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41. A Place to Gather

Author:
Vicki Valosik, Isabel Roemer, and Nancy Howar
Publication Date:
12-2018
Content Type:
Special Report
Institution:
Center for Contemporary Arab Studies
Abstract:
A profile on A. Joseph Howar, the CCAS benefactor behind one of Washington’s most iconic cultural and religious institutions. A. Joseph Howar, an immigrant from Palestine who became one of the most prominent Arab- Americans of the early 20th century, touched the lives of countless people during his 103+ years. A talented real-estate developer with an uncanny instinct for location, Mr. Howar was determined to give back to both his adopted country and his homeland. A proponent of education, he built a school and mosque in Palestine, and was the catalyst behind the creation of the Washington Islamic Center, which remains an important cultural and religious icon on Washington’s Embassy Row. Even closer to home, Howar’s legacy continues at Georgetown’s Center for Contemporary Arab Studies, where for more than 25 years, the Howar family has generously funded a scholarship in Joseph’s memory for students of the Master of Arts in Arab Studies program.
Topic:
Religion, History, Immigration, Culture, and Higher Education
Political Geography:
Middle East, Palestine, North America, and United States of America

42. Ancient Inspiration for a New Marketplace of Ideas

Author:
Azza Altiraifi
Publication Date:
04-2018
Content Type:
Special Report
Institution:
Center for Contemporary Arab Studies
Abstract:
Inspired by a seventh-century model, a new “souq” at CCAS brings together thinkers and scholars to discuss current regional events within their historical and global context. During the fall semester, the CCAS launched a new roundtable discussion series called “Souq Al-Fikr”, meaning “marketplace of ideas.” The title of the monthly series is a play on the name “Souq Okaz”, a market in what is current-day Saudi Arabia where Arab leaders from across the peninsula gathered during the sixth, seventh, and eighth centuries to discuss politics and culture, and—most famously—to host poetry competitions. Although many important historical developments can be traced to Souq Okaz, one of the most notable is the formalization of the rules of Arabic grammar and syntax.
Topic:
Trump and Higher Education
Political Geography:
Middle East, Arab Countries, North America, and United States of America

43. For the Love of Music

Author:
Isabel Roemer
Publication Date:
12-2018
Content Type:
Special Report
Institution:
Center for Contemporary Arab Studies
Abstract:
MAAS alum combines language skills, industry savvy, and a bit of “wasta” to bring Arab musicians to Washington audiences. In 2003, MAAS alum David Chambers (‘88) received a call from the family of the late Munir Bashir, the celebrated Iraqi musician widely regarded as “King of Oud.” Chambers had spent much of the 1990s in the entertainment industry in the Arab world—notably, for the Showtime Arabia satellite TV network. Now back in Washington, D.C., he faced a challenge: how to arrange a gig for Omar Bashir, Munir’s son, in the nation’s capital?
Topic:
History, Culture, Higher Education, and Music
Political Geography:
Iraq, Middle East, North America, Washington, and D.C.

44. Speaking Truth to Power, Giving Voice to the Voiceless

Author:
Tithi Patel
Publication Date:
04-2018
Content Type:
Special Report
Institution:
Center for Contemporary Arab Studies
Abstract:
Growing up in California, Dena Takruri, Senior Presenter and Producer at AJ+, the digital news channel of Al Jazeera Network, always knew she wanted to be a journalist. Summers spent in her parents’ native Palestine made an early and lasting impression about injustice in the world, while watching the nightly news with her family left her seeking better on-screen representation. As an Arab-American woman, she developed an early awareness of how marginalized communities are often misrepresented in the media. “As a minority in America, you see how people are reported on and how they’re often dehumanized and not given their fair shake,” said Takruri in an interview with Nieman Storyboard. “Seeing the really negative portrayal of Arabs, Muslims and Palestinians, which I also am, I wanted to correct that.”
Topic:
Media, Journalism, and Higher Education
Political Geography:
Middle East and Palestine

45. MESA and the Muslim Ban

Author:
Beth Baron and Judith Tucker
Publication Date:
04-2018
Content Type:
Special Report
Institution:
Center for Contemporary Arab Studies
Abstract:
The Middle East Studies Association (MESA) recognized early on that the “Muslim Ban”—so called for its banning of individuals from predominantly Muslim countries from entering the United States—posed specific threats to its mission and its commitments to academic freedom, intellectual exchange, and the fostering of scholarly research. As the current and past presidents of MESA, we take great pride in the fact that the association decided to take a clear and active stand against all iterations of this ban.
Topic:
Government, Border Control, Courts, Trump, Borders, and Higher Education
Political Geography:
Middle East, North America, and United States of America

46. Preserving a Genre under Duress

Author:
Brittni Foster
Publication Date:
12-2018
Content Type:
Special Report
Institution:
Center for Contemporary Arab Studies
Abstract:
How a class assignment led to MAAS alum Dan Walsh’s lifelong passion for preserving Palestine’s visual heritage. When Dan Walsh (MAAS ’11) was serving as a Peace Corps volunteer in Marrakesh in the early 1970s, his language tutor encouraged him to practice his budding Arabic and Moroccan Darija skills by translating the posters that papered the buildings around town. Walsh, now the curator of the world’s largest collection of posters on Palestine, remembers how grateful he was for the break from verb conjugations but says he never could have imagined how that assignment would change the course of his career. He credits his hours spent walking the streets of Marrakech and Rabat reading posters—Arabic dictionary in hand—with not only improving his language skills, but also igniting what has become one of his life’s passions.
Topic:
Culture, Media, Peace Corps, and Higher Education
Political Geography:
Middle East, Israel, Palestine, North America, and United States of America

47. Q&A with Journalist Ada Mullol (MAAS ’18)

Author:
Ada Mullol and Vicki Valosik
Publication Date:
04-2018
Content Type:
Special Report
Institution:
Center for Contemporary Arab Studies
Abstract:
Ada Mullol was well on her way to a career in journalism when she decided to pursue her Masters in Arab Studies at Georgetown. She first honed her reporting skills as an undergraduate at Autonomous University in Barcelona, where she studied journalism, wrote for the university magazine, and received an investigative reporting award for her work on the Syrian regime’s suppression and surveillance of Syrians in Spain. Mullol went on to pursue training at the London School of Journalism and a master’s degree in International Relations from the Barcelona Institute of International Studies, and to publish articles in national and international magazines. She had long been interested in the Arab world, though, and knew that developing regional expertise and improving her Arabic skills would enable her to better tell the stories she cared about. In 2016, she joined MAAS, where she is writing her thesis on the intersection of media, public opinion, and foreign policy. This March, Mullol participated in a competitive journalism fellowship program called “The World in 2030,” which was sponsored by the International Center for Journalists and the United Nations Foundation and included three days of intensive career training.
Topic:
Media, Research, Journalism, and Higher Education
Political Geography:
Middle East, Spain, Syria, and United States of America

48. Tuition as a Path for Affordability? The Pursuit of a Progressive Tuition Model at the University of California

Author:
John Aubrey Douglass and Patrick A. Lapid
Publication Date:
01-2018
Content Type:
Journal Article
Journal:
California Journal of Politics and Policy
Institution:
Institute of Governmental Studies, UC Berkeley
Abstract:
In an environment of declining public funding and rising tuition rates, many public universities in the US are moving toward a “progressive tuition model” that attempts to invest approximately one-third of tuition income into institutional financial aid for lower-income and middle-class students. The objective is to mitigate the cost of rising tuition and keep college affordable. But is this model as currently formulated working? Utilizing data from the Student Experience in the Research University (SERU) Survey of undergraduates and other data sources, this study explores these issues by focusing on students at the University of California (UC) and 10 research-intensive public institutions that are members of the SERU Consortium. Focusing mostly on survey data from 2014, we find that increases in tuition, and costs related to housing and other living expenses, have not had a significant negative impact on the number of lower-income students attending UC or on their behaviors. Since the onset of the Great Recession, there has been an actual increase in their number—a counterintuitive finding to the general perception that higher tuition equals less access for the economically vulnerable. At the same time, there is evidence of a “middle-class” squeeze, with a marginal drop in the number of students from this economic class. With these and other nuances and caveats discussed in this study, the progressive tuition model appears to have worked in terms of affordability and with only moderate indicators of increased financial stress and changed student behaviors. This study indicates that tuition can and should be a part of the search for a viable funding model for many public universities, like UC, and that demanding lower or no tuition does not appear to be based on any substantial analysis of the correlation of tuition and affordability.
Topic:
Education, Economic Policy, Higher Education, and State Funding
Political Geography:
United States and California

49. From Brain Drain to Brain Circulation and Linkage

Author:
Gi-Wook Shin and Rennie Moon
Publication Date:
01-2018
Content Type:
Working Paper
Institution:
Walter H. Shorenstein Asia-Pacific Research Center
Abstract:
The development community has increased its focus on higher education over the past two decades, recognizing that education can contribute to building up a country’s capacity for participation in an increasingly knowledge-based world economy and accelerate economic growth. The value added by higher education to economies—job creation, innovation, enhanced entrepreneurship, and research, a core higher education activity—has been highlighted by an important body of literature. Yet experts remain concerned that investing in higher education in less-developed countries may lead to a “brain drain”--highly educated students and professionals permanently leaving their home countries. In the 2016 Kauffman report on international science, technology, engineering, and math (STEM) students in the United States, for instance, 48 percent among a randomly sampled survey of 2,322 foreign doctoral students in the United States wished to stay there after graduation, with only 12 percent wanting to leave and 40.5 percent being undecided. In fact, high percentages of foreign students in the United States with doctorates in science and engineering continue to stay in the United States, creating a brain drain problem for the sending countries. Because students tend to move from developing to developed countries to study, brain drain is more problematic for developing countries. In addition, given accelerated talent flows around the world and the increasing integration of less-developed countries into global value chains, the negative impact of brain drain could be further amplified. As demonstrated by the studies reviewed in this paper, the migration of high-skilled professionals from developing countries may indeed create brain drain for them, but at the same time can significantly enhance the social and economic development of their home countries, regardless of whether or not they decide to return home, thus complicating what used to be seen as a straightforward case of brain drain. From Brain Drain to Brain Circulation and Linkage examines how brain drain can contribute to development for the sending countries through brain circulation and linkage. It provides an overview of the conceptual framework to map out high-skilled labor flows, identifies empirical cases and policies in Asia that demonstrate high-skilled migrant professionals actually make significant contributions to their home countries (beyond monetary remittances), summarizes key social and economic enabling factors that are important in attracting and motivating migrant high-skilled professionals to return or engage with their home countries, and concludes with policy implications and suggestions for further research based on these findings.
Topic:
Development, Education, Higher Education, and Socioeconomics
Political Geography:
Global Focus

50. Cultural Diversity in the Cameroon Higher Education Policy Definition: A Historical Appraisal

Author:
Hyasinth Ami Nyoh
Publication Date:
06-2018
Content Type:
Journal Article
Journal:
Brazilian Journal of African Studies
Institution:
Brazilian Journal of African Studies
Abstract:
The subject of cultural diversity in education has attracted considerable research interest with varying focal points that form the sustenance of this paper. Meier and Hartell (2009, 180) have argued that increasing cultural diversity in educational institutions necessitates that educationists teach and manage learners with cultures, languages and backgrounds that are unknown to them. Du Toit (1995) focusing on the Republic of South Africa takes the view that the opening of schools to all races does not automatically ensure mutual understanding and acceptance between educators and learners and amongst learners themselves. The assertion here is that desegregation per se does not lead to predictable and meaningful attitudinal changes of groups to each other and can, in actual fact, lead to the heightening of tension and prejudices within the South African context. O’Neill (2009, 81) sees multicultural education as a process of comprehensive school reform and basic education for all students. He asserts that multicultural education challenges and rejects racism and other forms of discrimination in schools and societies and affirms the pluralism (ethnic, racial, linguistic, religious, economic and gender, among other things) that students, their communities, and teachers represent. In her research on teaching and learning in two desegregated South African high schools, Van Heerden (1998, 110) asserts that the process of desegregation in these schools is primarily a case of assimilating black learners into the school and its culture, with the result that the status quo is kept intact.
Topic:
History, Culture, Diversity, and Higher Education
Political Geography:
Africa and Cameroon