Educational governance activities and the rise of educational contagion in the Islamic Maghreb. The case of Tunisia

Abstract: Tunisia’s recent movement from dictatorship to democracy presents a unique opportunity to understand educational developments in post-revolutionary settings. Within Tunisia, the study of the post-revolutionary scenery is integral because it is likely that education now has to deal with the baggage and verbiage of education for democracy as it attempts to partake in the global souk in a post-Ben Ali era. Using Tunisia as a case study, this research examines educational developments within transitory democratic spaces to advance the research hypothesis that revolutions act as an ‘educational contagion' as new ideas are imported and old ones realigned to seek national competency and international legitimacy. In this context, the study explores how the current post-revolutionary reforms are engendered, as in the case of Tunisia’s recent movement from revolution to elections, and engages in the themes and purposes of educational transformations. Theoretically, this study draws upo.... http://www.inter-disciplines.org/index.php/indi/article/view/994

Objekt anzeigen

• Standort: Deutsche Nationalbibliothek Frankfurt am Main
• Umfang: Online-Ressource
• Sprache: Englisch

Verweise und Beziehungen

• Erschienen in: Educational governance activities and the rise of educational contagion in the Islamic Maghreb. The case of Tunisia ; volume:5 ; number:2 ; day:22 ; month:12 ; year:2014 ; InterDisciplines ; 5, Heft 2 (22.12.2014)

Beteiligte, Orts- und Zeitangaben

• Urheber: Jules, Tavis D ; Barton, Teresa

Weitere Informationen

• DOI: 10.4119/indi-994
• URN: urn:nbn:de:101:1-2018121114592091531649
• Rechteinformation: Open Access unbekannt; Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.