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Reading Teach for Arabia in Qatar: Self-Critical University Studies

Published online by Cambridge University Press:  11 December 2019

Sumayya Ahmed
Sumayya Ahmed*
Affiliation:
University College London – Qatar
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Abstract

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Type
Pedagogical Perspective
Information
Review of Middle East Studies , Volume 53 , Issue 2 , December 2019 , pp. 300 - 305
Copyright
Copyright © Middle East Studies Association of North America, Inc. 2019

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References

1 Vora, Neha, Teach for Arabia: American Universities, Liberalism, and Transnational Qatar (Stanford University Press, 2019)Google Scholar.

2 Tuck, Eve and Yang, K. Wayne, “Decolonization is Not a Metaphor,” Decolonization: Indigeneity, Education & Society 1.1 (2012): 1Google Scholar.

3 Vora, 28.

4 See Tuck and Yang, “Decolonization is Not a Metaphor.”

5 De Lissovoy, Noah, “Decolonial Pedagogy and the Ethics of the Global,” Discourse: Studies in the Culutral Politics of Education 31.3 (June 2010): 280Google Scholar.

6 Ibid., 286.

7 Tuck and Yang, “Decolonization is not a metaphor.”

8 Maryam Al-Subaiey, “Qatarization Policy – Implementation Challenges” Brookings Doha Center, 2011 https://www.brookings.edu/wp-content/uploads/2016/07/06_bdc_essay_winner.pdf

9 Chatman, Elfreda A., "Alienation Theory: Application of a Conceptual Framework to a Study of Information Among Janitors," RQ 29.3 (1990): 355-68Google Scholar.

10 The large influx of expatriate workers in Qatar,has made Qatar nationals just 10% of the population. At Education City, Qataris make up in a class can fluctuate via institution, from between 10 to50% of the student body. Other students are non-citizen long-term residents or international students.

11 De Lissovoy, “Decolonial Pedagogy,” 286.