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Preface |
6 |
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Note |
8 |
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Acknowledgements |
10 |
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Contents |
12 |
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Abbreviations |
16 |
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List of Figures |
18 |
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List of Tables |
20 |
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Chapter 1: Introduction: Background and Rationale to the Study |
21 |
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References |
24 |
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Chapter 2: Cultural and Educational Traditions in the MENA Region |
27 |
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2.1 Introduction |
27 |
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2.1.1 Essentialism and the Middle East |
28 |
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2.2 An Historical and Cultural Description of the Region and Its People |
29 |
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2.2.1 The Birth of Islam |
30 |
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2.2.2 The Influence of the USA |
32 |
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2.2.3 Historical Background to Education in the Region |
33 |
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2.2.4 The Knowledge Economy in the Middle East |
37 |
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2.3 Education in the Gulf States |
39 |
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2.3.1 The Context of Bahrain: A Typical Rentier State in the Arabian Gulf |
40 |
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2.3.2 Education Reform for the Knowledge Economy in the Middle East |
41 |
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2.4 Conclusion |
43 |
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References |
46 |
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Chapter 3: Education in the Globalised Knowledge Economy |
49 |
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3.1 Introduction |
49 |
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3.2 Globalisation |
51 |
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3.2.1 Globalisation, ICT, and the World Bank |
54 |
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3.2.2 Globalisation in the Networked Society |
56 |
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3.3 The Knowledge Economy |
59 |
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3.3.1 The Learning Economy |
64 |
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3.3.2 The Creative Economy |
65 |
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3.3.3 The Open Knowledge Economy |
67 |
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3.4 Conclusion |
71 |
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References |
72 |
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Chapter 4: Educational Challenges in the Arab World |
79 |
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4.1 Introduction |
79 |
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4.2 Globalisation in the Arab World |
80 |
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4.2.1 Bahrain and the GCC Countries |
82 |
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4.3 The Knowledge Economy in the Arab World |
83 |
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4.3.1 The Shock of the New |
83 |
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4.3.2 Ambivalence Towards Technologies of Learning |
84 |
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4.3.3 The Education Deficit |
86 |
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4.3.4 Local Problems and Concerns Over Schooling |
90 |
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4.3.5 Global Responses to Local Concerns |
91 |
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4.3.6 Teaching and Learning |
93 |
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4.3.7 Gender Segregation in Schools, Teacher Preparation, and Teacher Status |
95 |
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4.4 Conclusion |
96 |
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References |
97 |
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Chapter 5: Structure and Agency in the MENA Region: Theoretical Perspectives |
102 |
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5.1 Introduction |
102 |
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5.2 The Relationship Between the Frameworks |
106 |
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5.3 Critical Theory and Grounded Theory |
108 |
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5.4 Structure and Agency in Late Developing Countries |
113 |
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5.4.1 Structuration and the Neoliberal Imaginary: Islamic States Confronting Modernism |
113 |
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5.5 Homo Economicus and New Institutional Economics |
114 |
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5.6 Conclusion |
118 |
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Notes |
118 |
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References |
119 |
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Chapter 6: Modernism Confronts Tradition |
122 |
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6.1 Introduction1 |
122 |
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6.1.1 The Local Bahraini Context |
127 |
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6.2 Data Gathering and Analysis |
127 |
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6.2.1 Organisational Culture |
128 |
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6.2.1.1 False Memories and “Fuzzy Traces” |
129 |
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6.2.1.2 Accountability, Policy Making, and Idealistic Rhetoric |
130 |
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6.2.1.3 Atomisation |
131 |
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6.2.1.4 Overload and Innovation Fatigue |
131 |
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6.2.1.5 Performativity |
133 |
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6.2.2 Technology |
136 |
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6.2.2.1 Pedagogic Ownership and Curriculum Integration |
140 |
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6.2.2.2 Personal Initiatives |
142 |
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6.2.3 Tradition |
144 |
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6.2.3.1 Expectations of Traditional Pedagogy |
146 |
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6.2.3.2 The Creative Curriculum |
149 |
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6.3 Conclusion |
151 |
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Notes |
152 |
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References |
153 |
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Chapter 7: Reflections on the End of History |
156 |
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7.1 Introduction |
156 |
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7.2 Policy Intent and the Local Drivers—Visions of a Post-rentier State |
156 |
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7.2.1 The Paradox of the Gulf States |
157 |
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7.2.2 Text as a Material-Semiotic Actor |
160 |
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7.3 External Policy Drivers: Technology-Enriched Futures and Public Policy Making |
162 |
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7.3.1 The Neoliberal Imaginary |
162 |
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7.3.2 The Influence of SNO and Global Corporations |
164 |
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7.4 Policy Constraints—Culture, Identity, and Limited Local Capacity |
165 |
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7.4.1 The Dynamics of Technology Integration |
166 |
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7.5 Making Sense of the Data |
169 |
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7.5.1 Recurrent instances of the Techno-Mythologies of Information Systems |
171 |
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7.5.2 Towards an Overarching Conclusion |
172 |
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7.6 Conclusion: Reflection on The End of History |
175 |
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7.6.1 Multiple Paths to Modernity |
176 |
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References |
177 |
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Chapter 8: Bridging the Long Divergence |
183 |
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8.1 Introduction |
183 |
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8.2 Islam and Modernism |
184 |
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8.2.1 Enlightenment and the Arab World |
185 |
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8.2.2 Imperialism and the Formation of UNESCO |
186 |
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8.3 The Great Divergence |
187 |
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8.3.1 Socio-economic Divergence |
188 |
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8.3.2 Epistemological and Politico-Cultural Divergence |
189 |
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8.4 A Shared Humanity—Post-Colonial Possibilities |
190 |
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8.5 Conclusions |
191 |
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8.5.1 Structure and Agency in Technology Integration |
191 |
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References |
193 |
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Endpiece |
195 |
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References |
199 |
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Index |
200 |
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