Call for Applicants: MA Programs at AUB's Center for Arab and Middle Eastern Studies (Early Decision Deadline: 8 February)

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Dec 13, 2017 Lebanon
Call for Applicants: MA Programs at AUB's Center for Arab and Middle Eastern Studies (Early Decision Deadline: 8 February)

Call for Applicants: MA Programs at AUB's Center for Arab and Middle Eastern Studies (Early Decision Deadline: 8 February)

By : Jadaliyya Reports

Center for Arab and Middle Eastern Studies (CAMES), American University of Beirut

  • MA – Middle Eastern Studies
  • MA – Islamic Studies
     

Application Deadline:

  • Early deadline: February 8, 2018
  • Regular deadline: April 4, 2018
     

The Center for Arab and Middle Eastern Studies (CAMES) offers the opportunity to study the Middle East in one of the region’s intellectual and cultural capitals. Established in 1972, CAMES is a leading center for interdisciplinary teaching and scholarship on the Middle East, Islamic civilization and Arabic language. CAMES attracts a diverse group of students and scholars from around the world and serves as a hub of activities on the AUB campus, organizing a series of lectures, film screenings, panel, workshops, and conferences.

CAMES Offers the Following MA Programs

MA in Middle Eastern Studies

An interdisciplinary program which provides students with a broad knowledge of the history, culture, and politics of the contemporary Middle East. Students may structure their own course of study in order to develop a critical understanding of the region as well as to conduct in-depth, independent research. Arabic language study is a required part of the program. Applicants with backgrounds from most fields of study are eligible to apply for admission into the Middle Eastern Studies program, provided they have had some exposure to Middle Eastern Studies, as well as some training in the social sciences or humanities. Limited financial aid is available. 

MA in Islamic Studies

An interdisciplinary program which provides students with a broad knowledge of classical and modern Islamic religious thought and textual traditions, and offers critical insight into the political, intellectual, literary and social history of Islam up to the present day. Applicants with backgrounds from most fields of study are eligible to apply for admission into the MA program in Islamic Studies, provided they have had some exposure to Islamic Studies, Middle Eastern Studies or Religious Studies, as well as some training in the humanities or the social sciences, in addition to having a knowledge of Arabic at an intermediate level. Limited financial aid is available.

More Information and Contact

Check this link for detailed information on applying to graduate programs at AUB.

Website: aub.edu.lb/fas/cames 
Email: cames@aub.edu.lb.
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Jadaliyya Reports By :
Jadaliyya Reports

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.]