Young Arab Women; The Conflict of Identity and Cultural Boundaries, Post-Arab Spring Curricula

El Hadj Moussa BenMoussa

Abstract


After 2011, Arabic curricula have witnessed fundamental changes. These changes were made to enhance the quality of education in the area. However, the gender issues particularly women in the regions remain the primary challenge in the curricula teaching post-Arab spring. Women currently make up 49.7% of about 345.5 million people in the Middle East and North Africa area. Therefore, the fundamental aim of this paper is to focus on the role of education post-Arab spring curricula to the engendering of social change and enable other women of the first generation to make the transition. Furthermore, the overall purpose of the research is to examine the outcomes of the Arab spring on the youth generation and cultural traditionalism and modernity. Additionally, it seeks how educational curricula has heightened the strength of women, particularly the events of the Arab spring, to become leaders in their expert careers, and within their respective communities, importantly they could maintain their strong ties to their original culture, religion and traditions. Interestingly, the study investigates how these modified curricula are connected with Arabic culture and identity. The study takes into account the ideological concern in the coexistence of traditionalism and modernisation and how the movement of Arab spring encouraged the Arab women to change their role in the communities and education. However, gender restrictions and predefined gender parts remain very much strive the socio-cultural contexts in which Arab women have to act. The central questions of this paper are that how their (young Arab women) educational backgrounds have formed their own identities and their capability to adhere to the gender roles designated is of significant interest post-Arab spring. Furthermore, what influence has such modified curricula and Arab spring movement had on these women to make the change in their respective communities and professions? This paper hopes to highlight the main differences on Arabic teaching curricula post-Arab spring and discuss how the woman role was evidently essential to enable the transition in the area.


Refbacks

  • There are currently no refbacks.


............................................................................................................................................................................................................................

HOW DO YOU REGISTER and SUBMIT AN ARTICLE?

Registering and Logging in

Submitting an Article