While some people study globalization, others live their lives as global experiments. This book brings together people who do both. The authors or subjects of these studies are of diverse national, religious, and ethnic backgrounds. What they have in common is a connection to Morocco. It is from this shared space that they draw on personal stories, fieldwork, and literary and linguistic analysis to provide a critical, socially reflexive response to the conceptions of culture, identity, and mobility that animate debates on migration and cosmopolitanism. On the trail of the Bedouin or Europe's new nomads and of Zaccarias Moussaoui Places We Share explores the relationship of mobility to subjectivity, and how physically moving can be a way of escaping the stigma of being an immigrant. Reading Rushdie, listening to Moroccan women converse in the UAE, or examining how the experience of serial migration can shape comparative ethnography we become more aware of how moving pushes us up against the limits of global experience. These limits must be recognized. They can be positively embraced to develop new ways of conceiving of ourselves, the world and our connections to others.

Over the past quarter century, the people of the Arabian Peninsula have witnessed a revolutionary transformation in higher education. In 1990, there were fewer than ten public universities that offered their Arabic-language curricula in sex-segregated settings to national citizens only. In 2015, there are more than one hundred public, semi-public, and private colleges and universities. Most of these institutions are open to expatriates and national citizens; a few offer gender integrated instruction; and the language of instruction is much more likely to be in English than Arabic. Higher Education Revolutions in the Gulf explores the reasons behind this dramatic growth. It examines the causes of the sharp shift in educational practices and analyses how these new systems of higher education are regulated, evaluating the extent to which the new universities and colleges are improving quality. Questioning whether these educational changes can be sustained, the book explores how the new curricula and language policies are aligned with official visions of the future. Written by leading scholars in the field, it draws upon their considerable experiences of teaching and doing research in the Arabian Gulf, as well as their different disciplinary backgrounds (linguistics and economics), to provide a holistic and historically informed account of the emergence and viability of the Arabian Peninsula's higher education revolutions. Offering a comprehensive, critical assessment of education in the Gulf Arab states, this book represents a significant contribution to the field and will be of interest to students and scholars of Middle East and Gulf Studies, and essential for those focused on higher education.

While some people study globalization, others live their lives as global experiments. This book brings together people who do both. The authors or subjects of these studies are of diverse national, religious, and ethnic backgrounds. What they have in common is a connection to Morocco. It is from this shared space that they draw on personal stories, fieldwork, and literary and linguistic analysis to provide a critical, socially reflexive response to the conceptions of culture, identity, and mobility that animate debates on migration and cosmopolitanism. On the trail of the Bedouin or Europe's new nomads and of Zaccarias Moussaoui Places We Share explores the relationship of mobility to subjectivity, and how physically moving can be a way of escaping the stigma of being an immigrant. Reading Rushdie, listening to Moroccan women converse in the UAE, or examining how the experience of serial migration can shape comparative ethnography we become more aware of how moving pushes us up against the limits of global experience. These limits must be recognized. They can be positively embraced to develop new ways of conceiving of ourselves, the world and our connections to others.

Over the past quarter century, the people of the Arabian Peninsula have witnessed a revolutionary transformation in higher education. In 1990, there were fewer than ten public universities that offered their Arabic-language curricula in sex-segregated settings to national citizens only. In 2015, there are more than one hundred public, semi-public, and private colleges and universities. Most of these institutions are open to expatriates and national citizens; a few offer gender integrated instruction; and the language of instruction is much more likely to be in English than Arabic. Higher Education Revolutions in the Gulf explores the reasons behind this dramatic growth. It examines the causes of the sharp shift in educational practices and analyses how these new systems of higher education are regulated, evaluating the extent to which the new universities and colleges are improving quality. Questioning whether these educational changes can be sustained, the book explores how the new curricula and language policies are aligned with official visions of the future. Written by leading scholars in the field, it draws upon their considerable experiences of teaching and doing research in the Arabian Gulf, as well as their different disciplinary backgrounds (linguistics and economics), to provide a holistic and historically informed account of the emergence and viability of the Arabian Peninsula's higher education revolutions. Offering a comprehensive, critical assessment of education in the Gulf Arab states, this book represents a significant contribution to the field and will be of interest to students and scholars of Middle East and Gulf Studies, and essential for those focused on higher education. The Open Access version of this book, available at http://www.taylorfrancis.com/books/e/9780203796139, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

This multidisciplinary volume highlights the transformed nature of the relationship between higher education and society in the 21st century. In particular, it argues that the development of the global university, especially in the non-western world, has transformed the traditional understanding of the relationship between higher education and society. This has important implications for the relations of state, as education has not only become an object of national development policy but for many states an important export. The history of the university reflects the decisive social transformations which have given definition and identity to both new nations and modern societies. In the post-war period, universities in the industrialized world underwent a radical shift. The mass expansion of higher education ensured that universities were no longer centers designed to train youth to assume the leadership positions held by previous generations. Instead universities were to become centers where job skills could be imparted and knowledge produced, refined and used in the newly emerging Cold War economies, and where students could develop the skills necessary for employment in a changing world. Rather than focusing on the refinement of future leaders, the task of the university became linked to the development of economically exploitable technical knowledge. A shift of comparable magnitude is now ongoing in the nature of higher education itself. Globalization has led to the growth of knowledge communities around the world, mirroring the rise of centers for global finance in previous decades. In the Middle East and Asia the demands of the knowledge-based economy have led to the opening of new indigenous universities and branch campuses and partnerships with established European and North American universities. Education City in Qatar, for instance, has received or been pledged more than 200 billion dollars since its inception. The growth of new indigenous universities has altered the traditional role of the university further, increasing the emphasis on courses which are close to the marketplace. These new partnerships have contributed to the creation of what is now referred to as the global university.