The Egyptian Revolution and the Politics of Histories

Sallam, Hesham

doi:10.1017/s1049096513000231

Cited by 4 publications

(6 citation statements)

References 32 publications

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“…Such changes deepened students' understanding of the changes sweeping their society and allow them to renegotiate their roles as activists and agents of change. They also configured the power of ICTs not only as tools of communication and mobilization but also as vehicles of transcending ideas, values, and believes (Marsh, 2014;Sallam, 2013).…”

Section: Discussionmentioning

confidence: 99%

Towards Increasing Upper Egyptian Student Teachers’ Potentials to Emerge into the 21st Education Platform

El-Halawany¹

2018

IES

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The Ministry of Education in Egypt (MOE) has worked very hard to launch different initiatives to improve the Egyptian education system by using Information and Communication Technology (ICTs). The current research seeks to explore how Asyut student teachers perceive the upshots of these initiatives. Results are expected to shed light on the overall teacher education process in Asyut University and its role in preparing 21st century teachers. The current research is evolved to answer the following questions: 1) How Asyut student teachers describe their investment of ICTs to achieve academic purposes? 2) How Asyut student teachers describe their ICTs competencies? 3) How Asyut student teachers classify obstacles hindering the enhancement of their ICTs competencies? Results authenticate the growing awareness Asyut student teachers developed about ICTs and how it has become a substantial component of everyday 21st century education experience. They understand that it has become their gateway to the 21st century teaching platform. In the meantime, they recognize that their ability to successfully integrate ICTs into their teaching practice is a complex and multifaceted process. The current research adds to the body of literature in a few ways. Through analyzing the gains and drawbacks, Egyptian teacher education experienced in its attempt to integrate ICTs into teachers’ preparation process. The current research recommends: first, improving the existing training mechanism; second, ensuring funds will have the biggest impact on the largest number of student teachers; finally, getting training right is a priority.

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Section: Discussionmentioning

confidence: 99%

Towards Increasing Upper Egyptian Student Teachers’ Potentials to Emerge into the 21st Education Platform

El-Halawany¹

2018

IES

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“…The peak of such measures was the issuing of a constitutional declaration in November 2012, where all executive legislative and judicial powers were concentrated in the hands of the elected president. When protestors headed for the presidential palace, they were brutally beaten and seriously injured by the president supporters from Muslim Brotherhood (Sallam, 2015). Two consultants of the president resigned condemning violence against sitters, popular criticism mounted and fears aggravated especially when the president declared that sacrificing the lives of some is a cheap price for protecting both revolution and democracy.…”

Section: June 2012-june 2013: Transition To Democracy But No Big Chamentioning

confidence: 99%

State and civil society in Egypt: 2011-2015

Sayed

2020

REPS

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Purpose This study aims to investigate the nature of the relationship between the state and civil society after the 2011 uprising. Design/methodology/approach The study adopted Mygdal’s approach to analyze the relationship between the state and civil society and identify their ability to control the rules of the political game. The study also draws on the theoretical framework of the hypotheses introduced by a number of scholars on the forms of potential relations between the state and civil society, and the impact of these forms on advancing the process of democratization. Findings This study argues that despite some important changes in favor of civil society vis-à-vis the state, it is too early to conclude that a dramatic change has occurred in this relationship, due to a discernable unbalanced power in favor of the state. The state revealed after 2011 that these organizations acted against the state’s stability and against its fundamentals. Originality/value To the best of the author’s knowledge, this research is the first to study the relationship between the state and the civil society in Egypt after 2011 events.

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“… 45 See Sallam 2013 (248) for a critique of treating the Arab uprisings as a set of “well-defined, discrete outcomes.” …”

Section: Notesmentioning

confidence: 99%

“… 75 See Sallam 2013 for examples of how different interest groups in Egypt, such as the military, seek to promote self-serving narratives about the origins of the January 25 Revolution. …”

Section: Notesmentioning

confidence: 99%

Explaining the Unexpected: Political Science and the Surprises of 1989 and 2011

Howard¹,

Walters²

2014

Persp on Pol

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Political scientists have been caught by surprise by some of the world’s most dramatic political transformations. To assess how the discipline fared in explaining two of the most large-scale and unexpected developments of the past decades, we compare scholarship around the time of popular mobilization in Eastern Europe in 1989 and the Arab world in 2011. We argue that while scholars cannot be expected topredictutterly extraordinary events such as revolutions and mass mobilization, in these two cases disciplinary trends left scholars ill-prepared toexplainthem. Political scientists used similar paradigms to study both regions, emphasizing their failure to develop politically and economically along the lines of Western Europe and the United States. Sovietologists tended to study the communist bloc as either anomalously totalitarian or modernizing towards “convergence” with the West. Likewise, political scientists studying the Arab world focused disproportionately on the prospects for democratization or the barriers to it, and they now risk treating the 2011 protest movements essentially as non-events if they are not clearly tied to institutional democratic reform. By broadening their research agendas beyond a focus on regime type, political scientists will be better prepared to understand future changes in the Middle East and elsewhere.

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The Egyptian Revolution and the Politics of Histories

Cited by 4 publications

References 32 publications

Towards Increasing Upper Egyptian Student Teachers’ Potentials to Emerge into the 21st Education Platform

Towards Increasing Upper Egyptian Student Teachers’ Potentials to Emerge into the 21st Education Platform

State and civil society in Egypt: 2011-2015

Explaining the Unexpected: Political Science and the Surprises of 1989 and 2011

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