Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.593967
Title: Education and the production of citizenship in the Late Mubarak era : privatization, discipline and the construction of the nation in Egyptian secondary schools
Author: Sobhy Ramadan, Hania
Awarding Body: SOAS, University of London
Current Institution: SOAS, University of London
Date of Award: 2012
Availability of Full Text:
Access from EThOS:
Full text unavailable from EThOS. Please try the link below.
Access from Institution:
Abstract:
This research is about the production of 'lived' and 'ideal' citizenship in the late Mubarak era. It examines the ways in which national secondary schools produce students as gendered and classed citizens and how national identity and citizenship are constructed and contested in schools within the prevailing authoritarian, neoliberal and Islamist projects. The thesis draws on extensive research in six technical, general and private secondary schools catering to different social classes in Cairo between 2008 and 2010, and an analysis of the relevant nationally unified textbooks. It highlights the ways in which schools serve as examples of the corrosion of state legitimacy, the weakening and informalization of state institutions and the associated patterns of repression, corruption and contestation. The research shows how informal and extralegal privatization had nullified the state's commitment to free public education and undermined various aspects of discipline, attendance and examination in the system; contributing to more violent and arbitrary forms of punishment, especially in public schools. It details the different forms of almost compulsory tutoring and arbitrary beating, humiliation and gender control by teachers that structured and undermined the citizenship entitlements of working as well as middle class students. It draws out the lines of citizenship and national identity projects as presented in official textbooks; discussing their prominent use of Islam and Islamist morality and the place of neoliberal citizenship and constructions of the 'bad citizen' in them. It shows how schools attempt to promote feelings of love and belonging to the nation through school rituals and discourses. It describes the ways in which these official nationhood and citizenship projects were appropriated or subverted by school actors, and their use of themes of poverty, corruption, humiliation and injustice in reflecting on both the state and love of the nation.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.593967  DOI: Not available
Share: