10 years after the eruption of the Arab revolutions, El Mustapha Lahlali explores the dialectical relationship between discourse and social change during and post the conflict. In particular, the book examines how Arabic public and political discourse shapes and is shaped by the wider social, cultural and political environment. Analysing the dialogue of various actors, Islamic parties and stakeholder - as well as marginalised voices - Arabic Political Discourse in Transition identifies the key linguistic strategies and features used to frame, represent and position oneself at times of conflict.

The operation of schools in the Arab world is a topic about which very little is known in the West. This volume, first published in 1991, provides information about the Arab school and thus contributes to an understanding of what is taught, by whom, and under what conditions. It seeks to define the interaction between traditional elements and innovative forces impinging on the Arab school, as well as reviewing policies that concern the education of Arab children. It is maintained that Arab schools are in a state of transition, reproducing society and its norms on one hand while on the other operating as agents seeking to transform society. This work examines this claim in detail, providing a unique discussion about education in the Arab world.

This title was first published in 2000: Comprising over one-third of the land area of Israel, the Negev is home to more than 400,000 residents representing one of the most unusual ethnic mixes in the world. Immigrants from many regions and countries: North Africa, Ethiopia, the Middle East, India, Europe, North and South America, and the Republics of the former Soviet Union, now reside in the Negev along with indigenous Bedouin Arabs and Jews born in Israel. Transitions is a dedication to the Negev people, brought together by Richard Isralowitz of Ben Gurion University, Israel and Jonathan Friedlander of the University of California, Los Angeles. It documents a year in the lives of three groups of people through carefully selected and expertly written chapters contributed by Israeli scholars familiar with issues of immigration and immigrant absorption, regional development, health, education, as well as racial and ethnic conflict concerning Russian, Ethiopian and Bedouin people of Israel’s arid southern region. The chapters are juxtaposed with the vivid and provocative colour and black and white images of photographer Ron Kelley who focuses on the process of assimilation, within the broader context of Israeli society, revealing complications of nationalism, ethnic rivalries and competition over limited resources, amidst a prevailing concern for national security. Prepared with support from the US/Israel Binational Education Foundation (Fulbright Scholars Program) and the Israel Council of Higher Education, Transitions is an extraordinary and unique study of people, their environment and interaction.

This book provides an overview of the evolution of education in the United Arab Emirates from its humble beginnings in palm frond huts, to today's proliferation of prestigious international schools and global university branch campuses. The chapter authors are academic experts who have extensive first-hand experience of contemporary developments in the country's various educational sectors. The book addresses innovations and transformations in Early Childhood Education, Higher Education, K-12 Schooling, Language Education in Arabic and English, Quality Assurance, Special Needs, STEM Education, and Teacher Education and Professional Development.

Educational Transitions in Post-Revolutionary Spaces explores the transformation of the education system in Tunisia following the Jasmine Revolution, the first of a wave of revolutions known as the Arab Spring. The authors provide a detailed account of how Tunisia's robust education system shaped and sparked the conflict as educated youth became disgruntled with their economic conditions. Exploring themes such as radicalization, gender, activism and social media, the chapters map out the steps occurring during transitions from authoritarian rule to democracy. Educational Transitions in Post-Revolutionary Spaces traces the origins of the conflict and revolution in societal issues, including unemployment, inequality and poverty, and explores how Islam and security influenced the transition. The book not only offers a thorough understanding of the role of youth in the revolution and how they were shaped by Tunisia's educational system. Crucially, it provides a comprehensive understating of theoretical and methodological insights needed to study educational transitions in other post-revolutionary contexts.

Contributors to this book are particularly interested in expanding our understanding of what helps, or hurts, successful democratic transition attempts in countries with large Muslim populations. Crafting pro-democratic coalitions among secularists and Islamists presents a special obstacle that must be addressed by theorists and practitioners. The argument throughout the book is that such coalitions will not happen if potentially democratic secularists are part of what Al Stepan terms the authoritarian regime's "constituency of coercion" because they (the secularists) are afraid that free elections will be won by Islamists who threaten them even more than the existing secular authoritarian regime. Tunisia allows us to do analysis on this topic by comparing two "least similar" recent case outcomes: democratic success in Tunisia and democratic failure in Egypt. Tunisia also allows us to do an analysis of four "most similar" case outcomes by comparing the successful democratic transitions in Tunisia, Indonesia, Senegal, and the country with the second or third largest Muslim population in the world, India. Did these countries face some common challenges concerning democratization? Did all four of these successful cases in fact use some common policies that while democratic, had not normally been used in transitions in countries without significant numbers of Muslims? If so, did these policies help the transitions in Tunisia, Indonesia, Senegal and India? If they did, we should incorporate them in some way into our comparative theories about successful democratic transitions.