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The everyday practices, policy ideas, and ideological and political battles that have shaped Egyptian education, from the era of nation-building in the twentieth century to the age of digital disruption in the twenty-first
From the 1952 revolution onward, a main purpose of formal education in Egypt was to socialize the population into adopting certain attitudes and behaviors conducive to the regimes in power. Control by the state over education was never entirely hegemonic, however, due to the persistent influence of foreign actors and Islamist movements. Egyptian education came increasingly under pressure due to a combination of the growing privatization of the education sector, which led to a new class of educational entrepreneurs, the growth of political Islam, which triggered a national security upset, and globalization and rapidly changing digital technologies, which transformed cultures and practices of learning both in and out of the classroom.
Educating Egypt traces the everyday practices, policy ideas, and ideological and political battles of education from the era of nation-building in the twentieth century to the age of digital disruption in the twenty-first. Its overarching theme is that schooling and education, broadly defined, have consistently mirrored larger political, economic, and cultural notions about what constitutes the good society and the good citizen, even as these notions have been intensely contested. Drawing on three decades of ethnographic research inside Egyptian schools and among Egyptian youth, Linda Herrera asks what happens when education actors harbor fundamentally different views about the purpose of schooling, the role of the citizen, and the character of the collective “we” of society.
“[A] gem of a book in the expanding literature on the sociology of education and civic values in Egypt and the MENA region.”—Contemporary Sociology
"[E]ngages some of the most difficult issues facing Egyptian students, parents, teachers, and state officials as this critical sector struggles under the accumulated weight of failed policies promoted by both Egyptian officials and international development 'experts.'”—Laurie A. Brand, Political Science Quarterly
"Very copious, rich and meaningful work . . . . Herrera does offer the reader a brilliant analytical treatise on the critical relationship between schooling, educational systems and the unfolding of various features of both local and global political economy over the past three decades." —Malak Zaalouk, The International Review of Education
"[T]opical and compelling . . . . Educating Egypt represents a significant contribution to debates surrounding education in the Global South. It offers a sober and timely analysis which will be of relevance to students, academics, and policy makers."—Postcolonial Directions in Education
"[A] valuable and timely contribution to the small but expanding literature that views education as a way to understand societal structures and imaginaries and how they change."—Die Welt des Islams
"A seminal work of original, informative, insightful, and thought-provoking scholarship. Exceptionally well written, organized and presented, Educating Egypt will be of particular interest to students of modern Egyptian political, educational, and cultural history."—Midwest Book Review
"What makes this book important is the breadth and depth of the research. Combining ethnography and oral history with critical analysis of educational policies, laws, textbooks, and school curricula, Herrera offers a detailed, comprehensive study of educational policy in modern Egypt."—Khaled Fahmy, University of Cambridge
"This book steers a skillful route through the complexity of education in Egypt, but it does more than that. It deals with the complexity of Egyptian society in general, against the background of mass poverty, high levels of unemployment, the digital divide, the country's geopolitical location, and long standing mores with respect to gender and other social relations. These all impinge on the education of Egyptian children, youth, and especially girls as Educating Egypt's thick ethnographic descriptions show. I cannot think of any better 'foreigner' than Linda Herrera, who lived and studied in Egypt, to carry out the task of researching all of the above. This volume proves me right."—Peter Mayo, University of Malta