Purpose -The purpose of this paper is to critically examine the history of education in the Kingdom of Saudi Arabia and its impact on modern teaching practices. It explores the relationship between traditional practices, teacher identity and English language teaching within an increasingly complex context. Design/methodology/approach -The authors undertake a critical review of education in Saudi Arabia utilising critical reflexivity and their local social knowledge as a means of interrogating practice, research of the field, and related texts. Findings -The paper indicates a direct link between historical teaching practices in early Saudi Arabia and the current teaching of English. It suggests the concept of "hybridity" as one way for local English teachers to construct identities that meet the contextual challenges. Practical implications -This paper has implications both locally and internationally. It provides insight into teaching practices preferred by teachers and students in an Arabian context. This in turn has the potential to inform policy and curriculum development by local educators and foreign contractors in Saudi Arabia that take teacher and student identity into consideration. It also facilitates a more nuanced understanding of their Saudi Arabian students by Western educators and administrators. Originality/value -Although work has been done on teacher identity in Saudi Arabia and limited studies have examined the impact of English as a global language, this is the first study to examine the interplay between historical praxis, teacher identity and the conflicting pressures of teaching English in this context.

Purpose -The purpose of this paper is to critically examine the impact of 9/11 on education in the Kingdom of Saudi Arabia. The authors take a historical approach in order to speak more broadly about higher education policy in Saudi Arabia and show how the post 9/11 context of education in Saudi Arabia has led to a new paradigm in educational policy, which has moved away from what McCarthy et al. call "safe harbors" in schooling and education. Design/methodology/approach -The authors first define neoliberalism and then describe its manifestations and impact on the Saudi Arabian educational context, particularly post-9/11. The authors also describe the arguments against adopting a neoliberal approach and suggest a new neoliberalism that addresses the needs of a glocalized Saudi higher educational community. Findings -A neoliberalism paradigm has been adopted by education policy writers and university academics. In addition, the university learners have enthusiastically embraced neoliberalism and globalization. However, the authors argue that the local conditions make a complete transformation to neoliberalism inappropriate and that, instead, a glocalized form of neoliberalism is required to meet national and individual needs and to ensure the buy-in of local teachers/lecturers. Practical implications -This paper has implications both locally and internationally. It provides insight into the changes that occurred in the educational policy of Saudi Arabia post 9/11. This in turn explains how Saudi Arabia's sudden shift in education gears towards the local market needs. Hence, this "glocalized" neoliberalism could hopefully address the needs of local learners and teachers to operate in a globally competitive environment, as well as address the fears of local critics. Originality/value -This is the first paper in the context of Saudi Arabia that deals with a "Neoliberalism approach" in unpacking the educational policy paradigm shift post 9/11.

Recently, many interventions have been designed to help family members who are adjusting to divorce. This article reviews 15 studies that included both a treatment and a control group (7 adult and 8 child intervention studies). First, reports were examined according to a methodological checklist. Research in this area is at a very preliminary stage, and methodologically sophisticated studies are not the norm. Second, psychometric adequacy of the measures used was examined. The majority of investigators used psychometrically sound measures; however, it was rare for researchers to use only well-validated measures. Third, findings revealed that group interventions for children have produced only modest gains. Effect sizes reported in adult interventions are comparable to those found in the adult psychotherapy literature.Having risen for several years, the rate of divorce has now leveled off at 4.7 per 100,000 population (U.S. Department of Health and Human Services, 1990). Despite the fact that it is a commonplace occurrence, divorce is a major life transition for all family members. The many changes that accompany divorce (e.g., separation of family members, geographic relocations, lowered income, and new responsibilities in the home) require considerable adjustment. In the short term, adults have been shown to have diverse negative reactions to divorce, including depression, loneliness, and increased alcohol abuse (Bloom, Asher, & White, 1978).Recently there has been growing concern over the number of children exposed to parental divorce (e.g., Emery, 1988).

<span>Although wikis have been used successfully in collaborative learning in higher education, there is a lack of research investigating wikis in business module assessment tasks. Little research to date has been conducted on how wikis formatively develop international English as a second language (ESL) in business students' academic discourse. In this case study, students' use of a wiki in an assessment task in the </span><em>Intermediate Financial Reporting</em><span> (IFR) module is examined. This study is framed by Hyland and Tse (2004) and Hyland's (2005, 2010) models for the analysis of metadiscourse markers in IFR discourse. The findings of the interviews showed that although students collaborated and cooperated together to do the task, they favoured cooperative over collaborative learning. The linguistic analysis findings showed that the use of interpersonal metadiscourse features varied in the wiki discussion pages versus the report, indicating the students' awareness of their audience and the different genres, although the textual features of the wiki discussion pages resembled those of the report. The study is significant as it is the first to explore wikis' epistemological effects on Master of Commerce students' learning and it could potentially assist in the enhancement of wikis as a learning tool in profession-related courses, particularly those with high numbers of international, ESL students.</span>

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