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By Eid Mohamed, Visit Amazon's Hannah R. Gerber Page, search results, Learn about Author Central, Hannah R. Gerber, , Slimane Aboulkacem

Schooling and the Arab Spring: Resistance, Reform, and Democracy explores the present debate approximately schooling within the heart East and North Africa post-Arab Spring. It attracts from a number of conceptual frameworks rooted in several disciplines and fields, equivalent to schooling, spiritual and cultural experiences, political technological know-how, and Arab reviews. The publication is, partially, a reaction to an elevated call for because the Arab Spring - by means of universities, cultural associations, think-tanks, schooling officers, policymakers and reporters - for a richer, deeper knowing of the function of schooling in post-Arab Spring states and societies. The booklet provides a distinct and much-needed standpoint to this box: its particular concentration is at the Arab context, and its research is of problems with specific relevance to a altering global order. the good mixture of reports of the individuals attests to the superb caliber of this promising paintings. "It isn't rare to listen to sweeping yet common criticisms of all facets of academic structures within the Arab international - every little thing from textbooks to instructing methodologies have come less than scrutiny. The authors of this assortment search to maneuver the talk past generalities via supplying distinctive experiences; whereas proficient by way of a feeling of the inadequacy of present structures, additionally they offer an empirically wealthy research of present systems." - Nathan Brown, George Washington college, united states

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Extra info for Education and the Arab Spring: Resistance, Reform, and Democracy

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124). Ayers (2010) described Stokely’s the dialogue of learning to teaching for democracy. Stokely taught classes in Freedom House in Mississippi in the 1960s and used civil rights as a vehicle for community education and involvement. The teaching is done primarily by engaging students in thoughtful discussion and through critical thinking 13 A. F. ALREBH & R. AL-MABUK about issues. There are many methods for teaching for democracy, and the next and last subsection provides a sample of some methods.

A. Hunt, & T. ), Teaching for social justice (pp. xxvii–xlvi). New York, NY: Teachers College Press. Hargreaves, A. , & Shirley, D. L. ). (2009). The fourth way: The inspiring future for educational change. Thousand Oaks, CA: Corwin Press. hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York, NY: Routledge. Hyman, I. , & Perone, D. C. (1998). The other side of school violence: Educator policies and practices that may contribute to student misbehavior. Journal of School Psychology, 36(1), 7–27.

Perkins, D. N. (2008). Smart schools: From training memories to educating minds. New York, NY: Free Press. Perkins, D. , & Salomon, G. (1988). Teaching for transfer. Educational Leadership, 46(1), 22–32. Placha, T. C. (2007). Teaching for democracy: The risks and benefits of teaching in the danger zone. Journal of Thought, 42(1/2), 123–138. Rogers, C. (1975). Empathic: An unappreciated way of being. The Counseling Psychologist, 5(2), 2–10. Rogers, C. (1995). A way of being. New York, NY: Irvin D.

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