An illustrated history of the American University.

Drawing on the collective expertise of language scholars and educators in a variety of subdisciplines, the Handbook for Arabic Language Teaching Professionals in the 21st Century, Volume II, provides a comprehensive treatment of teaching and research in Arabic as a second and foreign language worldwide. Keeping a balance among theory, research and practice, the content is organized around 12 themes: Trends and Recent Issues in Teaching and Learning Arabic Social, Political and Educational Contexts of Arabic Language Teaching and Learning Identifying Core Issues in Practice Language Variation, Communicative Competence and Using Frames in Arabic Language Teaching and Learning Arabic Programs: Goals, Design and Curriculum Teaching and Learning Approaches: Content-Based Instruction and Curriculum Arabic Teaching and Learning: Classroom Language Materials and Language Corpora Assessment, Testing and Evaluation Methodology of Teaching Arabic: Skills and Components Teacher Education and Professional Development Technology-Mediated Teaching and Learning Future Directions The field faces new challenges since the publication of Volume I, including increasing and diverse demands, motives and needs for learning Arabic across various contexts of use; a need for accountability and academic research given the growing recognition of the complexity and diverse contexts of teaching Arabic; and an increasing shortage of and need for quality of instruction. Volume II addresses these challenges. It is designed to generate a dialogue—continued from Volume I—among professionals in the field leading to improved practice, and to facilitate interactions, not only among individuals but also among educational institutions within a single country and across different countries.

According to diverse indices of political performance, the Middle East is the world's least free region. Some believe that it is Islam that hinders liberalization. Others retort that Islam cannot be a factor because the region is no longer governed under Islamic law. This book by Timur Kuran, author of the influential Long Divergence, explores the lasting political effects of the Middle East's lengthy exposure to Islamic law. It identifies several channels through which Islamic institutions, both defunct and still active, have limited the expansion of basic freedoms under political regimes of all stripes: secular dictatorships, electoral democracies, monarchies legitimated through Islam, and theocracies. Kuran suggests that Islam's rich history carries within it the seeds of liberalization on many fronts; and that the Middle East has already established certain prerequisites for a liberal order. But there is no quick fix for the region's prevailing record of human freedoms.

Christian-Muslim Relations, a Bibliographical History 18 (CMR 18) is about relations between Muslims and Christians in the Ottoman Empire from 1800 to 1914. It gives descriptions, assessments and bibliographical details of all known works between the faiths from this period.

This collection of scholarly essays on Egyptian culture, history, society, archeology, literature, art, and conservation is published in memory of Werner Mark Linz, who spent much of the latter part of his professional life as the Director of the American University in Cairo Press. East-West Divan is the first volume of the Gingko Library, a publishing project that embraces scholarship from both East and West, conceived by Werner Mark Linz to foster greater cross-cultural understanding. Among the contributors to this collection are the Egyptian novelist Alaa Al Aswany, author of The Yacoubian Building; Egyptian archaeologist Zahi Hawass; the renowned Swiss theologian, Hans Küng; the author of the acclaimed A Fort of Nine Towers, Qais Akbar Omar; and Prince El Hassan bin Talal of Jordan.

This book surveys the history of higher education—principally universities—in Africa. Its geographical coverage encompasses the entire continent, from Afro-Arab Islamic Africa in the north to the former apartheid South Africa in the south, and the historical time span ranges from the Egyptian civilization to the present. Since little has been written on this topic, particularly its historical component, the work fills an important gap in the literature. The book delineates the broad contours of the history of higher education in Africa in exceptional historical breadth, voluminously documenting its subject in the text, detailed footnotes, and lengthy appendices. Its methodological approach is that of critical historiography in which the location of the African continent in world history, prior to the advent of European colonization, is an important dimension. In addition, the book incorporates a historical survey of foreign assistance to the development of higher education in Africa in the post-independence era, with a substantive focus on the role of the World Bank. It has been written with the following readership in mind: those pursuing courses or doing research in African studies, studies of the African Diaspora, and comparative/international education. It should also be of interest to those concerned with developing policies on African higher education inside and outside Africa, as well as those interested in African Islamic history, the development of higher education in medieval Europe, the contributions of African Americans to African higher education, and such controversial approaches to the reading of African history as Eurocentrism and Afrocentrism.

The uprisings that were seen throughout the Middle East during 2010 and 2011, make it difficult to over-state the role of educated youth in the region s politics. Daniele Cantini combines an analysis of young people in Jordan, of its relevance and of its perceived crisis, with one which looks at education and the pursuit of knowledge. He thereby highlights the unprecedented rise in youth population and the growth in institutions of higher learning as a way to explore and explain the challenges Arab-majority societies are currently facing. It proposes an understanding of the university as an institution integral to the survival of the regime, discusses its fragile reforms, and crucial in the formation of young people s social and political identities. Youth and Education in the Middle East, offers vital first-hand accounts of the role of educational institutions and the impact they have in shaping transnational and local constituencies as well as in the micropolitics of everyday life."

A sociologist examines the history of Egypt from the pharaohs to the present, shedding light on its cultural deterioration and the dilemmas it faces today. The story of Egypt’s long history is one of gradual descent from a wealthy, organized, sophisticated society to its contemporary milieu of corruption and poverty. For more than four thousand years, it earned the moniker om el donya, mother of the world. But when Cleopatra died, the independent rule of the pharaohs died with her. This seismic event not only transferred power to Rome, but also shattered the foundations of Egyptian society. For the following two millennia, a succession of foreign occupations and despotic rulers undermined Egypt’s national identity. They exported her wealth, imported a new language and culture, and spawned social values that are inimical to the very notion of modernity. Understanding these developments provides one possible route to getting a handle on the social and cultural situation in Egypt today.

Higher education exchange between America and the Middle East is a comparatively recent development, but the colorful history of circumstances and events that preceded the relationship is ancient and deep. Here, Bevis explores the multifarious and intriguing story from antiquity to the end of the twentieth century.