Teach for Arabia offers an ethnographic account of the experiences of students, faculty, and administrators in Education City, Qatar. Education City, home to the branch campuses of six elite American universities, represents the Qatari government's multibillion dollar investment over the last two decades in growing a local knowledge-based economy. Though leaders have eagerly welcomed these institutions, not all citizens embrace the U.S. universities in their midst. Some critics see them as emblematic of a turn away from traditional values toward Westernization. Qatari students who attend these schools often feel stereotyped and segregated within their spaces. Neha Vora considers how American branch campuses influence notions of identity and citizenship among both citizen and non-citizen residents and contribute to national imaginings of the future and a transnational Qatar. Looking beyond the branch campus, she also confronts mythologies of liberal and illiberal peoples, places, and ideologies that have developed around these universities. Supporters and detractors alike of branch campuses have long ignored the imperial histories of American universities and the exclusions and inequalities that continue to animate daily academic life. From the vantage point of Qatar, Teach for Arabia challenges the assumed mantle of liberalism in Western institutions and illuminates how people can contribute to decolonized university life and knowledge production.

Over the nearly two decades that they have each been conducting fieldwork in the Arabian Peninsula, Ahmed Kanna, Amelie Le Renard, and Neha Vora have regularly encountered exoticizing and exceptionalist discourses about the region and its people, political systems, and prevalent cultural practices. These persistent encounters became the springboard for this book, a reflection on conducting fieldwork within a "field" that is marked by such representations. The three focus on deconstructing the exceptionalist representations that circulate about the Arabian Peninsula. They analyze what exceptionalism does, how it is used by various people, and how it helps shape power relations in the societies they study. They propose ways that this analysis of exceptionalism provides tools for rethinking the concepts that have become commonplace, structuring narratives and analytical frameworks within fieldwork in and on the Arabian Peninsula. They ask: What would not only Middle East studies, but studies of postcolonial societies and global capitalism in other parts of the world look like if the Arabian Peninsula was central rather than peripheral or exceptional to ongoing sociohistorical processes and representational practices? The authors explore how the exceptionalizing discourses that permeate Arabian Peninsula studies spring from colonialist discourses still operative in anthropology and sociology more generally, and suggest that de-exceptionalizing the region within their disciplines can offer opportunities for decolonized knowledge production.

Teach for Arabia offers an ethnographic account of the experiences of students, faculty, and administrators in Education City, Qatar. Education City, home to the branch campuses of six elite American universities, represents the Qatari government's multibillion dollar investment over the last two decades in growing a local knowledge-based economy. Though leaders have eagerly welcomed these institutions, not all citizens embrace the U.S. universities in their midst. Some critics see them as emblematic of a turn away from traditional values toward Westernization. Qatari students who attend these schools often feel stereotyped and segregated within their spaces. Neha Vora considers how American branch campuses influence notions of identity and citizenship among both citizen and non-citizen residents and contribute to national imaginings of the future and a transnational Qatar. Looking beyond the branch campus, she also confronts mythologies of liberal and illiberal peoples, places, and ideologies that have developed around these universities. Supporters and detractors alike of branch campuses have long ignored the imperial histories of American universities and the exclusions and inequalities that continue to animate daily academic life. From the vantage point of Qatar, Teach for Arabia challenges the assumed mantle of liberalism in Western institutions and illuminates how people can contribute to decolonized university life and knowledge production.

Over the nearly two decades that they have each been conducting fieldwork in the Arabian Peninsula, Ahmed Kanna, Amelie Le Renard, and Neha Vora have regularly encountered exoticizing and exceptionalist discourses about the region and its people, political systems, and prevalent cultural practices. These persistent encounters became the springboard for this book, a reflection on conducting fieldwork within a "field" that is marked by such representations. The three focus on deconstructing the exceptionalist representations that circulate about the Arabian Peninsula. They analyze what exceptionalism does, how it is used by various people, and how it helps shape power relations in the societies they study. They propose ways that this analysis of exceptionalism provides tools for rethinking the concepts that have become commonplace, structuring narratives and analytical frameworks within fieldwork in and on the Arabian Peninsula. They ask: What would not only Middle East studies, but studies of postcolonial societies and global capitalism in other parts of the world look like if the Arabian Peninsula was central rather than peripheral or exceptional to ongoing sociohistorical processes and representational practices? The authors explore how the exceptionalizing discourses that permeate Arabian Peninsula studies spring from colonialist discourses still operative in anthropology and sociology more generally, and suggest that de-exceptionalizing the region within their disciplines can offer opportunities for decolonized knowledge production.

Indian communities have existed in the Gulf emirate of Dubai for more than a century. Since the 1970s, workers from South Asia have flooded into the emirate, enabling Dubai's huge construction boom. They now compose its largest noncitizen population. Though many migrant families are middle-class and second-, third-, or even fourth-generation residents, Indians cannot become legal citizens of the United Arab Emirates. Instead, they are all classified as temporary guest workers. In "Impossible Citizens," Neha Vora draws on her ethnographic research in Dubai's Indian-dominated downtown to explore how Indians live suspended in a state of permanent temporariness.

While their legal status defines them as perpetual outsiders, Indians are integral to the Emirati nation-state and its economy. At the same time, Indians--even those who have established thriving diasporic neighborhoods in the emirate--disavow any interest in formally belonging to Dubai and instead consider India their home. Vora shows how these multiple and conflicting logics of citizenship and belonging contribute to new understandings of contemporary citizenship, migration, and national identity, ones that differ from liberal democratic models and that highlight how Indians, rather than Emiratis, are the quintessential--yet impossible--citizens of Dubai.