Hostname: page-component-8448b6f56d-c4f8m Total loading time: 0 Render date: 2024-04-19T23:00:58.779Z Has data issue: false hasContentIssue false
  • English
  • Français

Pensée 2: Everyday Youth Places: Youth in Educational Spaces

Published online by Cambridge University Press:  01 August 2009

Fida Adely
Fida Adely*
Affiliation:
Center for Contemporary Arab Studies, Georgetown University, Washington, D.C.; e-mail: fja25@georgetown.edu
Get access Rights & Permissions [Opens in a new window]

Extract

For most of the last century, within the Middle East and North Africa (MENA) region youth have been addressed and engaged as a particular category of citizens. In this vein youth were viewed as important targets of nationalist projects and as critical national resources in an era of national development. In more recent years, however, the concern with youth has taken on a new tenor both within and outside the region. What had previously been a preoccupation about youth as the region's promise and progress has increasingly become one about youth as crisis and potential threat.

Type
Quick Studies
Information
International Journal of Middle East Studies , Volume 41 , Issue 3 , August 2009 , pp. 372 - 373
Copyright
Copyright © Cambridge University Press 2009

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

NOTES

1 Dianne Singerman, “The Economic Imperatives of Marriage: Emerging Practices and Identities among Youth in the Middle East” (working paper 6, Middle East Youth Initiative, Wolfensohn Center for Development at the Brookings Institution and Dubai School of Government, 2007).

2 See, for example, Schade-Poulsen, Marc, The Social Significance of Rai: Men and Popular Music in Algeria (Austin, Tex.: University of Texas Press, 1999).Google Scholar

3 Swedenburg, Ted, “Imagined Youths,” Middle East Report 245 (2007)Google Scholar, http://www.merip.org/mer/mer245/swedenburg.html (accessed 20 March 2009).

4 Review of the anthropological literature on youth has pointed out the same limits. Bucholtz, Mary, “Youth and Cultural Practice,” Annual Review of Anthropology 31 (2002): 525–52CrossRefGoogle Scholar.

5 See, for example, Kaplan, Sam, Pedagogical State: Education and the Politics of National Culture in Post-1980 Turkey (Stanford, Calif.: Stanford University Press, 2006)Google Scholar; Herrera, Linda, “Islamization and Education: Between Politics, Profit, and Pluralism,” in Cultures of Arab Schooling: Critical Ethnographies from Egypt, ed. Herrera, Linda A. and Torres, Alberto, (Albany, N.Y.: State University of New York Press, 2006), 25–52Google Scholar; Mazawi, Andre, “Educational Expansion and the Mediation of Discontent: The Cultural Politics of Schooling in the Arab States,” Discourse: Studies in the Cultural Politics of Education 23 (2002): 59–74Google Scholar; Starrett, Gregory, Putting Islam to Work: Education, Politics, and the Transformation of Faith (Berkeley, Calif.: University of California Press, 1998)Google Scholar.