Studying, Researching, Teaching, Representing: The Arab Uprisings Three Years On (28 April, George Mason University)

Studying, Researching, Teaching, Representing: The Arab Uprisings Three Years On (28 April, George Mason University)

Studying, Researching, Teaching, Representing: The Arab Uprisings Three Years On (28 April, George Mason University)

By : Jadaliyya Reports

Join George Mason University and the Arab Studies Institute for a panel discussing:

  • How has the region been studied, researched, taught, and represented in the past three years? 
  • What have we learned about the societies, regional/international relations, and political-economic dynamics of Arab countries? 
  • What are the salient debates in the region about the region?
  • Have counter-revolutionary forces triumphed?
  • Is it time to do away with the secular/Islamist binary in favor of more nuanced understandings of political organization?
  • Beyond politics, how have cultural elements/forms been affected, developed, and/or created?

Studying, Researching, Teaching, Representing: The Arab Uprisings Three Years On 

Monday, 28 April 2014
3:00 - 5:30 PM

Mason Hall, Room D3
George Mason University

Featuring

  • Lisa Hajjar: On Human Rights (UCSB)
  • Bassam Haddad: On Syria (GMU)
  • Ziad Abu-Rish: On Jordan (UCLA)
  • Peter Mandaville: On Islamists (GMU)
  • Mouin Rabbani: On Palestine (ASI)  
  • Nadya Sbaiti: On Lebanon (Smith College)
  • Adel Iskandar: On The Media (Georgetown)
  • Elliott Colla: On Literature (Georgetown)
  • Noura Erakat: On Law (Temple)


Light Fare and Refreshments Served

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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.

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