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.
1. The Challenge of Diversity Education: Defending the Devil or
Adjusting the Clock?.- Part I Diversity Management Education and Language
Learning.- 2. Diversity in Tertiary Language Education.- 3. Representation,
Engagement, and Expression in Moroccan Higher Education Curricula: Focus on
Reading Comprehension.- 4. Encouraging Diversity and Student Engagement in
the Classroom.- Part II The Impact of Diversity Education, Equity, and
Inclusion on Language Learning.- 5. Towards the Construction of a Diversity
Education Landscape in Moroccan Higher Education Language Curricula.- 6.
Sustainable Policies and Strategies in the Mena Region for Teaching English
as a Foreign Language.- 7. Diversity of ELT in Omani Higher Education.- Part
III Language Education Curricula, Inclusion, and Social Mobility in MENA.- 8.
Linguistic Diversity in Education: The Case of Israel.- 9. Students and
Teachers Perceptions of Diversity Education inMoroccan Higher Education
Language Curricula: A Case Study.- 10. How Culturally Diverse Is the Virtual
Space? Towards Inclusive Pedagogy: A Case Study at the Arab Open
University.- Part IV Diversity Education and Intercultural Communication
Issues in Language Learning in the MENA Region.- 11. The Mediatization of
Education: Classroom Mediation as an Agent of Change in Middle Eastern Higher
Education Systems.- 12. When Inequalities Are Reversed: Algeria's Gender
Inequity in Education.- Part V Sustainability: Student Potential and
Communication Ability in the Balance.- 13. Diversity and Inclusivity in
Tertiary Language EducationThe Case of TurkeyTurkiye.- 14. Understanding
and Maximizing Diversity Education in the MENA Region.- 15. Conclusion: The
Way Forward.
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, Meknčs 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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