Please use this identifier to cite or link to this item:
https://hdl.handle.net/2440/72667
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Type: | Journal article |
Title: | Teaching and Moral Tradition in Saudi Arabia: A Paradigm of Struggle or Pathway Towards Globalization? |
Author: | Elyas, T. Picard, M. |
Citation: | Procedia Social and Behavioral Sciences, 2012; 47:1083-1086 |
Publisher: | Elsevier |
Issue Date: | 2012 |
ISSN: | 1877-0428 |
Editor: | Uzunboylu, H. |
Statement of Responsibility: | Tariq Elyas, Michelle Yvette Picard |
Abstract: | Identity involves the individual's image of self and its translation into action (Sachs, 2001). Developing a professional identity is problematic when it involves a paradigm struggle, since the actions that the professional needs to take become unclear. This paper describes how English teachers in Saudi Arabia experience a complex conflict between Western and Eastern identities. They are required as English teachers to project a positive view of English, which is regarded by many in the region as a vessel for Western or foreign ideologies (Reddy, 1979). They have been educated in a conservative moral tradition based on a clearly-defined role as Islamic educators and purveyors of Saudi nationalism. Yet as English teachers educated at Western universities, they have been exposed to a variety of western ideologies. This paper explores their relationship to institution, traditional identity and their classroom choices, providing suggestions on how to reconcile 'globalised' and Islamic moral identities. |
Keywords: | English teaching paradigm struggle Saudi Arabia globalisation Islamic identity |
Rights: | Copyright © 2012 Published by Elsevier Ltd. |
DOI: | 10.1016/j.sbspro.2012.06.782 |
Published version: | http://dx.doi.org/10.1016/j.sbspro.2012.06.782 |
Appears in Collections: | Aurora harvest Education publications |
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