The Pedagogy of Empowerment

The Pedagogy of Empowerment: Community Schools as a Social Movement in Egypt

Malak Zaalouk
Copyright Date: 2004
Pages: 192
https://www.jstor.org/stable/j.ctt15m7m51
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  • Book Info
    The Pedagogy of Empowerment
    Book Description:

    This new study weaves anthropological detail with hard facts and analysis as it takes the reader to visit the community schools of Upper Egypt. It offers a historical understanding of the initiative whilst carefully embedding it in the political and economic global context of the late twentieth century. The author first introduces the movement approach to development and carefully develops the notion of learning as a countermovement to the disintegrating world of today. She then moves on to describe how a community schools movement developed in the most deprived areas of rural Egypt and how such a movement is planned, mobilized and sustained and details the strategies and activities of the initiative. In the third part of the work the author describes the impact of the movement on people’s lives. The last chapter places the community education movement within the political economy of Egypt’s educational reform and attempts to forecast the movement’s long-term impact on the educational system. The work will be of interest to anthropologists, educationalists, feminists, practitioners working in the field of development, and policymakers.

    eISBN: 978-1-61797-391-8
    Subjects: Education, Sociology

Table of Contents

  1. Front Matter
    (pp. i-vi)
  2. Table of Contents
    (pp. vii-viii)
  3. Acknowledgments
    (pp. ix-x)
  4. Introduction
    (pp. xi-xiv)

    In 1992 the education program at UNICEF (United Nations International Children’s Emergency Fund) began its community education initiative through the community school model in four hamlets in the southern governorate of Asyut in Egypt. The initiative began with a signed agreement with the Ministry of Education (MOE) to jointly launch the experiment. The contract signed stipulated that the UNICEF education section would design, develop, and coordinate a community school model in deprived hamlets of rural Upper Egypt, while the MOE, the primary partner, would ensure that the initiative was sustainable, able to expand, and be adopted by the wider educational...

  5. List of Abbreviations
    (pp. xv-xvi)
  6. 1 Community Schools as a Social Movement
    (pp. 1-30)

    This work is written within a rights framework, taking a human- and child-rights approach to all modern forms of social movement encompassing educational reform. Looking through the articles of the Convention on the Rights of the Child, and important documents such asA New Global Agenda for Children, The Global Movement for Children, Emerging Issues for Children in the Twenty-first Century, The Outcome Document: A World Fit for Children, and the report, by Jacques Delors et al, of the International Commission on Education for the Twenty-first Century,² one reads beyond a moral directive to abide by global standards of conduct...

  7. 2 Community Schools in Egypt
    (pp. 31-99)

    Having clarified concepts, the general state of the art in social movements, and approaches to quality education in chapter one, this section will look closely at the community-school model, as it took root in Egypt. The model has been informed by all the approaches and concepts discussed in chapter one, and is still in the process of evolving. Narrating the history of the community-school experiment in Egypt can serve as a reflection on the past and a search for meaning in the present, and, possibly, help catalyze a future.

    This chapter will look at the global and national educational context...

  8. 3 Results of a Movement in Progress
    (pp. 100-161)

    In the previous chapter the inputs into, and processes of the community schools were carefully examined. In this chapter, the results obtained to date will be assessed as the background against which prospects for a successful movement can be examined.

    The results to date are examined at three levels—outputs, outcomes, and impacts. The outputs constitute the immediate, quantifiable results obtained as a consequence of the initiative, while the outcomes look at its short-term qualitative results. The impacts of the initiative are a far more important set of results, which normally require more than just a decade to become manifest....

  9. 4 The Way Forward: The Road to Sustainable Learning and Reform
    (pp. 162-184)

    In this last chapter i am interested in answering some significant questions that were raised in the first chapter, namely, has the community-school initiative served as a catalyst for deeper social and educational transformation? Has it contributed, even in a small way, to educational reform? And, finally, does it look like a movement that is here to stay and expand in all kinds of directions? These are the kind of assessment questions one poses with regard to movement-based education as opposed to isolated educational programs or projects.

    At the heart of reform within a movement approach is the concern with...

  10. Notes
    (pp. 185-194)
  11. Index
    (pp. 195-196)