Teachers’ Role Patterns and the Mediation of Sociopolitical Change: the case of Palestinian Arab school teachers

Mazawi, André Elias

doi:10.1080/0142569940150404

Cited by 18 publications

(9 citation statements)

References 9 publications

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“…Within the body of research on teacher identity, some studies explore the idea of teachers' roles: "patterns of individual or collective behaviours in given social contexts" (Mazawi, 1994, citing Biddle, 1979. In a study on teachers in Trinidad and Tobago, George and Quamina-Aivejina (2003) examine how new reforms challenge the existing images of teacher, and offer new conceptualizations of the teacher's role.…”

Section: Teachers' Political Rolesmentioning

confidence: 99%

“…In a study on Palestinian teachers, Mazawi (1994) notes that, in order to understand why teachers mobilize action individually and collectively, their identities must be analyzed within specific political contexts. Indeed, teachers occupy medial positions within societies, making them potent political actors at various scales of social organization (Carlson, 1987).…”

Section: Teachers' Political Rolesmentioning

confidence: 99%

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Trained to Resist: Teachers Learning Lucha in Oaxaca, Mexico

Bracho

2019

FIRE

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Drawing on ethnographic data and interviews with 17 teacher educators and normal school students in Oaxaca, Mexico, this article examines a particular teaching formation rooted in the concept of lucha, revolutionary struggle. Participants described how, during their four years at a normal school, they learn, rehearse, and internalize a historical set of revolutionary scripts and strategies, as part of a political role they will perform as teachers. The post-1968 generation of teachers in this study recalled learning to fight in the 1970s and 80s, in an era of great opposition to the Mexican government and national union, while the younger generation described learning how to advocate for themselves so that they can create change in their communities. The study demonstrates how teacher training can explicitly cultivate new teachers

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Section: Teachers' Political Rolesmentioning

confidence: 99%

Section: Teachers' Political Rolesmentioning

confidence: 99%

Trained to Resist: Teachers Learning Lucha in Oaxaca, Mexico

Bracho

2019

FIRE

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“…Traditions of Arab thought have been characterized as based on a tendency toward past models or authorities and approaching the intellectual as fact, not criticism or analysis (Al-Azmeh 1986; Boullata 1990;Nasr 1981). Teachers, as bestowers of knowledge, enjoy a status that demands respect and obedience (Al-Haj 1995;Mazawi 1994). Knowing is based on a didactic pedagogy of prescription and memorization, rather than on theorizing or creative or critical reasoning.…”

Section: Disruption In Knowledgementioning

confidence: 99%

Elaborating Ethnonational Awareness via Academic Literacy: Palestinian Israeli Women at the University

Erdreich

Rapoport²

2002

Anthropology & Edu Quarterly

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Building on a poststructuralist theory of literacy, we delve into the "black box" of Palestinian Israeli women's encounters with academic knowledge. Through interviews and observations, we disclose practices the women used to unearth the construction of dominant Jewish Israeli knowledge and to reconstruct gender in the Palestinian Israeli ethnonational discourse. Our study takes a new angle on the New Literacy Studies by looking at unprogrammed literacy from within dominant institutions, and how subjugated populations utilize it to change discourses. Our qualitative record contributes to feminist poststructuralist pedagogy by revealing how liberal participation in literacy can be an empowering tool in reconstructing conceptions of women in ethnonational discourse. These insights should guide educators to understand that students' reactions to knowledge and classroom practices may hold different meanings when interpreted from within the framework of nondominant classroom discourses.

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“…In such cases, 'educational expansion' is politically connoted in the sense that it re ects essentially resistance and opposition rather than cooptation within state-sponsored systems (see e.g. Badran, 1980;Mazawi, 1994b;Nakhleh, 1979).…”

Section: Civil Society Local Communities and Educational Expansionmentioning

confidence: 99%

Educational Expansion and the Mediation of Discontent: The cultural politics of schooling in the Arab states

Mazawi¹

2002

Discourse: Studies in the Cultural Politics of Education

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This paper probes the socioeconomic and political processes underlying the expansion of schooling in the Arab states. The paper, which does not report new data but rather critically reviews studies published so far, argues that both development and modernisation approaches, as well as class reproduction theories remain largely unable to account for the complex web of factors affecting educational expansion in the Arab states. These theories fail to point to the articulation of multi-level processes ultimately shaping the social and cultural underpinnings of educational expansion. Moreover, these theoretical approaches, beyond their paradigmatic differences, have con ned Arab civil societies essentially to the structural outcome of state policies. Consequently, processes of civil dissent and resistance and their effects on educational expansion are naively conceptualised in terms of 'forces of tradition' versus 'forces of change'. The community-based, and con ict-laden power conjunctures shaping educational expansion in the Arab states have been largely left outside the analysis and the voices they represent often discarded. To probe the argument, rst, the paper outlines the major macro-structural and historical factors affecting levels of literacy and access to educational resources in different Arab states. Secondly, published eldwork research undertaken by others into community-based settings is examined in order to explore points of articulation between state policies, civil society processes and their sociopolitical and cultural effects on patterns of educational expansion. Thirdly, within the frame of a concluding discussion, the major implications are discussed and possible research paths are pointed to.

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Teachers’ Role Patterns and the Mediation of Sociopolitical Change: the case of Palestinian Arab school teachers

Cited by 18 publications

References 9 publications

Trained to Resist: Teachers Learning Lucha in Oaxaca, Mexico

Trained to Resist: Teachers Learning Lucha in Oaxaca, Mexico

Elaborating Ethnonational Awareness via Academic Literacy: Palestinian Israeli Women at the University

Educational Expansion and the Mediation of Discontent: The cultural politics of schooling in the Arab states

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