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 results of the movement and its impact 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.

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

This paper argues that a twin‐track approach to spiritual provision that distinguishes ‘spiritual development’ (educational in intent, relevant for all) from ‘developing spirituality’ (catechetical in intent and therefore inappropriate for some) enables Catholic sixth form colleges to fulfil both educational and catechetical aims, as appropriate. Distinguishing between ‘spiritual development’ and ‘developing spirituality’ allows Catholic colleges to take spiritual education seriously whilst simultaneously fulfilling the aims of Catholic education to (1) provide for catechesis; (2) promote dialogue with other faith traditions and with secular society; and (3) provide appropriate holistic education for all students. Construing ‘spiritual development’ in exclusive religious terms disallows Catholic colleges, with their plural intakes, from providing spiritual development for all. In other words, the distinction proposed here a/lows Catholic colleges to be genuinely Catholic and at the same time to engage in ...

Catholic Sixth Form Colleges and the Distinctive Aims of Catholic Education

UAE student, staff and educator attitudes towards character education

‘Learning to become persons'? ‐ Three approaches examined

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‘Learning to become persons'? ‐ Three approaches examined