Progressive education, modern schools and Egyptian teachers: 1922-1956
<p>This dissertation sets out to understand how and why progressive education was adopted in Egypt between 1922 and 1956 by focusing on the lives, experiences and contributions of Egyptian pre-University public schoolteachers. It traces practicing teachers and more senior pedagogues from their...
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| Format: | Thesis |
| Language: | English |
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2023
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| _version_ | 1811140265446998016 |
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| author | Makar, F |
| author2 | McDougall, J |
| author_facet | McDougall, J Makar, F |
| author_sort | Makar, F |
| collection | OXFORD |
| description | <p>This dissertation sets out to understand how and why progressive education was adopted in Egypt between 1922 and 1956 by focusing on the lives, experiences and contributions of Egyptian pre-University public schoolteachers. It traces practicing teachers and more senior pedagogues from their initial training, to the first encounter with real-life classrooms, to their active engagement within syndicates and associations, in an attempt to historicise the formation of a professional identity. Progressive education is the thread that weaves these different professional and life episodes together, it therefore occupies a central and pivotal role in the project precisely because it was a pedagogical movement that many teachers believed in. Since the project tells the story of the emergence of a professional identity, it is divided into three parts that follow teachers at their institutions: Tadrib (training), Tadris (teaching), and Tanzim (organizing and advocacy).</p>
<p>The dissertation argues that progressive education allowed senior pedagogues and teacher trainers to engage with the latest academic research in the field of pedagogy and was therefore intellectually appealing to them. Given its emphasis on freedom and independence, it also allowed ordinary practicing teachers to advance a democratic project that was part of their anti-colonial struggle. Finally, calling for progressive education was a way to demand better salaries and to draw attention to teachers’ disadvantaged socio-economic situation.</p>
<p>In adopting a teacher-centric approach, the project proposes what cinematographers refer to as a reverse angle shot: From the standpoint of the actors themselves, teachers and their pedagogical ideas—such as progressive education—become the entry point to the history of education rather than nationalism, religion or state-formation. In other words, teachers become the main historical interlocutors. This project therefore moves beyond approaches that treat Egypt’s education system as a mere by-product of nation building, thereby uncovering a much more dynamic and rich pedagogical landscape operating in Egypt in the early 20th century.</p>
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| first_indexed | 2024-09-25T04:19:14Z |
| format | Thesis |
| id | oxford-uuid:a4927d89-a5ac-4680-8673-669dc2ecf472 |
| institution | University of Oxford |
| language | English |
| last_indexed | 2024-09-25T04:19:14Z |
| publishDate | 2023 |
| record_format | dspace |
| spelling | oxford-uuid:a4927d89-a5ac-4680-8673-669dc2ecf4722024-08-01T12:18:13ZProgressive education, modern schools and Egyptian teachers: 1922-1956Thesishttp://purl.org/coar/resource_type/c_db06uuid:a4927d89-a5ac-4680-8673-669dc2ecf472EducationHistoryEnglishHyrax Deposit2023Makar, FMcDougall, J<p>This dissertation sets out to understand how and why progressive education was adopted in Egypt between 1922 and 1956 by focusing on the lives, experiences and contributions of Egyptian pre-University public schoolteachers. It traces practicing teachers and more senior pedagogues from their initial training, to the first encounter with real-life classrooms, to their active engagement within syndicates and associations, in an attempt to historicise the formation of a professional identity. Progressive education is the thread that weaves these different professional and life episodes together, it therefore occupies a central and pivotal role in the project precisely because it was a pedagogical movement that many teachers believed in. Since the project tells the story of the emergence of a professional identity, it is divided into three parts that follow teachers at their institutions: Tadrib (training), Tadris (teaching), and Tanzim (organizing and advocacy).</p> <p>The dissertation argues that progressive education allowed senior pedagogues and teacher trainers to engage with the latest academic research in the field of pedagogy and was therefore intellectually appealing to them. Given its emphasis on freedom and independence, it also allowed ordinary practicing teachers to advance a democratic project that was part of their anti-colonial struggle. Finally, calling for progressive education was a way to demand better salaries and to draw attention to teachers’ disadvantaged socio-economic situation.</p> <p>In adopting a teacher-centric approach, the project proposes what cinematographers refer to as a reverse angle shot: From the standpoint of the actors themselves, teachers and their pedagogical ideas—such as progressive education—become the entry point to the history of education rather than nationalism, religion or state-formation. In other words, teachers become the main historical interlocutors. This project therefore moves beyond approaches that treat Egypt’s education system as a mere by-product of nation building, thereby uncovering a much more dynamic and rich pedagogical landscape operating in Egypt in the early 20th century.</p> |
| spellingShingle | Education History Makar, F Progressive education, modern schools and Egyptian teachers: 1922-1956 |
| title | Progressive education, modern schools and Egyptian teachers: 1922-1956 |
| title_full | Progressive education, modern schools and Egyptian teachers: 1922-1956 |
| title_fullStr | Progressive education, modern schools and Egyptian teachers: 1922-1956 |
| title_full_unstemmed | Progressive education, modern schools and Egyptian teachers: 1922-1956 |
| title_short | Progressive education, modern schools and Egyptian teachers: 1922-1956 |
| title_sort | progressive education modern schools and egyptian teachers 1922 1956 |
| topic | Education History |
| work_keys_str_mv | AT makarf progressiveeducationmodernschoolsandegyptianteachers19221956 |