國立虎尾科技大學 |

Education in Kurdistan Region at the Intersection of Nationalism and Democracy.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Education in Kurdistan Region at the Intersection of Nationalism and Democracy./
作者:	Wahab, Abdurrahman Ahmad.
面頁冊數:	1 online resource (218 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
標題:	Social sciences education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355456936

Education in Kurdistan Region at the Intersection of Nationalism and Democracy.
Wahab, Abdurrahman Ahmad.

Education in Kurdistan Region at the Intersection of Nationalism and Democracy. - 1 online resource (218 pages)

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

This dissertation studies the condition of formal education in Kurdistan Region-Iraq by taking a critical theoretical approach to examine major educational policy documents in both K-12 and higher education. The critical examination of the documents reveals major policy frameworks, which are related to the Kurdish nationalist agenda of establishing a nation-state. These policy frameworks in education are: Kurdish nationalism, democratization and bureaucratization. Analyzing the documents reveals the intricate relationship among these policy frameworks in forming the overall national agenda of state building of Kurdistan Regional Government, as well as their relationship with developing and perpetuating various educational issues in Kurdistan Region. By analyzing the documents through a critical democratic lens, I elaborate on the ways in which Kurdish ethno-nationalism, a titular, rhetorical and institution- and market-friendly notion of democracy, and an overriding, top-down bureaucratization, all within the political context of establishing a Kurdish nation-state for the past 25 years, have rendered a non-democratic, socially unjust and oppressive educational system. The main argument in this dissertation concerns presenting a transformative democratic framework in education as an alternative to the current pervasive nationalist paradigm. Rather than framing education and society within the paradigm of Kurdish ethno-nationalism, which depends on the exercise of power, hegemony, violence and indoctrination within the parameters of a modern nation-state, the transformative democratic framework, which promotes democratic relationships based on substantive moral values, such as equity, inclusion, empathy and human relatedness, can become the basis for establishing a more equitable and just society in Kurdistan Region.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355456936Subjects--Topical Terms:

1179940
Social sciences education.
Index Terms--Genre/Form:

554714
Electronic books.

Education in Kurdistan Region at the Intersection of Nationalism and Democracy.
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504 $a Includes bibliographical references
520 $a This dissertation studies the condition of formal education in Kurdistan Region-Iraq by taking a critical theoretical approach to examine major educational policy documents in both K-12 and higher education. The critical examination of the documents reveals major policy frameworks, which are related to the Kurdish nationalist agenda of establishing a nation-state. These policy frameworks in education are: Kurdish nationalism, democratization and bureaucratization. Analyzing the documents reveals the intricate relationship among these policy frameworks in forming the overall national agenda of state building of Kurdistan Regional Government, as well as their relationship with developing and perpetuating various educational issues in Kurdistan Region. By analyzing the documents through a critical democratic lens, I elaborate on the ways in which Kurdish ethno-nationalism, a titular, rhetorical and institution- and market-friendly notion of democracy, and an overriding, top-down bureaucratization, all within the political context of establishing a Kurdish nation-state for the past 25 years, have rendered a non-democratic, socially unjust and oppressive educational system. The main argument in this dissertation concerns presenting a transformative democratic framework in education as an alternative to the current pervasive nationalist paradigm. Rather than framing education and society within the paradigm of Kurdish ethno-nationalism, which depends on the exercise of power, hegemony, violence and indoctrination within the parameters of a modern nation-state, the transformative democratic framework, which promotes democratic relationships based on substantive moral values, such as equity, inclusion, empathy and human relatedness, can become the basis for establishing a more equitable and just society in Kurdistan Region.
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