Cultural Trauma and the Politics of Access to Higher Education in Syria

Autor/inn/en	Al Azmeh, Zeina; Dillabough, Joanne; Fimyar, Olena; McLaughlin, Colleen; Abdullateef, Shaher; Aloklah, Wissam Aldien; Mamo, Adnan Rashid; Abdulhafiz, Abdul Hafiz; Al Abdullah, Samir; Al Husien, Yasser; Al Mohamad Al Ibrahim, Ammar; Al Ibrahim, Ziad; Barmu, Taiseer; Farzat, Abdulnasser; Kadan, Bakry
Titel	Cultural Trauma and the Politics of Access to Higher Education in Syria
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 42 (2021) 4, S.528-543 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Al Azmeh, Zeina) ORCID (McLaughlin, Colleen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2020.1715922
Schlagwörter	Trauma; Access to Education; Higher Education; Politics of Education; Authoritarianism; Decision Making; Foreign Countries; Brain Drain; War; Educational Change; Social Differences; Employment Opportunities; School Holding Power; Academic Persistence; Political Attitudes; Cultural Influences; Barriers; Syria + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Educational policy; Bildungspolitik; Autoritarismus; Decision-making; Entscheidungsfindung; Ausland; Krieg; Bildungsreform; Sozialer Unterschied; Berufschance; Beschäftigungschance; Political attitude; Politische Einstellung; Cultural influence; Kultureinfluss; Syrien
Abstract	This paper examines the relationship between the politics of Higher Education access pertaining to longstanding practices of patrimonial authoritarian politics and the narration of collective trauma. Building on an empirical study of Syrian HE during war, we suggest that a "narrative disjuncture" within HEIs has a damaging impact not only upon the educational process, HE reconstruction and reform, but also upon the possibility of social reconciliation. This is especially true when access to education and post-graduation opportunities are directly linked to patrimonial favouritism; widespread social inequalities in access and retention; a violent turn in the purging of oppositional academics; a severely exacerbated brain drain linked to political views; and significantly sparser employment opportunities. Building on the study findings, we show how these challenges are linked to ethico-political positioning vis-à-vis the mass movement of 2011 and related cultural trauma narratives. In closing, we suggest that understanding the relationship between HE access and cultural trauma can inform decision-making on HE reconstruction and future reform. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01