On the (Im)Possibility of Democratic Citizenship Education in the Arab and Muslim World

Autor/inn/en	Waghid, Yusef; Davids, Nuraan
Titel	On the (Im)Possibility of Democratic Citizenship Education in the Arab and Muslim World
Quelle	In: Studies in Philosophy and Education, 33 (2014) 3, S.343-351 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3746
DOI	10.1007/s11217-013-9393-0
Schlagwörter	Arabs; Muslims; Citizenship; Gender Differences; Gender Discrimination; Democratic Values; Authoritarianism; Incidence; Educational Philosophy; Foreign Countries; Africa + Suchen Sie Ihr Suchwort? Arab; Araber; Muslim; Muslimin; Staatsbürgerschaft; Geschlechterkonflikt; Autoritarismus; Vorkommen; Bildungsphilosophie; Erziehungsphilosophie; Ausland; Afrika
Abstract	The euphoria of the recent Arab Spring that was initiated in northern African countries such as Tunisia, Egypt and Libya and spilled over to Bahrain, Yemen and Syria brings into question as to whether democratic citizenship education or more pertinently, education for democratic citizenship can successfully be cultivated in most of the Arab and Muslim world. In reference to the Gulf Cooperation Council countries (Bahrain, Kuwait, Saudi Arabia, Qatar, Oman and the United Arab Emirates) in the Middle East, we argue that unless gender inequality, mostly instigated by religious-tribal and patriarchal perspectives, is eradicated, it would be impossible to engender any plausible conception of education for democratic citizenship in most of the Arab and Muslim world. Our thesis rests on an understanding that, firstly, education in the Arab and Muslim world is located in an impoverished view of education for Muslims; and secondly, that the notable absence of democratic citizenship is enhanced by gender-based discrimination in society especially in the professions and politics. We contend that education for democratic citizenship in the Arab and Muslim world is necessary and ought to be framed along a pluralist imaginary of citizenship. However, considering the continued prevalence of authoritarianism at politico-social levels our argument is that it seems feasible to enhance and at times disrupt the cultivation of national education drawing on some of the features of a pluralist imaginary of citizenship. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10