Overview

This book outlines a landscape of diversity education in the MENA region and its repercussions on learners' abilities, outcomes, and prospects. It addresses the concerns of language educators, curriculum designers, language education researchers, students and trainers. Theoretically, the issues of diversity, inclusion and equity share common principles and insights; yet they are not conceived of in this book as interchangeable. These subtle distinctions, as delineated in this book, show that they are complementary and include the principles of quality education which leverage human rights, sustainability and promotion of the human capital. What makes this book distinctive is that it reconsiders the existing pedagogical trends in terms of the current social upheavals, and with reference to the principles of development and progress needed in twenty-first century education.

Full Product Details

Author:   Hassan Abouabdelkader ,  Barry Tomalin
Publisher:   Springer International Publishing AG
Imprint:   Palgrave Macmillan
Edition:   1st ed. 2023
Weight:   0.657kg
ISBN:  

9783031426926

ISBN 10:   3031426924
Pages:   375
Publication Date:   14 December 2023
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   Manufactured on demand  
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Table of Contents

1. The Challenge of Diversity Education: Defending the Devil or Adjusting the Clock?Part I Diversity Management Education and Language Learning2. Diversity in Tertiary Language Education3. Representation, Engagement, and Expression in Moroccan Higher Education Curricula: Focus on Reading Comprehension4. Encouraging Diversity and Student Engagement in the ClassroomPart II The Impact of Diversity Education, Equity, and Inclusion on Language Learning5. Towards the Construction of a Diversity Education Landscape in Moroccan Higher Education Language Curricula6. Sustainable Policies and Strategies in the Mena Region for Teaching English as a Foreign Language7. Diversity of ELT in Omani Higher EducationPart III Language Education Curricula, Inclusion, and Social Mobility in MENA8. Linguistic Diversity in Education: The Case of Israel9. Students’ and Teachers’ Perceptions of Diversity Education in Moroccan Higher Education Language Curricula: A Case Study10. How Culturally Diverse Is the Virtual Space? Towards Inclusive Pedagogy: A Case Study at the Arab Open UniversityPart IV Diversity Education and Intercultural Communication Issues in Language Learning in the MENA Region11. The Mediatization of Education: Classroom Mediation as an Agent of Change in Middle Eastern Higher Education Systems12. When Inequalities Are Reversed: Algeria's Gender Inequity in EducationPart V Sustainability: Student Potential and Communication Ability in the Balance13. Diversity and Inclusivity in Tertiary Language Education—The Case of Turkey—Turkiye14. Understanding and Maximizing Diversity Education in the MENA Region15. Conclusion: The Way Forward

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Author Information

Hassan Abouabdelkader is Professor of Education at Moulay Ismail University, Meknes and SIST, British Education, Casablanca, Morocco. He is also a researcher and educational consultant whose professional experience in librarianship and language teaching, respectively at the British Council, Rabat, and Moulay Ismail University, earned him large insights in the field of Applied Linguistics. Abouabdelkader has also worked as a teacher trainer for twenty years at the Ecole Nationales Supérieure before joining the ENSAM, Moulay Ismail University, Meknès where he worked as Professor of English and coordinator of the Communication department. His academic works include his participation in several international conferences and seminars in the United States, Canada, and several European countries. Barry Tomalin is Visiting Lecturer at Glasgow Caledonian University, London, UK. He is Director of the Business Cultural Trainer's Certificate at International House, London and Editor in Chief and Editorial Consultant of two international online academic journals, the ICC-Language Journal and Training, Language and Culture.

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