PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
EmbargoThesis not available (per author's request)
AbstractIn recent years, policymakers, scholars, and non-governmental organizations have stressed the risks of crises disrupting the current status of global education. Few of these works critically examine the status quo within the field of education. The goal of this paper is to examine the historical forces that have shaped the current implementation of standardized education in the Middle East. Specifically, this thesis frames the overwhelmingly positive public rhetoric of global education within the underlying goals of donor organizations and nations. Colonial legacies, the development of global education agencies, and the exploitation of educational institutions in conflict have shaped the current status of international education initiatives in the region. This project critically examines the historical roots of existing education institutions to facilitate the development of education that is equitable, apolitical, and sensitive to the needs of unique populations.
Degree ProgramGraduate College
Middle Eastern and North African Studies