In an age of globalisation, conflicting identities and cultures continue to remain a source of seemingly intractable conflict. Educative interventions are meanwhile increasing in trend among academics, politicians and multilateral aid organisations. Each regard education as a long-term solution to contemporary social and security issues. Supporting literature on the relationship between education and identity suggests that formal education has a powerful influence on students’ outlook on life, their loyalties and their identities. This premise suggests that when questioned about global issues, Egyptian students who attend international schools within their own country of origin should show more signs of cosmopolitanism and global mindedness than their nationally educated peers. Yet, contrary findings to that of prevailing discourse suggest that education’s ability to shape values and loyalties is likely overemphasised when placed in the context of foreign curricula and international education. At times, students of international schools involved in this study showed more signs of nationalism than their nationally educated counterparts, and presented as equally traditional, conservative and ‘anti-West’ as their compatriots. The thesis thus argues that when education is placed within an international framework, its ability to socialise is significantly weakened, as it is faced with considerable firewalls that are yet to be adequately acknowledged in the discussion of post-national citizenship education. Using a combination of interpretative and critical research methods, rich and original qualitative data was gathered on attitudes and lifestyles of elite Egyptians enrolled at a variety of Egypt’s private international schools. Twenty-two international school educated Egyptian students, and a control group of 21 nationally educated Egyptian students of the same socio-economic background were invited to participate in specially tailored one-to-one interviews to measure their degree of cosmopolitan attitudes. Supplementary participant observations of Egyptian families actively involved in Egypt’s international education community were also conducted to consider the complementarity of the students’ home lives with their school lives. Focus groups were held with students of international schools to determine their views and attitudes towards global issues and other communities. All findings from this research were assessed alongside large-scale values surveys including the World Values Surveys and the Arab Youth Surveys. With the large sample size of pre-existing opinion polls, and the unique isolation of curriculum type as an independent variable in this study, it was possible to assess the transformative impact that an international education plays in the expression of values and beliefs of Egyptian students. The findings of this thesis have multidisciplinary value. For political science readers, the study offers a critical and epistemological analysis of concepts of cosmopolitanism, Westernisation, globalisation and global citizenship. For readers of the Middle East, it is a study into Egyptian youth today and their conflicting identities and loyalties. The Egyptian experience of private international schools and foreign investment is representative of a regional trend, and valuable to those wishing to consider competing narratives for identity in twenty-first century Middle East societies. Finally, it is a study that has an added value to educationists as it explores the role education plays on identity, and more specifically the role of international schools on globalisation and international mindedness. The growing trend of research and analysis that focuses on increased global connectedness and a culturally converging world makes this thesis an important and timely contribution. In an effort to extend the debate beyond the prevailing macro-analyses of change through globalisation, this thesis stresses the importance of looking at global interconnectivity at the micro-level, and particularly how young people navigate and negotiate their identity within the context of increasingly transnational spaces. Through this endeavour, it has reached a critical evaluation of our current understanding of a ‘post-national’ future, through the attitudes and opinions of some of today’s internationally educated generation.

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Today's student has more access to global issues than any previous generation. Nearly one million higher education students study abroad worldwide, the workplace reflects a need to be interculturally competent, and students rarely have opportunities to learn how to thrive in the new global environment. This study explored how higher education, and specifically collegiate recreation, is responding to this reality. The development of Killick's global-self is a guiding theme and was used to investigate how students perceive the development of their global-self after experiencing interventions designed to introduce the concepts of internationalization and globalization into a collegiate recreation intramural program. The study also examines how students experience the interventions. The literature review focuses on institutional perspective, student engagement, learning theory, the role of sport and recreation in social change, and collegiate recreation professional competencies. A bounded 8-week case study, using aspects of community action research, was the research method. Observations, surveys, and semi-structured interviews provide data on students' perceptions of their development of a global-self and their experience in the designed intramural program. Themes identified in the data provide evidence that the interventions helped students develop both their sense of self-in-the-world and their ability to act-in-the-world. The data suggest that students found value in the interventions and believed them to be a worthwhile addition to the intramural program. Finally, the results of the study suggest that similar interventions can be applied to multiple areas in collegiate recreation and potentially expanded to other forms of co-curricular activities.

<p>This study explores the role of education as means of creation and maintenance of religious hegemony in Iran and Turkey. In the context of this study, state-sponsored systems of mass education aim to socialize generations of children into accepting the ideology and values of the dominant groups as the normal state of affairs. Hegemony, thus, is advanced not solely by excluding oppositional forces but by moral leadership throughout the total ideological and socio-political structure.</p><p>Reviewing the notion of education in Islam and the role of the Quran and Sunna and other sources of knowledge in Islam, the study focuses on the impact of Shari'a in forming the theories of state and education in Islam. Representing two different schools of Muslim thought, Iran and Turkey have different interpretations of the state and its role in education which determines the degree of involvement and extent of authority of the political and religious leaders over education. Unity of Islam and the state in the Iranian theocratic system provides an ideologically-laden education which is rooted in one principle: training a new generation of pious, “ideologically committed Muslims”. However, the endeavors of the Turkish secular state have been focused on establishing a mass popularized secular education in order to produce nationalist citizens.</p><p>The Iranian revolution of 1979 contributed extensively to the awakening of the religious revival, calling for a shift from a Western model of social order to the one deeply rooted in Islamic beliefs and values. The close link between education and ideology in Iran is apparent from the goals set for educating the young, most of them openly political: acceptance of God's absolute authority manifested through the authority of ulama; support for the political, economic, and cultural unity of all Islamic global community (umma) and for oppressed peoples (mustaz’afin); rejection of every form of oppression, suffering, and domination. The four ideological pillars of the Islamic Republic, inseparability of religion and politics, Islamic revival, cultural revolution, and creation of a committed Muslim, have had a direct impact on Iranian education.</p><p>The “Unity of Education Act” in the Republic of Turkey placed all educational activities under strict government control by introducing a state monopoly on education. Kemalism is based on an emphasis on national and republican principles and secularism in which religion has no place and is left out of the scope of formal education. Hence, the transmission of religious knowledge from one generation to another was only possible through informal channels such as family, the small community or underground activities of religious orders. Islam, however, gradually penetrated the public life in Turkey and challenged the secularism. The goal of the Turkish national education as to unite the entire nation through a national consciousness, to think along scientific lines, and intellectually as well as worldly, leaves no place for Islamic religious education. In spite of the government's emphasis on a secular and nationalist system, Islam remains as a force, particularly in its capacity to utilize new elements required for a modern society.</p><p>Although Islam has not yet challenged the supremacy of secular education in Turkey, it expanded its influence both in formal and informal education, content and structure.</p>

<p>The aim of this thesis is to find out if there is a gap between the formalization level and the realization level in the Namibian school system. Moreover, our aim is to figure out how we, as visiting teaching students, interpret the relationship between steering documents and the teaching in the classroom. In turn, the aim was used to formulate three different research questions: What can we experience while observing in the class room/at school? What do the interviewed teachers express concerning our asked questions? What are the main differences between the two latest steering documents?</p><p>The reason why we decided to do a study about the school system in Namibia is because it is a young country, it was proclaimed independent in 1990. Therefore we think it is interesting to study how the school system and its political steering documents have developed over the years.</p><p>Our theoretical framework includes the concept of curriculum, reconceptualism and cultural issues. Our focal point has been on the following three perspectives, democracy, gender and learner centred education.</p><p>The method we used in this study is triangulation, in this case analyzing political steering documents, interviewing teachers and other people connected to the school and finally class room observations. The attitudes to the three above mentioned perspectives vary amongst the interviewed personnel This study as come to the conclusion that there is a gap between the formalization level and realization level.</p>

<p>The purpose of this qualitative research study is to examine if and how the teachers from a multicultural International School work with intercultural pedagogy. The school in question isprofiled and consists of both Swedish- and English classes. The study examines if and how the teachers related to the great variety of cultures and created opportunities for integration between the students and handling with values at school. It is important to be aware as a teacher to be able to take an active part in working towards a school that gives possibilities for different cultures to meet. If this is neglected, it may increase the risk of problems and cultural clashes between the students. The questions in issue used for this study are: How do the teachers work with the great variety of cultures in the school? Does an active cultural meeting take place between the different cultures and ethnicities in the different classes in order to make a social/democratic/equal place of meeting that the school should represent? How do they work with the central values at Narsby International School?</p><p>The method used for this study was partly structured interviews that consist of an interview guide as a base in order to be able to get near the reason for this study and the questions at issue. Two teachers from the Swedish classes and two teachers from the English classes participated in the interviews. The goal was to bring out their thoughts around integration and the values at the school.</p><p>The results showed that the teachers had different approaches concerning what to procure for their students. They had different views on the idea of integration and how to use it the school environment and how to handle the diversity in school based on cultural. Another interesting result was that the school according to three of the teachers had encountered problems and groupings between the students and also the staffing because of the profile. The society usually believes that the segregation only can be found among immigrant- and Swedish groups with different cultures. This study shows how segregation and groupings can also appear between two different groups of immigrant backgrounds on a multicultural school, which is often neglected.</p>

<p>This paper aims to examine the mother tongue subject and it´s existence and condition in a school located in the south of Stockholm. I have performed interviews with four teachers about their opinions and attitudes regarding the mother tongue subject in the school were they work. Two of the teachers are teachers in social studies and two of them are teachers in the mother tongue subject. My aim is also to examine whether an interest exists among the teachers to collaborate in between the subjects and what possibilities and conditions such collaboration would have in effect. I have applied a qualitative method based on personal interviews with semi-structured questions as my data acquisition method. I have also performed document studies to strengthen and support the qualitative interviews. The result, based on the interviews, shows that there was no existing collaboration between the teachers at the time of the interviews. All of the teachers said that they are willing to collaborate and that they believe that such collaboration would be profitable</p>

<p>Undersökningen som redovisas i den här uppsatsen har haft som syfte att undersöka om det finns någon koppling mellan lärares inställning och förståelse av PBS och den betydelse de upplever att PBS har haft för deras arbete.</p><p>Sex lärare har deltagit i undersökningen och för att synliggöra deras förståelse av PBS har föreställningskarta med intervju använts som metod. De olika föreställningskartorna har sedan funnits som underlag för att beskriva lärarnas förståelse av PBS. De mönster likheter och skillnader som fanns mellan föreställningskartorna har sedan lett fram till resultatet.</p><p>Resultatet visade att lärarna hade olika förståelse av PBS och att de hade gjort olika lärdomar. En slutsats är att förståelsen inte har något samband med inställningen till PBS. Det finns en koppling att de som har förstått  PBS som en lärprocess i vardagsarbetet har gjort lärdomar som de anser att de har kunnat omsätta i praktiken.</p> / <p>The survey that is presented in this essay has had as aim to examine about there be some link average teachers' attitude and understanding of PBS and that importance they experience that PBS has had for their work.</p><p>Six teachers have participated in the survey and in order to make visible their understanding of PBS has attitude map with interview been used as method. The the different attitude maps has afterwards been as bases in order to describe the teachers' understanding of PBS. Those standards resemblances and differences that were the average attitude maps have since lett until the result.</p><p>The result showed that the teachers had various understanding of PBS and that they had done various lessons. A conclusion is that the understanding does not have any connection with the attitude to PBS. There is a link that they that has understood PBS as a faith process in the everyday existence work has done lessons that they consider that they have can have a turnover of in practice.</p> / PBS - problembaserad lärdomsbaserad skolutveckling

This study explores the role of education as means of creation and maintenance of religious hegemony in Iran and Turkey. In the context of this study, state-sponsored systems of mass education aim to socialize generations of children into accepting the ideology and values of the dominant groups as the normal state of affairs. Hegemony, thus, is advanced not solely by excluding oppositional forces but by moral leadership throughout the total ideological and socio-political structure. Reviewing the notion of education in Islam and the role of the Quran and Sunna and other sources of knowledge in Islam, the study focuses on the impact of Shari'a in forming the theories of state and education in Islam. Representing two different schools of Muslim thought, Iran and Turkey have different interpretations of the state and its role in education which determines the degree of involvement and extent of authority of the political and religious leaders over education. Unity of Islam and the state in the Iranian theocratic system provides an ideologically-laden education which is rooted in one principle: training a new generation of pious, “ideologically committed Muslims”. However, the endeavors of the Turkish secular state have been focused on establishing a mass popularized secular education in order to produce nationalist citizens. The Iranian revolution of 1979 contributed extensively to the awakening of the religious revival, calling for a shift from a Western model of social order to the one deeply rooted in Islamic beliefs and values. The close link between education and ideology in Iran is apparent from the goals set for educating the young, most of them openly political: acceptance of God's absolute authority manifested through the authority of ulama; support for the political, economic, and cultural unity of all Islamic global community (umma) and for oppressed peoples (mustaz’afin); rejection of every form of oppression, suffering, and domination. The four ideological pillars of the Islamic Republic, inseparability of religion and politics, Islamic revival, cultural revolution, and creation of a committed Muslim, have had a direct impact on Iranian education. The “Unity of Education Act” in the Republic of Turkey placed all educational activities under strict government control by introducing a state monopoly on education. Kemalism is based on an emphasis on national and republican principles and secularism in which religion has no place and is left out of the scope of formal education. Hence, the transmission of religious knowledge from one generation to another was only possible through informal channels such as family, the small community or underground activities of religious orders. Islam, however, gradually penetrated the public life in Turkey and challenged the secularism. The goal of the Turkish national education as to unite the entire nation through a national consciousness, to think along scientific lines, and intellectually as well as worldly, leaves no place for Islamic religious education. In spite of the government's emphasis on a secular and nationalist system, Islam remains as a force, particularly in its capacity to utilize new elements required for a modern society. Although Islam has not yet challenged the supremacy of secular education in Turkey, it expanded its influence both in formal and informal education, content and structure.

The purpose of this qualitative research study is to examine if and how the teachers from a multicultural International School work with intercultural pedagogy. The school in question isprofiled and consists of both Swedish- and English classes. The study examines if and how the teachers related to the great variety of cultures and created opportunities for integration between the students and handling with values at school. It is important to be aware as a teacher to be able to take an active part in working towards a school that gives possibilities for different cultures to meet. If this is neglected, it may increase the risk of problems and cultural clashes between the students. The questions in issue used for this study are: How do the teachers work with the great variety of cultures in the school? Does an active cultural meeting take place between the different cultures and ethnicities in the different classes in order to make a social/democratic/equal place of meeting that the school should represent? How do they work with the central values at Narsby International School? The method used for this study was partly structured interviews that consist of an interview guide as a base in order to be able to get near the reason for this study and the questions at issue. Two teachers from the Swedish classes and two teachers from the English classes participated in the interviews. The goal was to bring out their thoughts around integration and the values at the school. The results showed that the teachers had different approaches concerning what to procure for their students. They had different views on the idea of integration and how to use it the school environment and how to handle the diversity in school based on cultural. Another interesting result was that the school according to three of the teachers had encountered problems and groupings between the students and also the staffing because of the profile. The society usually believes that the segregation only can be found among immigrant- and Swedish groups with different cultures. This study shows how segregation and groupings can also appear between two different groups of immigrant backgrounds on a multicultural school, which is often neglected.