Call for Applications: SOAS Online Summer School - 'The Middle East in Global Politics' (27 June - 8 July 2022)

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May 20, 2022
Call for Applications: SOAS Online Summer School - "The Middle East in Global Politics" (27 June - 8 July 2022)

Call for Applications: SOAS Online Summer School - "The Middle East in Global Politics" (27 June - 8 July 2022)

By : Jadaliyya Reports

What do we mean by the Middle East – east of where and why? How should we go about studying the political aspirations and agency of almost half a billion people? To what extent are their fates tied to great power politics, and how can we account for phenomena of cooperation and solidarity in their regional affairs? Can we draw a clear line between the local and the global in Middle East politics?

This two-week immersive course will help students deliberate all these questions by placing the modern Middle East in its global context without losing sight of local and regional dynamics, cultures, and political traditions. It is informed by critical engagement with international relations scholarship. It features an exciting teaching team of academics from SOAS and beyond.

In its sixth year now, the course is currently available online and is worth 15 UK credits. 

Further information on Course Structure, Learning Outcomes, and Fees can be found here. Please click here for the application form. 

Please contact programme convenor Reem Abou-El-Fadl, Senior Lecturer in Comparative Politics of the Middle East, SOAS University of London, at ra47@soas.ac.uk with any questions.

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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.]