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Since the 25th January 2011 revolution, Egyptians experienced and engaged in a daily debate. Controversially, some argued that the conflict and revolts in Egypt, and the Arab region, were neither coincidental, nor the result of a “domino effect” of collective actions by oppressed people against autocratic regimes. Rather, these revolts were the result of mobilization efforts made over decades by several activist groups, as well as national and international non-governmental organizations. Contrary to this view, others claim that despite the rapid economic growth of Egypt in the 2000s, there was a wide gap in the distribution of wealth and economic return, which left the majority of Egyptians suffering from poverty and high rate of unemployment, especially among youth. Obviously, while national and international economic and political dynamics dominated the daily debate, education remains the forgotten arena amidst conflict. With the exacerbation of conflict between militant extremists and modern states in the region, and most recently in many European countries, it became more important than ever before to understand the dialectics of education in conflict in different local contexts, starting in this book by the Egyptian context. The book focuses on education in Egypt during the time of the revolution as perceived by university students, youth activists, educational professionals, government officials and civil society organizations. Its chapters reveal the tension, contradiction and/or coherence among different players as related to their respective role in education for civic engagement, national identity, global citizenship, peace-building, teacher professional development, and women's and students’ empowerment. The book illustrates the dialectics of education in conflict by articulating diverse meanings and perspectives given by Egyptian stakeholders when describing their actions and reality(ies) during the time of the revolution and its aftermath.

Education. --- Education, general. --- Education --- Education and state --- History. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Politics and government. --- Political aspects. --- Politics and education

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Animating this book is a twofold question: In what ways are adult and popular educators responding to various harsh economic, political, cultural and environmental conditions? In doing so, are they planting seeds of hope for and imaginings of alternative futures which can connect individuals and communities locally and globally to achieve economic, ecological and social justice? The book illustrates how transformative politics of solidarity often involve actors across vastly different backgrounds. Solidarity is therefore a political relationship that is forged through particular struggles situated in place and time across power differentials. The authors put popular education to work by describing and analysing their strategies and approaches. They do so using accessible language and engaging styles. Popular education is a medium for dreaming, for imagining other futures. It is also essential for countering the wilful spreading of fake news and propagation of ignorance. Pedagogies of solidarity are necessary to building connections amongst people at a time when competitive individualism and alienation are rampant. Forging solidarity with and amongst communities is a means towards that end, and, indeed, an end in itself. “Corporate mines and agribusiness poison the water we drink, the air we breathe and the food we eat. Together with their political proxies they destroy the earth and her peoples – too many are killed because of their military, economic, religious and information wars. How do we stand up for ourselves and the earth that nourishes us against this global system? Forging Solidarity shares inspiring stories that feed our deep connection and power.” – Pregs Govender: Author of Love and Courage: A Story of Insubordination “Forging Solidarity is a critical and timely collective intervention that ponders, prods, pokes, and plays in the most generative ways. In so doing, it invites us to continue deepening our engagements with questions of responsibility and justice in relation to education everywhere.” – Richa Nagar, author of Muddying the Waters: Co-authoring Feminisms across Scholarship and Activism “This book inspires people to realize that not fighting against socio-economic injustices is to side with oppressors.” – Ntombi Nyathi, Programme Director of Training for Transformation.

Teaching --- feminisme --- onderwijs --- opvoeding --- Educational sociology. --- Popular education --- Social movements. --- Community development. --- Education --- Critical theory --- Non-formal education --- Community education --- Critical pedagogy --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Politics and education --- Community development --- Regional development --- Economic assistance, Domestic --- Social planning --- Movements, Social --- Social history --- Social psychology --- Political aspects. --- Aims and objectives --- Citizen participation --- Government policy

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"On the Politics of Educational Theory considers the political significance of educational theory as a specific genre of public discourse. Rather than understanding educational theories solely as addressing issues of childrearing and instruction, this book aims to view educational theories in a broader socio-political context. It explores the role of educational theories in the construction of collective and political identities, and analyses them as rhetorical strategies operating as political discourses.Defining the methodological framework through the perspectives of Michel Foucault and Ernesto Laclau, each chapter examines the ways in which theories of education contribute to the creation of social realities and identities. Such issues as the construction of visibility and invisibility of power, the tropes of temporality, or the use of postulational language where theorists say what ‘should’ be done in and by education, are some of the threads that weave through particular theories – from Rousseau to the discourse of education in the knowledge-based society – analysed as ontological rhetorics constitutive of political identities.This book suggests a direction for a more conscious way of dealing with the political in education. As such, it will appeal to researchers, academics and postgraduate students in the fields of educational research, philosophy of education, curriculum studies, social and political theory, and theory of education."

Education --- Education and state --- Political aspects. --- Philosophy. --- Aims and objectives. --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Aims and objectives of education --- Educational aims and objectives --- Educational goals --- Educational objectives --- Educational purposes --- Goals, Educational --- Instructional objectives --- Objectives, Educational --- Purposes, Educational --- Educational sociology --- Politics and education --- Government policy --- Ernesto Laclau;educational theorising;identity theory;language;Michel Foucault;postulational rhetorics;semiotic structures;socio-political context;Tomasz Szkudlarek

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This book explores the inherent tension in civic education. There is a surging belief in contemporary European society that liberal democracy should work harder to reproduce the civic and normative setups of national populations through public education. The cardinal notion is that education remains the best means to accomplish this end, and educational regimes appropriate tools to make the young more tolerant, civic, democratic, communal, cosmopolitan, and prone to engaged activism. This book is concerned with the ambiguities that strain standard visions of civic education and educational statehood. On the one hand, civic-normative education is expected to drive tolerance in the face of conflicting good-life affirmations and accelerating worldview pluralisation; on the other hand, nation-states are primarily interested in reproducing the normative prerogatives that prevail in restricted cultural environments. This means that civic education unfolds on two irreconcilable planes at once: one cosmopolitan/tolerant, another parochial/intolerant. The book will be of significant interest to students and scholars of education, sociology, normative statehood, democracy, and liberal political culture, particularly those working in the areas of civic education; as well as education policy-makers.

Citizenship --- Democracy and education. --- Education --- Study and teaching --- Political aspects. --- Politics and education --- Education and democracy --- Birthright citizenship --- Citizenship (International law) --- National citizenship --- Nationality (Citizenship) --- Law and legislation --- Education. --- Democracy. --- Educational sociology. --- Church and education. --- Education and sociology. --- Sociology, Educational. --- Sociology of Education. --- Religion and Education. --- Early Childhood Education. --- Political science --- Public law --- Allegiance --- Civics --- Domicile --- Political rights --- Religion and education. --- Early childhood education. --- Self-government --- Equality --- Representative government and representation --- Republics --- Child development. --- Child study --- Children --- Development, Child --- Developmental biology --- Education and church --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Development --- Aims and objectives

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This book reports on a five-year longitudinal study of the policy relating to the introduction of Liberal Studies, which was developed as an interdisciplinary curriculum in the New Senior Secondary (NSS) academic structure in post-colonial Hong Kong. It also examines the implementation of Moral and National Education, which has become one of the most recent controversial issues in Hong Kong’s education policy. Adopting a cross-subject perspective, it concludes by illustrating the roles of Liberal Studies and Moral and National Education in strengthening multi-disciplinary learning and citizenship education in the NSS academic structure.

Curriculums (Courses of study). --- International and Comparative Education. --- Curriculum Studies. --- Educational Policy and Politics. --- Politics and education --- Education. --- International education. --- Comparative education. --- Education --- Educational policy. --- ducation and state. --- Curricula. --- Political aspects. --- Curriculum planning. --- Curriculum development --- Instructional systems --- Planning --- Curricula --- Design --- International education . --- Education—Curricula. --- Education and state. --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Schools --- Study, Courses of --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Government policy --- History