The circulation of European educational theories and practices : the Algerian experience

Abstract

This article sets out to explore the historical development of educational provision in modem Algeria. It argues that despite the country's formal political independence, and despite the authorities' attempts to celebrate national identity, Algeria is still characterised by the wholesale adoption of European educational theories, policies and practices, even though these fail to connect with indigenous realities and needs. The article considers the tensions between fundamentalism on the one hand, and westernisation on the other, claiming that both positions fail to respond to the question of Algerian identity and to the development of an effective educational system that reflects that identity.