https://www.um.edu.mt/library/oar/handle/123456789/33281 2026-04-10T10:56:17Z 2026-04-10T10:56:17Z Ginsburg, Mark B. Megahed, Nagwa M. https://www.um.edu.mt/library/oar/handle/123456789/33529 2018-09-08T01:35:49Z 2009-01-01T00:00:00Z

Title: Global discourses and educational reform in Egypt : the case of active-learning pedagogies Authors: Ginsburg, Mark B.; Megahed, Nagwa M. Abstract: Educational reform is shaped by the ideas and actions of national actors but also by global (ideological, political, and economic) dynamics. This chapter offers an analysis of the global discourses (words and practices) that helped to place notions of student-centred and active-learning pedagogies on the international education reform agenda, particularly since 1990. Additionally, the chapter examines how these discourses interacted with educational reform initiatives in Egypt that were undertaken by Egyptian officials and educators, at times with project support from international intergovernmental and nongovernmental organisations. The chapter concludes that comparative and international educators need to interrogate the variety of educational discourses operating at both the local/national and global levels, to examine the complex interactions that occur within and across these levels, and to analyse how such discourses are constrained or enabled by global political and economic developments, including the ideologies and practices of ‘democratisation’ and multinational corporate capitalism.

2009-01-01T00:00:00Z Mazawi, Andre Elias https://www.um.edu.mt/library/oar/handle/123456789/33528 2018-09-08T01:35:43Z 2009-01-01T00:00:00Z

Title: Dis/integrated orders and the politics of recognition : civil upheavals, militarism, and educators’ lives and work Authors: Mazawi, Andre Elias Abstract: Given the Arab region’s turbulent political and military histories, the virtual absence of studies that examine educators’ lives and work, when the sociopolitical order disintegrates or collapses, is striking. This chapter has two aims: first, it calls for the articulation of new research horizons concerned with the ‘modes of being’ of educators as actors embedded within dynamic contexts of practice; second, it emphasises the need to articulate an ‘epistemology of seeing’ through which research on educators’ lives and work can recognise educational leadership as constructed within multi-faceted and conflict-ridden contexts.

2009-01-01T00:00:00Z Calleja, Isabelle https://www.um.edu.mt/library/oar/handle/123456789/33524 2018-09-08T01:35:44Z 2009-01-01T00:00:00Z

Title: Education and the teaching of history in the light of encouraging conflict resolution in Cyprus Authors: Calleja, Isabelle Abstract: This chapter focuses on the different interpretations of the history of Cyprus that have surfaced in recent years, and how the resultant literature has affected the way history had been taught in the North and South of the island. The study highlights two approaches. An earlier approach where in the long period of the geo-political transformation of Cyprus, education served the national, political and ideological division of the island and stressed ethnic differences, and images of the other as the enemy. This was followed by a later more contemporary phase, which has attempted to use the pedagogy of history as a tool to further reconciliation and understanding across the geographical and cultural divide of the Green Line. The chapter argues that these approaches, both at the level of the writing and the teaching of history, have been largely determined by the changing demands of both domestic and external interests. Thus educational usages and methodologies in the teaching of history often reflect in part, the changing parameters and praxis of international relations practice and theory.

2009-01-01T00:00:00Z Sultana, Ronald G. https://www.um.edu.mt/library/oar/handle/123456789/33520 2018-09-08T01:35:43Z 2009-01-01T00:00:00Z

Title: Looking back before moving forward : building on 15 years of comparative educational research in the Mediterranean Authors: Sultana, Ronald G. Abstract: This chapter considers some of the promises and challenges in doing comparative education in the Mediterranean region. The focus on the Mediterranean is, in many ways, a wager, in that the region is rather more notable for its diversity than for its commonalities. Nevertheless, it is argued that comparative education goes – or should go – beyond the positivist concern with comparing ‘like with like’. Rather, it is more about finding a standpoint from where educational and related social phenomena can be seen from a different perspective, generating a deeper understanding of dynamics, as well as fresh insights. It is argued that the adoption of a Mediterranean lens facilitates this process, though there are distinctive challenges that arise. Building on 15 years experience in carrying out and coordinating comparative education projects in the region, the chapter outlines both the promise and pitfalls of the endeavour, and traces an agenda for future research.

2009-01-01T00:00:00Z