Samira Alayan – författare

Education in East Jerusalem gives a voice to the residents of East Jerusalem, addressing educational issues and revealing implicit layers in Israeli policy and attitude affecting the education system. In this close examination of school life under occupation, the book presents criticism of the system from within, and calls for teachers to prioritize pupils’ needs. Uncovering a complex daily reality experienced in schools by principals, teachers and pupils, this book presents new findings, focusing on system-internal properties which manifest the macro effects inside the microsystem. The author draws on field studies and content analysis to show a need for educational action and suggest ample room for improvement. This study reveals that there is a significant relationship between the failures of the education system in East Jerusalem and the strategies implemented by the state, and outlines the responsibilities of the state. This book will be of great interest to academics, researchers, and postgraduate students in the fields of educational policy, sociology of education, and Middle East studies.

Education in East Jerusalem gives a voice to the residents of East Jerusalem, addressing educational issues and revealing implicit layers in Israeli policy and attitude affecting the education system. In this close examination of school life under occupation, the book presents criticism of the system from within, and calls for teachers to prioritize pupils’ needs. Uncovering a complex daily reality experienced in schools by principals, teachers and pupils, this book presents new findings, focusing on system-internal properties which manifest the macro effects inside the microsystem. The author draws on field studies and content analysis to show a need for educational action and suggest ample room for improvement. This study reveals that there is a significant relationship between the failures of the education system in East Jerusalem and the strategies implemented by the state, and outlines the responsibilities of the state. This book will be of great interest to academics, researchers, and postgraduate students in the fields of educational policy, sociology of education, and Middle East studies.

Education systems and textbooks in selected countries of the Middle East are increasingly the subject of debate. This volume presents and analyzes the major trends as well as the scope and the limits of education reform initiatives undertaken in recent years. In curricula and teaching materials, representations of the “Self” and the “Other” offer insights into the contemporary dynamics of identity politics. By building on a network of scholars working in various countries in the Middle East itself, this book aims to contribute to the evolution of a field of comparative education studies in this region.

It analyses the way in which the ‘other’ is presented in school textbooks, focusing on a number of countries in the Middle East and North Africa (MENA) region, and argues that the role of textbooks in developing and maintaining a national identity should be afforded greater critical attention.