GMU Event: High-School Teachers Teach-In on Current Events in the Arab World - Return to Business as Usual After the Uprisings? (10 November)

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Nov 2, 2018 Region
Image taken by Rochelle Davis Image taken by Rochelle Davis

GMU Event: High-School Teachers Teach-In on Current Events in the Arab World - Return to Business as Usual After the Uprisings? (10 November)

By : Jadaliyya Reports

10 November 2018, 10:00 am – 3:00 pm
Merten Hall 1204
George Mason University


The Arab uprisings captured our attention eight years ago, dominating the news cycle. Since then, the situation in the region has been characterized by catastrophic humanitarian crises, reconsiderations of governance structures and policies toward both liberalization and authoritarianism, and military consolidations and responses. The underlying demographic, economic, and social issues faced by citizens have persisted or even deteriorated. This teach-in brings scholars and journalists to discuss Palestine, Yemen, Iraq, Morocco, and Saudi Arabia over the past decade. Teachers of world history and geography, global studies and regional studies will gain perspectives from the experts and acquire teaching resources on these challenging and crucial topics.

Lunch will be served. Click here to register for this event.

Speakers:


Bassam Haddad (George Mason University): 
The "Post-Uprisings" Arab World: New Challenges, Old Bottles, Muddled Vision

Mouin Rabbani (Institute for Palestine Studies): 
Palestine in the Age of Trump: Business as Usual?

Sama'a al-Hamdani (Georgetown University): 
Yemeni Fractures: Uprisings and Civil Wars

Rosie Bsheer (Harvard University): 
Countering Revolution: Saudi Arabia and the Arab Uprisings 

Samia Errazzouki (University of California, Davis): 
The Maghreb in Stagnation: Afterlives of the 2011 Uprisings

Hibba Abugideiri (Villanova University): 
The Arab Uprisings: Why Women Matter

* * * * * *
 

The event is co-sponsored by the Middle East and Islamic Studies Program at George Mason University, the Center for Contemporary Arab Studies at Georgetown University, and the Arab Studies Institute, and by the Center for Global Islamic Studies, Global Affairs, Global Programs, History Department, the Schar School of Policy and Government, Film and Media Studies.

This event is made possible in part by a Title VI grant from the U. S. Department of Education, which is funding a National Resource Center of the Middle East and North Africa at Georgetown University, with additional funding from the Center for Contemporary Arab Studies for education outreach and public events and from George Mason University.
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Inaugural Issue of Journal on Postcolonial Directions in Education

Postcolonial Directions in Education is a peer-reviewed open access journal produced twice a year. It is a scholarly journal intended to foster further understanding, advancement and reshaping of the field of postcolonial education. We welcome articles that contriute to advancing the field. As indicated in the editorial for the inaugural issue, the purview of this journal is broad enough to encompass a variety of disciplinary approaches, including but not confined to the following: sociological, anthropological, historical and social psychological approaches. The areas embraced include anti-racist education, decolonizing education, critical multiculturalism, critical racism theory, direct colonial experiences in education and their legacies for present day educational structures and practice, educational experiences reflecting the culture and "imagination" of empire, the impact of neoliberalism/globalization/structural adjustment programs on education, colonial curricula and subaltern alternatives, education and liberation movements, challenging hegemonic languages, the promotion of local literacies and linguistic diversity, neocolonial education and identity construction, colonialism and the construction of patriarchy, canon and canonicity, indigenous knowledges, supranational bodies and their educational frameworks, north-south and east-west relations in education, the politics of representation, unlearning colonial stereotypes, internal colonialism and education, cultural hybridity and learning  in  postcolonial contexts, education and the politics of dislocation, biographies or autobiographies reflecting the above themes, and deconstruction of colonial narratives of civilization within educational contexts. Once again, the field cannot be exhausted.

Table of Contents

  • Furthering the Discourse in Postcolonial Education, by Anne Hickling Hudson & Peter Mayo
  • Resisting the Inner Plantation: Decolonization and the Practice of Education in the Work of Eric Williams, by Jennifer Lavia
  • Neocolonialism, Higher Education and Student Union Activism in Zimbabwe, by Munyaradzi Hwami & Dip Kapoor
  • Reframing Anti-Colonial Theory for the Diasporic Context, by Marlon Simmons & George Dei 
  • Review of The Politics of Postcolonialism: Empire, Nation and Resistance, by Tejwant Chana
  • Review of Actionable Postcolonial Theory in Education, by Joseph Zanoni
  • AERA Postcolonial Studies and Education SIG: Business Meeting, by Joseph Zanoni 

[Click here to access the articles of the issue.]