Faculty Publications

Teaching For Democracy In Post-Arab Spring: Challenges & Opportunities

Document Type

Book Chapter

Journal/Book/Conference Title

Education and the Arab Spring: Resistance, Reform, and Democracy

First Page

3

Last Page

23

Abstract

This chapter examines educational reform in general and pedagogical reformation in particular in the Arab World. Teachers have a moral responsibility to empower students in learning about democratic values, and prepare them for participation in a democracy. The issue of pedagogical reformation is examined by addressing four areas: (1) prevailing pedagogical approaches in the Arab World and their impact on students; (2) how teachers affect change by embodying the democratic ideals and values of citizenship, social justice, and pluralism and serving as democratic role models; (3) transformative pedagogies that promote democracy and how; and (4) challenges and opportunities for teaching for democracy in the Arab World. The chapter concludes by discussing teacher training and examining the role teacher assumptions and beliefs play on how they teach. Ways for teachers to examine their assumptions in order to gain more insight and awareness of themselves as individuals, professionals as well as agents of change are suggested.

Department

Department of Educational Psychology, Foundations, and Leadership Studies

Original Publication Date

1-1-2016

DOI of published version

10.1007/978-94-6300-471-8

Repository

UNI ScholarWorks, Rod Library, University of Northern Iowa

Language

en

Link to Full Text

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