Social change in Egypt's private primary education. A teacher's perspective on digitalisation and her pupils.

Autor/inn/en	Olk, Matthias; Karkouti, Ibrahim
Titel	Social change in Egypt's private primary education. A teacher's perspective on digitalisation and her pupils.
Quelle	Aus: Schlesier, Juliane (Hrsg.); Frey, Anne (Hrsg.); Hoya, Fabian (Hrsg.); Parade, Ralf (Hrsg.); Rank, Astrid (Hrsg.): Foundations of learning. Unveiling the mosaic of primary education systems worldwide. Bad Heilbrunn: Verlag Julius Klinkhardt (2026) S. 122-141 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Reihe	Grundschule International / Primary Education International
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-3-7815-2777-5; 978-3-7815-6239-4
DOI	10.25656/01:35796 10.35468/6239-04
URN	urn:nbn:de:0111-pedocs-357967
Schlagwörter	Schulsystem; Grundschule; Grundschulpädagogik; Primarbereich; Privatschule; Lehrerbildung; Digitalisierung; Transformation; Fallstudie; Dokumentarische Methode; Ägypten
Abstract	In Egypt, private primary schools are becoming increasingly important for middle-class families in urban areas. This trend can be observed across the Middle East and North Africa (MENA). Attending a private primary school is associated with a certain level of prestige and with educational quality that less well-equipped public primary schools are unable to provide. The following case study of an interview with a teacher at a private primary school in Greater Cairo offers insights into this type of school. The article looks at the teacher's habitual orientations and explores how the necessity of private education is legitimised in her perspective. The data are drawn from a a narrative interview with the teacher, which was analysed using the documentary method. The teacher's speech thematises the significance of private primary schools in Egypt in times of social change. She addresses changing pedagogical conditions in the context of digitalisation and refers to a perceived change in the nature of primary school pupils. It is striking that the simultaneity of progressiveness and preservation in times of social change is (implicitly) proclaimed to be the core of private primary schools. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/4