38.3(ea)]TJ0 -1.206 TD0.0071 Tc0.125 Tw[(of concern for your sociological analysisÑand its intersections with education.)]TJ0 -1.212 TD0.0001 Tc0.0345 Tw[(What kinds of r)40(eflections would you like to shar)43.6(e about this, given the r)36.9(elevance of)]TJT*0.0253 Tw[(this theme to our r)34.1(egion?)]TJ/F1 1 Tf1.416 -1.206 TD0 Tc0 Tw(W)Tj0.864 0 TD0.0001 Tc0.0933 Tw[(eber)-36.6(Õ)57.1(s)0( specific contribution cannot be legitimately conceived as a polemical)]TJ-2.28 -1.212 TD0.0618 Tw[(reversal of MarxÕ)54.2(s historical materialism. Rather)45.2(, it is a broadening of its scope to)]TJT*-0.0075 Tw(include religious experience and commitment, together with the economic interests,)Tj0 -1.206 TD-0.0419 Tw[(as a powerful factor in shaping society)67.4(. )20.3(W)80.1(eber does not deal with theology )]TJ/F2 1 Tf29.448 0 TD(per se)Tj/F1 1 Tf2.376 0 TD0.0002 Tc(. He)Tj-31.824 -1.212 TD0.0001 Tc0.0325 Tw[(wants to know and explores the consequencesÑsocial, economic and politicalÑof)]TJT*0.0904 Tw(religious ethics as a living experience, that is to say as it influences the everyday)Tj0 -1.206 TD0.0112 Tc0.1249 Tw[(behavioural patterns. In this respect, )20.9(W)79.2(eber goes behind and against scholastic)]TJ0 -1.212 TD0.011 Tc[(Marxism, notably against StalinÕ)60.6(s)0.1( )]TJ/F2 1 Tf14.568 0 TD0 Tw(Diamat)Tj/F1 1 Tf3.06 0 TD0.1249 Tw[(, that tends to oppose economics and)]TJ-17.628 -1.212 TD0.0463 Tc[(ideology)66.3(, giving a clear priority to the economic structure over the ideal)]TJ0 -1.206 TD0.0001 Tc-0.0437 Tw(superstructure \()Tj/F2 1 Tf6.204 0 TD(Unterbau versus †berbau)Tj/F1 1 Tf10.356 0 TD[(\). )21.5(What )14.9(W)80.1(eber could not see is the political)]TJ-16.56 -1.212 TD0.0814 Tw[(use of religion or)37.9(, more precisely)69.3(, of religious dogmatism. Especially in countries)]TJT*0.0844 Tw[(such as the United States of )57.1(America, the radical right, with the so called Ôreborn)]TJ0 -1.206 TD0.0567 Tw[(ChristiansÕ)76( and the ÔPro-life groupsÕ, has been having, as of recently)69.6(, an important)]TJ0 -1.212 TD0.0493 Tw(political role )Tj/F2 1 Tf5.43 0 TD0 Tw(without)Tj/F1 1 Tf3 0 TD0 Tc( )Tj0.2994 0 TD0.0001 Tc0.0492 Tw(facing specific political issuesÑa role grounded instead on a)Tj-8.7294 -1.212 TD-0.0139 Tw[(meta-political, theological outlook. )58.4(At the university level as well as in all the major)]TJ0 -1.206 TD-0.0015 Tw(educational institutions, an irrational wave of anti-Darwinism has been mounting in)Tj0 -1.212 TD0.0168 Tw[(the name and for the defence of ÔcreationismÕ. Biblical fundamentalism here seems)]TJT*0.0625 Tw[(to be the inter)21.8(-face of Islamic fundamentalism in its most extreme forms. In Latin)]TJ0 -1.206 TD0.0142 Tc0.1249 Tw[(American and Mediterranean countries the influence of Catholicism is, in this)]TJ0 -1.212 TD0.0069 Tc[(respect, of decisive importance and, from the point of view of an open-minded)]TJT*0.0001 Tc0.1001 Tw[(attitude, quite negative. )22.4(This is true especially as regards the financing of private)]TJ0 -1.206 TD0.025 Tw(\(Catholic\) schools, against and to the detriment of public schools.)Tj/F2 1 Tf1.416 -2.424 TD0.0333 Tw[(Q. V)114.7(eblen has clearly been a major influence on your thought, fr)41.3(om early on in)]TJ-1.416 -1.206 TD0.0153 Tw[(your car)36.1(eer)113.3(, as you explained, right up to now)75.4(. What is it about V)115.4(eblen that informs)]TJ0 -1.212 TD0.0247 Tw[(your thinking generally)61.4(, and about education specifically?)]TJ/F1 1 Tf1.416 -1.212 TD0.0322 Tc0.125 Tw[(Thorstein )18.4(V)112.2(e)0(blenÕ)58.4(s)0( specific and original contribution concerns the sharp)]TJ-1.416 -1.206 TD0.0013 Tc(distinction between industrial entrepreneurs, supposedly producing goods for the)Tj0 -1.212 TD0.0231 Tc[(community)66.3(, and financial businessmen, who would Ôtry to get something for)]TJT*0.0001 Tc0.1065 Tw[(nothingÕ, that is to make money through pure manipulation of money)72.7(. Moreover)44.6(,)]TJ0 -1.206 TD0 Tc0 Tw(V)Tj0.66 0 TD0.05 Tc0.125 Tw[(eblen has generally researched the role of Ôhonorific consumptionÕ)81.3( and)]TJ-0.66 -1.212 TD0.0001 Tc0.066 Tw(Ôconspicuous wasteÕ in terms of Ôinvidious comparisonÕ among individual persons)Tj8 0 0 8 53.825 606.4451 Tm0.0013 Tw(FRANCO FERRAROTTI)TjETendstreamendobj393 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj395 0 obj<</Length 5389>>stream
BT/F1 1 Tf10 0 0 10 370.4751 44.965 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(119)Tj-31.95 53.856 TD-0.0509 Tw[(and social groups. In an sense, )19.4(V)110.1(eblen anticipates the critique of the Frankfurt School)]TJ0 -1.212 TD-0.0527 Tw[(\(in particular of Herbert Marcuse and )24.4(Theodor )16.1(W)92.1(.)0( )57.5(Adorno\) as regards late capitalism,)]TJ0 -1.206 TD-0.0546 Tw[(that is a system no longer simply exploiting physically the subordinate workforce but)]TJ0 -1.212 TD-0.0497 Tw(trying to achieve some sort of Ôsoul proletarianizationÕ with the Ôindustrial cultureÕ in)TjT*0.0021 Tc0.125 Tw[(which intellectual ÔproductsÕ)78.8( would be equated to usual market goods. )59(A)58.1( special)]TJ0 -1.206 TD0.0001 Tc0.0358 Tw[(mention should be made also of )22.6(V)110.1(eblenÕ)57.6(s book reflecting his unfortunate academic)]TJ0 -1.212 TD-0.0085 Tw[(career but having a general merit also, especially from an educational point of view)79.5(.)]TJT*0.0186 Tw(This is )Tj/F2 1 Tf2.982 0 TD[(The Higher Learning in )20.7(America)]TJ/F1 1 Tf13.224 0 TD(, that the author considers a Ômemorandum)Tj-16.206 -1.206 TD0.0365 Tw(on the conduct of universities by businessmenÕ, containing an explicit and vitriolic)Tj0 -1.212 TD0.0221 Tc0.125 Tw[(value-judgment in that original education should be free from any constraint)]TJT*0.0001 Tc0.1042 Tw[(stemming from the needs of the business system and the market economy)75.6(,)0( lest it)]TJ0 -1.206 TD0.0138 Tw(might produce servants of the prevailing economic groups instead of human beings)Tj0 -1.212 TD0.008 Tw[(capable of independent thinking. Naturally)71.7(, )16.2(V)116.1(eblen tries to avoid any allusion to his)]TJT*0.0084 Tw[(own personal career while criticizing bitterly the academic system. He writes in the)]TJ0 -1.206 TD0.121 Tw[(Preface: ÔIt is hoped that no fortuitous shadow will now cloud the issue É )30.7(This)]TJ0 -1.212 TD-0.0438 Tw(allusion to incidents which have no material bearing on the inquiry may tolerantly be)TjT*0.0194 Tw(allowed, as going to account for a sparing use of local information and, it is hoped,)Tj0 -1.206 TD0.1081 Tw(to extenuate a degree of reserve and reticence touching divers intimate details of)Tj0 -1.212 TD0.1233 Tw[(executive policyÕ)73.8( \(V)114.5(eblen, 1935, p.vii\). )22.6(V)104.1(eblenÕ)63.6(s critique is based on the specific)]TJT*0.0218 Tc0.1249 Tw[(right of the scientist to Ôidle, disinterested curiosityÕ. Hence, most university)]TJ0 -1.206 TD0.0082 Tc0.125 Tw[(research, being subservient to the needs of the business community)69.4(, is Ônot yet)]TJ0 -1.212 TD0.0001 Tc-0.0427 Tw(scientificÕ. In fact, Ôinquiries carried on in this spirit in the field of human institutions)TjT*0.0222 Tc0.1249 Tw[(belong, of course, in the category of worldly wisdom rather than of science.)]TJ0 -1.206 TD0.0001 Tc-0.049 Tw(ÔPracticalÕ questions occupy these scientists in great part, and practical, or utilitarian,)Tj0 -1.212 TD-0.0405 Tw[(considerations guide the course of inquiry and shape the system of generalizations in)]TJT*-0.0139 Tw(these sciences É in such a way that the ideals of scholarship are yielding ground, in)Tj0 -1.206 TD0.0154 Tw(an uncertain and varying degree, before the pressure of business like agenciesÕ \()Tj/F2 1 Tf32.202 0 TD0 Tw(op.)Tj-32.202 -1.212 TD(cit.)Tj/F1 1 Tf1.248 0 TD0.0244 Tw(, pp.189-190\).)Tj0.168 -1.212 TD0 Tc0 Tw(V)Tj0.606 0 TD0.0001 Tc-0.051 Tw(eblen distinguishes very sharply between the preparation and general attitude of)Tj-2.022 -1.206 TD-0.047 Tw[(a technician, that is of a pure expert of)26.6(fering his service to the best Bidder in the open)]TJ0 -1.212 TD-0.003 Tw(market, and the scholarship of the Ôeducated personÕ in the proper sense. He allows,)TjT*0.0576 Tw[(obviously)63.8(, a degree of good use for the community by the specialized technicians,)]TJ0 -1.206 TD0.0846 Tw(but at the same time he criticizes the unproductive predatory role of businessmen)Tj0 -1.212 TD0.025 Tw(while lamenting the shortage of truly educated disinterested persons.)Tj1.416 -1.212 TD0.0326 Tc0.125 Tw[(ÔThe professional knowledge and skill of physicians, sur)24(geons, dentists,)]TJ-1.416 -1.206 TD0.0001 Tc0.034 Tw(pharmacists, agriculturists, engineers of all kinds, perhaps even of journalists, is of)Tj0 -1.212 TD-0.0079 Tw[(some use to the community at lar)20.7(ge, at the same time that it may be profitable to the)]TJT*0.0837 Tw[(bearers of it. )20.4(The community has a substantial interest in the adequate training of)]TJ0 -1.206 TD0.0005 Tc0.1249 Tw[(these men although it is not that intellectual interest that attaches to science and)]TJ0 -1.212 TD0.0001 Tc-0.0368 Tw(scholarship. But such is not the case with the training designed to give proficiency in)TjT*0.1159 Tw[(business. No gain comes to the community at lar)20.6(ge from increasing the business)]TJ0 -1.206 TD0.056 Tw[(proficiency of any number of its young men. )24.3(There are already much too many of)]TJ0 -1.212 TD0.0335 Tw(these businessmen, much too astute and proficient in their calling, for the common)Tj/F2 1 Tf8 0 0 8 59.495 606.4451 Tm0.0002 Tw(EURO-MEDITERRANEAN REGION)Tj/F1 1 Tf14.97 0 TD0.0002 Tc0.0001 Tw[(ÑTHE EDUCA)107.2(TED PERSON )62.3(AND )16.8(THE NEW)17.2( CAPIT)80(ALISM)]TJETendstreamendobj396 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj398 0 obj<</Length 5291>>stream
BT/F1 1 Tf10 0 0 10 53.825 45.085 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(120)Tj0 53.844 TD0.0056 Tc0.1249 Tw[(good. )54.4(A)55.6( higher average business ef)20.6(ficiency simply raises activity and avidity in)]TJ0 -1.212 TD0.0001 Tc-0.0139 Tw[(business to a higher average pitch of skill and fervour)47.7(, with very little other material)]TJ0 -1.206 TD0.0203 Tc0.1249 Tw[(result than a redistribution of ownership; since business is occupied with the)]TJ0 -1.212 TD0.0001 Tc-0.044 Tw(competitive acquisition of wealth, not with its production. It is only by a euphemistic)TjT*-0.0501 Tw[(metaphor that we are accustomed to speak of the businessmen as producers of goods.)]TJ0 -1.206 TD0.0889 Tw[(Gains due to such ef)20.5(ficiency are dif)16.2(ferential gains only)70.5(. )19.1(They are a dif)23(ferential as)]TJ0 -1.212 TD-0.0209 Tw(against other businessmen on the one hand, and as against the rest of the community)TjT*-0.0545 Tw[(on the other hand. )18.9(The work of the College of Commerce, accordingly)73.6(, is a peculiarly)]TJ0 -1.206 TD0.0152 Tc0.1249 Tw[(futile line of endeavour for any public institution, in that it serves neither the)]TJ0 -1.212 TD0.0148 Tc[(intellectual advancement nor the material welfare of the communityÕ \()]TJ/F2 1 Tf30.21 0 TD0.125 Tw[(op. cit.)]TJ/F1 1 Tf2.988 0 TD0 Tc0 Tw(,)Tj-33.198 -1.212 TD(pp.208-209\).)Tj1.416 -1.206 TD0.0001 Tc-0.0265 Tw(Given such situation, it is evident that the preparation of the Ôeducated personÕ in)Tj-1.416 -1.212 TD0.0189 Tw[(the af)18.5(fluent business society encounters special dif)21.7(ficulties. Everybody seems to be)]TJT*0.001 Tw(obsessed with the need to prepare young students and scholars for job opportunities)Tj0 -1.206 TD0.0249 Tw[(eventually of)19.1(fered in the market. )22.6(V)110.1(eblen bitterly remarks that:)]TJ1.416 -1.212 TD-0.0598 Tw(ÔPushed by this popular prejudice, and themselves also drifting under compulsion)Tj-1.416 -1.212 TD0.0047 Tc0.1249 Tw[(of the same prevalent bias, even the seasoned scholars and scientistsÑMatthew)]TJ0 -1.206 TD0.0069 Tc[(ArnoldÕ)52(s ÔRemnantÕÑhave taken to heart this question of the use of the higher)]TJ0 -1.212 TD0.0002 Tc0.0041 Tw(learning in the pursuit of gain. Of course it has no such use, and the many shrewdly)TjT*0.0001 Tc0.0073 Tw[(devised solutions of the conundrum have necessarily run out in a string of sophistic)]TJ0 -1.206 TD-0.0474 Tw[(dialectics. )18.6(The place of disinterested knowledge in modern civilization is neither that)]TJ0 -1.212 TD-0.0508 Tw(of a means to private gain, nor that of an intermediate step in Ôthe roundabout process)TjT*0.0244 Tw(of the production of goodsÕ.)Tj1.416 -1.206 TD0.0846 Tw[(As a motto for the scholarsÕ craft, )]TJ/F2 1 Tf14.31 0 TD(Scientia pecuniae ancillans )Tj/F1 1 Tf11.502 0 TD(is nowise more)Tj-27.228 -1.212 TD0.0011 Tc0.125 Tw[(seemly than the SchoolmenÕ)57.5(s )]TJ/F2 1 Tf12.468 0 TD(Philosophia theologiae ancillans)Tj/F1 1 Tf13.506 0 TD[(. )33.2(Y)105.1(et such inroads)]TJ-25.974 -1.212 TD0.0001 Tc-0.0356 Tw(have pecuniary habits of valuation made even within the precincts of the corporation)Tj0 -1.206 TD0.0114 Tw(of learning, that university menÑand even the scholarly ones among themÑare no)Tj0 -1.212 TD0.0127 Tc0.1249 Tw[(more than half-ashamed of such a parcel of fatuity)73.9(. )56.2(And relatively few among)]TJT*0.0001 Tc-0.0394 Tw[(university executives have not, within the past few years, taken occasion to plead the)]TJ0 -1.206 TD-0.0233 Tw[(merits of academic training as a business proposition. )24.7(The man of the worldÑthat is)]TJ0 -1.212 TD-0.0493 Tw[(to say)68.2(, of the business worldÑputs the question: )17.8(What is the use of this learning? and)]TJT*0.0412 Tc0.1249 Tw[(the men who speak for learning, and even the scholars occupied with the)]TJ0 -1.206 TD0.0105 Tc[(ÔhumanitiesÕ, are at pains to find some colourable answer that shall satisfy the)]TJ0 -1.212 TD0.0084 Tc[(worldly-wise that this learning for which they speak is in some way useful for)]TJT*0.0001 Tc0.0061 Tw(pecuniary gainÕ \()Tj/F2 1 Tf6.84 0 TD(op. cit.)Tj/F1 1 Tf2.76 0 TD(, pp.199-200\).)Tj-8.184 -1.206 TD-0.0167 Tw[(The bitterness of )22.5(V)110.1(eblenÕ)57.6(s strictures is revealing. It points to the gap between the)]TJ-1.416 -1.212 TD-0.0274 Tw[(sad state of higher educational institutions and his idea of an Ôeducated personÕ. )33(This)]TJT*-0.0304 Tw[(idea is never)38.5(, to my knowledge, fully expounded by )30.1(V)104.1(eblen. It has to be extracted, as)]TJ0 -1.206 TD0.0854 Tw[(it were, from his polemical observations. It seems to me that for )22.9(V)116.1(eblen man is a)]TJ0 -1.212 TD-0.018 Tw(project for man. In other words, man must be conceived as a goal, and therefore as a)TjT*0.0549 Tw[(value in himself, never as an instrument for no matter what kind of goal. )29.3(T)71.1(o)0( put it)]TJ0 -1.206 TD0.0024 Tw[(succinctly)65.9(, the function of a citizen or subject may vary from society to society)73.3(, and)]TJ0 -1.212 TD-0.0488 Tw[(the system of training, or adaptation, or instruction may vary with it. But the function)]TJ8 0 0 8 53.825 606.4451 Tm0.0013 Tw(FRANCO FERRAROTTI)TjETendstreamendobj399 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj401 0 obj<</Length 7531>>stream
BT/F1 1 Tf10 0 0 10 370.4751 44.965 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(121)Tj-31.95 53.856 TD0.0245 Tw[(of a man as man is the same in every age and in every society)74.2(, since it results from)]TJ0 -1.212 TD0.0183 Tw[(his nature as a man. )20.6(The aim of an educational system is the same in every age and)]TJ0 -1.206 TD0.0248 Tw[(in every society where such a system can exist: it is to improve man as man.)]TJ1.416 -1.212 TD0.0518 Tw(This improvement appears to be both desirable and possible. Human nature, in)Tj-1.416 -1.212 TD-0.0565 Tw[(fact, is conceivable neither as a dogmatic a-historical construction, according to most)]TJ0 -1.206 TD0.0106 Tw(religious doctrines, nor can it be seen as a purely historical phenomenon, according)Tj0 -1.212 TD0.1165 Tw[(to a purely relativistic conception. )60.9(After all, if everything is relative, the truth of)]TJT*0.0588 Tw[(relativism itself is necessarily relative. I respectfully submit, by dif)30.3(ferentiating my)]TJ0 -1.206 TD-0.0568 Tw[(position from natural righters and absolute relativists, the idea of Ôhistorical horizonÕ,)]TJ0 -1.212 TD0.013 Tw(as defined by the average moral consciousness acquired in a given historical phase.)TjT*-0.0056 Tw(In this respect, man is conceived both as a historical being and at the same time as a)Tj0 -1.206 TD-0.049 Tw(meta-historical value, that is some kind of )Tj/F2 1 Tf16.71 0 TD0 Tw[(Gr)37.3(enzbegriff)]TJ/F1 1 Tf5.076 0 TD-0.049 Tw(, or limit-idea, to be perfected)Tj-21.786 -1.212 TD0.0251 Tw[(and eventually reached through educational ef)26.9(forts.)]TJ9 0 0 9 189.995 402.0251 Tm-0.0001 Tc0 Tw(REFERENCES)Tj8 0 0 8 50.975 379.4651 Tm0.0001 Tc-0.0802 Tw[(Mayer)45.6(, A. )-50.4(\(1988\) )]TJ/F2 1 Tf7.065 0 TD-0.0298 Tw[(Why did the Heavens not Darken? The ÔFinal SolutionÕ)120.7( in History)]TJ/F1 1 Tf26.025 0 TD[(. New )29.1(Y)99.6(ork: Pantheon)]TJ-31.68 -1.2 TD0 Tw(Books.)Tj-1.41 -1.2 TD0.05 Tw[(Nolte, N. \(1965\) )]TJ/F2 1 Tf7.0125 0 TD[(Thr)42.8(ee Faces of Fascism: )19.6(Action Franaise, Italian Fascism, National Socialism)]TJ/F1 1 Tf32.3625 0 TD(. New)Tj-37.965 -1.2 TD0 Tc0 Tw(Y)Tj0.63 0 TD0.0001 Tc0.0246 Tw[(ork: Holt, Rinehart and )27.8(W)44.1(inston [translated by L. )20.3(V)107.1(ennewitz].)]TJ-2.04 -1.2 TD0.1177 Tw(Romano, S. \(1999\) )Tj/F2 1 Tf8.2125 0 TD[(An Outline of Eur)38.7(opean History fr)39(om 1789 to 1989. )]TJ/F1 1 Tf21.99 0 TD[(New )43.7(Y)99.6(ork: Ber)18.5(ghahn Books)]TJ-28.7925 -1.2 TD0.0256 Tw[([translated by L. Ginzber)14.5(g].)]TJ-1.41 -1.2 TD0.0919 Tw[(Snow)65.9(, C.P)107.8(. \(1960\) )]TJ/F2 1 Tf7.77 0 TD[(The T)73.4(wo Cultur)41.8(es and the Scientific Revolution)]TJ/F1 1 Tf19.38 0 TD(. Cambridge: Cambridge University)Tj-25.74 -1.2 TD0.0003 Tc0 Tw(Press.)Tj-1.41 -1.2 TD0 Tc(V)Tj0.615 0 TD0.0001 Tc-0.0041 Tw[(eblen, T)71.1(.)0( )-28.9(\(1994\) )]TJ/F2 1 Tf6.675 0 TD-0.0001 Tc0.025 Tw[(Theory of the Leisur)35.6(e Class)]TJ/F1 1 Tf11.115 0 TD0.0001 Tc0.0248 Tw(. Penguin Classics [first published 1899].)Tj-18.405 -1.2 TD0 Tc0 Tw(V)Tj0.615 0 TD0.0001 Tc-0.0041 Tw[(eblen, T)71.1(.)0( )-29.1(\(1935\) )]TJ/F2 1 Tf6.675 0 TD0.025 Tw[(The Higher Learning in )17.8(America)]TJ/F1 1 Tf13.245 0 TD0 Tc0 Tw(.)Tj/F2 1 Tf0.255 0 TD( )Tj/F1 1 Tf0.27 0 TD0.0001 Tc-0.0085 Tw[(New Y)107.1(ork: )-14.6(V)54.6(iking )-33.5(Press.)]TJ9 0 0 9 106.655 257.605 Tm0 Tc0.0254 Tw[(SELECTED PUBLICA)106.4(TIONS BY)34.9( FRANCO FERRAROTTI)]TJ8 0 0 8 50.975 235.105 Tm0.0001 Tc0.0246 Tw[(Ferrarotti, F)81.1(.)0( \(2010\))]TJ/F2 1 Tf7.965 0 TD0 Tc0 Tw( )Tj0.2747 0 TD0.0001 Tc0.0246 Tw(Il Senso del Luogo)Tj/F1 1 Tf7.5478 0 TD[(. 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If we review the classroom culture, connecting)]TJT*0.0029 Tc0.125 Tw(it to other cultures, so that oppressed groups can understand the systems)Tj0 -1.0964 TD0 Tc0.0586 Tw(of oppression, to Ôgenerate dreams,Õ we can collectively work to transform)Tj0 -1.1018 TD0.0002 Tc0 Tw[(reality)63.9(.)]TJ1.2873 -1.1018 TD0.0097 Tc0.125 Tw(This collection of essays seeks to unearth hope and create coalitions)Tj-1.2873 -1.0964 TD0.0176 Tc[(through the development of Ôknowledge, empathy)66.5(, and understanding,Õ)]TJ0 -1.1018 TD0 Tc-0.0241 Tw(challenging the neoliberal discourses that have been re-articulated across the)TjT*0.0603 Tw(social spectrum to stifle voices of the oppressed, along lines of race, class,)Tj0 -1.0964 TD0.0009 Tw[(and gender)57.7(. )15.4(The notion of ÔsuccessÕ)72.5( cannot be isolated around the individual)]TJ0 -1.1018 TD0.0209 Tw[(alone as prof)19.6(fered \(for the sake of profit\) by the neoliberal discourse, as the)]TJT*-0.0242 Tw(ideology of individual success reproduces inequality and disintegrates social)Tj0 -1.0964 TD-0.0237 Tw[(coalitions. )18(T)71(o)0( remake civic coexistence, we require cultural integration, both)]TJ0 -1.1018 TD0.0127 Tc0.125 Tw(preserving our identity while incorporating diversity; global patterns of)TjT*0.0031 Tc[(migration and settlement demand this integration process. 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Cultural representations are cultural politics, requiring)Tj0 -1.0964 TD0 Tc0.0001 Tw(cosmopolitanism, communication, and a commitment to inclusion.)Tj1.2873 -1.1018 TD0.01 Tc0.0068 Tw(These essays accentuate the necessity of understanding popular culture)Tj-1.2873 -1.1018 TD0.0935 Tw[(in terms of the power structures at work in society)65.9(, as various modes of)]TJ0 -1.0964 TD0.018 Tc0.125 Tw(media reveal themselves as both symptoms and examples of dominant)Tj0 -1.1018 TD0.024 Tc(forms of representation. 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Educational institutions need to)]TJ0 -1.1018 TD0.0866 Tw(challenge the social practice of racism, as well as assisting students in a)TjT*-0.0033 Tw[(deconstruction of the discourse that under)17.4(girds race. Freedom comes to be)]TJ0 -1.0964 TD0.011 Tc0.125 Tw[(seen as a creative act on the part of a community)66.2(, changing the human)]TJ0 -1.1018 TD0.0404 Tc[(condition from one of oppression to one of equality)70(. )]TJ/F2 1 Tf24.3109 0 TD-0.0105 Tc0 Tw(Tr)Tj0.9749 0 TD0.0404 Tc(ansnational)TjETendstreamendobj429 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj431 0 obj<</Length 940>>stream
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BT/F1 1 Tf10 0 0 10 370.4751 44.965 Tm0 0 0 rg/GS1 gs0.0001 Tc0 Tw(131)Tj11 0 0 11 173.135 582.7451 Tm0 Tc-0.0013 Tw[(MARIL)102(YN CLARK)]TJ/F2 1 Tf0.1855 -1.4564 TD-0.0001 Tw(University of Malta)Tj/F3 1 Tf13 0 0 13 170.015 515.6051 Tm0.0013 Tw(BOOK REVIEW)Tj/F1 1 Tf11 0 0 11 50.975 498.7451 Tm0.0051 Tc0.125 Tw(Council of Europe \(2010\))Tj/F3 1 Tf10.8 0 TD0 Tc0 Tw( )Tj/F4 1 Tf0.3818 0 TD(T)Tj0.5236 0 TD0.0051 Tc0.125 Tw[(-Kit No. 1)53(1)0( Ð Mosaic: The T)36.9(raining Kit for)]TJ-11.7055 -1.2 TD0 Tc0 Tw(Euro-Mediterranean )Tj/F3 1 Tf8.9782 0 TD(Y)Tj0.6109 0 TD0.0959 Tw[(outh W)50.9(ork)]TJ/F1 1 Tf4.74 0 TD0 Tw( )Tj0.3663 0 TD0.1163 Tw(Council of Europe Publishing: Cedex,)Tj-14.6954 -1.2 TD-0.0003 Tw(423 pages, ISBN 978-92-871-6577-0)Tj/F2 1 Tf9 0 0 9 50.975 46.045 Tm-0.0002 Tw(Mediterranean Journal of Educational Studies, Vol. 15\(2\), pp. 131-133, 2010)Tj11 0 0 11 50.975 425.665 Tm0 Tw(T)Tj0.4745 0 TD-0.01 Tc0.0655 Tw[(-Kit No. 1)76.8(1)0( Ð Mosaic: The training kit for Eur)34.1(o-Mediter)9.1(ranean Y)84.6(outh W)95.6(ork)]TJ/F1 1 Tf-0.4745 -1.1018 TD0.0881 Tw(\(2010\) is a thematic publication authored by experienced youth trainers and)Tj0 -1.0964 TD0.0077 Tc0.125 Tw(experts and constitutes an excellent resource for non formal educational)Tj0 -1.1018 TD-0.01 Tc0.0431 Tw[(activities. )19.6(The tool kit is a laudable achievement in the youth field because it)]TJT*0.0339 Tw(researches and proposes non formal educational methodologies reflecting the)Tj0 -1.0964 TD-0.0263 Tw(realities of young people in the 47 member states of the Council of Europe and)Tj0 -1.1018 TD-0.0109 Tw[(the 10 MEDA)57.9( countries. )14.3(The task set for the authors was however challenging)]TJT*0.0698 Tw[(since the Euro-Mediterranean area is a diverse one. )21.9(While the risk of falling)]TJ0 -1.0964 TD0.125 Tw(into generalisation and stereotyping is always present in such an enormous)Tj0 -1.1018 TD0.0435 Tw[(task, this is skilfully avoided in the text. )19.3(W)39.5(ritten by a multidisciplinary team,)]TJ0 -1.0964 TD-0.0435 Tw[(the )19.4(T)93.7(-Kit is an excellent intercultural production which and explores issues that)]TJ0 -1.1018 TD0.0001 Tw[(are relevant to the dif)21.9(ferent social and cultural contexts in this region.)]TJ1.2873 -1.1018 TD0 Tc0.0848 Tw[(This )18.3(T)92.8(-Kit provides those involved in youth work and training projects)]TJ-1.2873 -1.0964 TD0.1179 Tw(with tools to enable the young people they work with to participate most)Tj0 -1.1018 TD-0.0167 Tw[(ef)18.8(fectively within the projects they are engaged in. However the text is more)]TJT*0.0048 Tc0.125 Tw(than a collection of activities. It also provides theoretical discussion and)Tj0 -1.0964 TD0 Tc-0.006 Tw(critical engagement with several important themes and poses some poignant)Tj0 -1.1018 TD0.0434 Tw(questions for reflection. It aims to enhance the exchange of experience and)TjT*0.0027 Tc0.125 Tw(good practice in the youth field and, to this end, contributes towards the)Tj0 -1.0964 TD0.0051 Tc[(actualisation of the Council of Europe and European Commission )41.5(Y)99.8(outh)]TJ0 -1.1018 TD0.0068 Tc(Partnership agreement Ôto promote active European citizenship and civil)TjT*0 Tc-0.0117 Tw(society by giving impetus to the training of youth leaders and youth workers)Tj0 -1.0964 TD0.0754 Tw[(working within a European dimensionÕ. )20.3(The training focus of the kit is on)]TJ0 -1.1018 TD0.0557 Tw(intercultural learning, citizenship and human rights education and provides)TjT*-0.0551 Tw(youth workers, trainers and project leaders with both theoretical and practical)Tj0 -1.0964 TD0.0605 Tw(tools to address the common issues faced by young people participating in)Tj0 -1.1018 TD0.0003 Tw(Euro Mediterranean youth projects.)Tj1.2873 -1.1018 TD0.0289 Tw[(The text is ef)17.4(fectively structured into three sections; an introduction, the)]TJ-1.2873 -1.0964 TD0.0115 Tw[(themes and the activities. )20.7(The introductory section addresses the conceptual)]TJ0 -1.1018 TD-0.0098 Tw(framework embraced by the tool kit and explains to the reader how the kit is)TjETendstreamendobj435 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R/F3 19 0 R/F4 20 0 R>>/ExtGState <</GS1 8 0 R>>>>endobj438 0 obj<</Length 4666>>stream
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It)Tj-4.7588 -1.2 TD-0.0472 Tw(features educational research carried out in Mediterranean countries, as well as educational studies related)TjT*0.0657 Tw[(to the diaspora of Mediterranean people world-wide. )27.8(The journal of)18.7(fers a forum for theoretical debate,)]TJT*-0.0016 Tc-0.0626 Tw[(historical and comparative studies, research and project reports, thus facilitating dialogue in a region which)]TJT*0.0001 Tc0.06 Tw[(has strong and varied educational traditions. )22.9(There is a strong international dimension to this dialogue,)]TJT*0.0477 Tw[(given the profile of the Mediterranean in the configuration of the new world order)51.2(, and the presence of)]TJT*0.0859 Tw[(Mediterranean peoples in Europe, North )63.2(America and elsewhere. )19.9(The )]TJ/F4 1 Tf28.7775 0 TD0 Tw(MJES)Tj/F1 1 Tf2.61 0 TD0 Tc( )Tj0.336 0 TD0.0001 Tc0.0859 Tw(is of interest to scholars,)Tj-31.7235 -1.2 TD0.1154 Tw(researchers and practitioners in the following fields: comparative education, foundation disciplines in)TjT*0.0101 Tw(education, education policy analysis, Mediterranean studies, cultural and post-colonial studies, Southern)TjT*0.0001 Tw(European and area studies, intercultural education, peace education, and migrant studies.)Tj/F3 1 Tf0 -2.7525 TD0.0002 Tc0.0251 Tw[(EDIT)23.1(ORIAL)53.8( BOARD)]TJ0 -1.56 TD0.0001 Tc[(Founding Editor)20.3( and )]TJ9.315 0 TD-0.0199 Tc0 Tw[(Editor)41.1(-in-Chief:)]TJ/F1 1 Tf6.585 0 TD0 Tc( )Tj/F3 1 Tf0.2775 0 TD-0.0199 Tc0.0252 Tw[(Ronald G. 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Sultana,)]TJ/F2 1 Tf-10.86 -1.2 TD-0.0099 Tc0.0804 Tw(Mediterranean Journal of Educational Studies)Tj/F1 1 Tf18.54 0 TD0.0806 Tw[(, E)-10(M)-10.1(C)-10(E)-10(R)-14.3(, University of Malta, Msida MSD 2080, Malta.)]TJ-18.54 -1.2 TD0 Tc0 Tw(T)Tj0.5325 0 TD-0.0099 Tc-0.0156 Tw[(el. \(+356\) 23402936; Fax. \(+356\) 21338126; E-mail: ronald.sultana@um.edu.mt Books for review should)]TJ-0.5325 -1.2 TD-0.0001 Tw(be sent to )Tj3.975 0 TD-0.0005 Tc0.0004 Tw[(Sim)-0.7(one G)-0.7(alea )]TJ5.8725 0 TD-0.0099 Tc-0.0001 Tw(at the same )Tj/F2 1 Tf4.6275 0 TD0 Tw(MJES )Tj/F1 1 Tf2.5875 0 TD(address.)Tj-17.0625 -2.7525 TD0.0001 Tc-0.0005 Tw(Journal web page: http://www.um.edu.mt/emcer/mjes)TjETendstreamendobj448 0 obj<</ProcSet [/PDF /Text ]/Font <</F1 6 0 R/F2 7 0 R/F3 19 0 R/F4 20 0 R>>/ExtGState <</GS1 8 0 R>>/ColorSpace <</Cs8 9 0 R>>>>endobj449 0 obj<</FunctionType 4/Domain [0 1]/Range [0 1 0 1 0 1 0 1]/Length 20/Filter /FlateDecode>>stream
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