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Ed Webb

Paperless Tiger « buckenglish - 0 views

  • Does this jettisoning of time-honored titles mean that the paperless classroom is also lacking a creator, controller and grader?  Is the paperless classroom also a teacherless paradigm?  The answer is in some regards, yes.  I have removed myself from center stage.  I have relinquished the need to control every class.  I have stopped seeing work as stagnant…completed and submitted by students and then graded by me.  I have let go of my need to pre-plan months at a time, in favor of following the path that unfolds as we learn together.  My classes are not, however, teacherless, just less about the teaching and more about the learning.  The students know that I am ready and willing to be student to their insights, that they can teach, create, control and even evaluate their own learning.
  • In the absence of my control, the students have many choices to make
  • Teachers often say that modern students are lazy.  I have long felt that as the shifting winds of technology began to gain force, we teachers were the ones who were unwilling to do the work of rethinking our roles and meeting the students were they were learning already.  Rethinking paper as the primary tool of class is a step in the right direction because it forces a rethinking of the how and why of teaching and learning.
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    Here is an example of where I think teaching should be going
Ed Webb

Please Sir, how do you re-tweet? - Twitter to be taught in UK primary schools - 0 views

  • The British government is proposing that Twitter is to be taught in primary (elementary) schools as part of a wider push to make online communication and social media a permanent part of the UK’s education system. And that’s not all. Kids will be taught blogging, podcasting and how to use Wikipedia alongside Maths, English and Science.
  • Traditional education in areas like phonics, the chronology of history and mental arithmetic remain but modern media and web-based skills and environmental education now feature.
  • The skills that let kids use Internet technologies effectively also work in the real world: being able to evaluate resources critically, communicating well, being careful with strangers and your personal information, conducting yourself in a manner appropriate to your environment. Those things are, and should be, taught in schools. It’s also a good idea to teach kids how to use computers, including web browsers etc, and how those real-world skills translate online.
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  • I think teaching kids HOW TO use Wikipedia is a step forward from ordering them NOT TO use it, as they presently do in many North American classrooms.
  • Open Source software is the future and therefore we need to concentrate on the wheels and not the vehicle!
  • Core skills is very important. Anyone and everyone can learn Photoshop & Word Processing at any stage of their life, but if core skills are missed from an early age, then evidence has shown that there has always been less chance that the missing knowledge could be learnt at a later stage in life.
  • Schools shouldn’t be about teaching content, but about learning to learn, getting the kind of critical skills that can be used in all kinds of contexts, and generating motivation for lifelong learning. Finnish schools are rated the best in the world according to the OECD/PISA ratings, and they have totally de-emphasised the role of content in the curriculum. Twitter could indeed help in the process as it helps children to learn to write in a precise, concise style - absolutely nothing wrong with that from a pedagogical point of view. Encouraging children to write is never a bad thing, no matter what the platform.
  • Front end stuff shouldn’t be taught. If anything it should be the back end gubbins that should be taught, databases and coding.
  • So what’s more important, to me at least, is not to know all kinds of useless facts, but to know the general info and to know how to think and how to search for information. In other words, I think children should get lessons in thinking and in information retrieval. Yes, they should still be taught about history, etc. Yes, it’s important they learn stuff that they could need ‘on the spot’ - like calculating skills. However, we can go a little bit easier on drilling the information in - by the time they’re 25, augmented reality will be a fact and not even a luxury.
  • Schools should focus more on teaching kids on how to think creatively so they can create innovative products like twitter rather then teaching on how to use it….
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    The British government is proposing that Twitter is to be taught in primary (elementary) schools as part of a wider push to make online communication and social media a permanent part of the UK's education system. And that's not all. Kids will be taught blogging, podcasting and how to use Wikipedia alongside Maths, English and Science.
Ed Webb

Egypt's Ministry of Religious Endowments boosts its imams' media skills - 0 views

  • Will a one-week training enable Egypt’s imams to sound more reassuring, more emphatic and appear more camera-friendly on television? The Ministry of Religious Endowments certainly hopes so.
  • Courses include teaching the imams how to speak in talk shows, telephone interviews and TV debates. It also teaches them body language for interviews on TV as well as writing sound bites for various types of televised interviews. 
  • the course aims to develop the media skills of the imams so that they can “dominate the religious discourse,” counter extremist views expressed by the Salafists and efficiently debunk false interpretations on religion in TV programs.
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  • In 2017, the parliamentary Committee on Religious Affairs approved a draft law that banned issuing fatwas through the media unless prior authorization had been obtained from Al-Azhar, the country’s top religious institution. The draft still has to go through the General Assembly to become law.
  • The Ministry of Religious Endowments — known locally as Awqaf — objected that the right of authorizations should rest with Al-Azhar, saying that this bypasses the ministry, which should be the appropriate authority to grant permissions. The ministry argued that as all of its imams are graduates of Al-Azhar, they were fully equipped to give this permission.
  • Parliament has shelved the draft law until an agreement is reached between Al-Azhar and Awqaf, which has so far failed to materialize. 
  • According to Hosni Hassan, media professor at Helwan University, the main purpose of the trainings is to ensure that the Friday sermons — delivered by imams of Awqaf — are efficient tools to spread the Egyptian state’s version of Islam and to persuade the public.
  • The state — represented by the Ministry of Religious Endowments — is paying close attention to Friday sermons and religious lessons in mosques so they can become tools of improving social and religious behavior
  • “The rate of extremist fatwas has declined since 2013 after the fall of the Muslim Brotherhood, after the group was designated as a terrorist organization and its sheikhs were arrested,”
  • The ministry announced in 2014 that only preachers licensed by the ministry were allowed to deliver the Friday sermons or teach religious classes in mosques.The ministry organizes a number of exams every year for those wishing to obtain such licenses. In 2015, a new law stipulated that unlicensed preachers who deliver the Friday sermons or teach religious courses in mosques shall be sentenced to imprisonment from three months to a year or pay a fine of 20,000-50,000 pounds ($1,238-3,097).
  • The Ministry of Religious Endowments also issued in 2016 a decision that the imams in the mosques deliver a unified Friday sermon.
Ed Webb

BBC NEWS | Europe | Turkish children drawn into Armenia row - 0 views

  • commissioned by the Turkish General Staff and distributed in recent months by the education ministry. It is an attempt to counter what Turkey calls "baseless" claims that Ottoman Turks committed genocide against the Armenians in 1915. The DVD was sent to all elementary schools with a note instructing teachers to show it to pupils and report back.
  • "They're promoting discrimination, branding certain people as 'others' and teaching children to do the same. My daughter will not be part of this enmity."
  • "We teach children who our enemies are and which countries tried to divide up our territory, but we don't teach them about the Armenians. "So I thought this film was good, and objective."
Michael Toler

Wizards Productions' Online Multiplayer Arabic Games Experiences Viral Growth - 0 views

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    With its current network of 4 Arabic games, Wizards Production has achieved healthy growth with over 30 million page views and 500,000 visits, according to Sohaib. The company used viral marketing methods to increase its members base, such as giving points to players ones they invite their friends. Might such games be useful in teaching upper level Arabic? Wizards Productions's games are all free, the revenue model is based on optional premium accounts and upgrades that the member can buy to progress faster in the game, members can do that through prepaid cards, credit cards and soon through SMS payments, as Sohaib told ArabCrunch. The startup plans to launch more games in coming future.
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    With its current network of 4 Arabic games, Wizards Production has achieved healthy growth with over 30 million page views and 500,000 visits, according to Sohaib. The company used viral marketing methods to increase its members base, such as giving points to players ones they invite their friends. Wizards Productions's games are all free, the revenue model is based on optional premium accounts and upgrades that the member can buy to progress faster in the game, members can do that through prepaid cards, credit cards and soon through SMS payments, as Sohaib told ArabCrunch. The startup plans to launch more games in coming future.
Ed Webb

Teaching Arabic to kids: How families are putting the fun back into reading | Middle Ea... - 0 views

  • There is no quicker way to suck all the fun out of reading than simultaneously translating each story page from formal Arabic into colloquial Arabic. 
  • Shendy translated some of her children’s favourite stories into colloquial Egyptian, painstakingly preserving the rhythm and rhyme. She then printed out her translations and glued them over the English in the book.
  • Marcia Lynx Qualey, a translator of Arabic children’s literature and co-founder of the World Kid Lit project, says that children's publishers are in a difficult position
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  • “They may want to publish books in a’amiya, but they also want to sell into as large a market as possible. This means being able to sell across borders, particularly into wealthier Gulf countries, but it also means selling to schools and libraries. Generally, it's only the books entirely in Fusha that are seen as ‘properly’ educational.”
  • "I had to read the story in Fusha in my head, each page, and then translate it into colloquial Arabic so that she understood the spoken Arabic words. It really bothered me. It didn't feel natural. It cut the flow for me and for her.” 
  • The couple set up a publishing house they named Ossass Stories (Ossass means "stories" in Levantine dialect), learning the trade from scratch and financing it themselves. Makhoul would work by day as a journalist and then research the publishing industry by night, drawing up cost analyses and searching for illustrators and distribution outlets. 
  • The problem with reading material for very young children learning Arabic is universal. But the lack of age-appropriate learning resources is felt more keenly by parents raising their children outside the region.
  • “If it's nursery rhymes and cartoons, and things like that, they’re all dubbed into Standard Arabic, it's very frustrating.”
  • “The problem is Standard Arabic isn't spoken anywhere.” Khalil says. “It's an ideological or theoretical standard. And so that's where linguistically the problems occur and pedagogically, as well. You're kind of creating artificial material and scenarios.”
  • I'm not saying we should do a'amiya [spoken Arabic] forever for everyone. I'm just saying for the little ones
Ed Webb

New Magazine Aims to Improve Education in the Arab World - Global - The Chronicle of Hi... - 0 views

  • On Wednesday, Mr. Khalil canceled a higher-education conference that was to launch the new online publication because of concerns about academic freedom in the United Arab Emirates, where the event was to be held this weekend. That step came less than a week after a similar move by the London School of Economics and Political Science, which canceled a conference it had planned in Dubai after Emirati authorities requested that a presentation on Bahrain, which is facing political upheaval, be dropped from the program. A scholar on Arab politics from the London institution who was to speak at the event was briefly detained at the Dubai airport and barred from entering the country
  • "We can't talk about upholding academic freedom and launch in Dubai. I don't think it sends the right message."
  • Al Fanar will start as planned on March 3. It is the first major project of the Alexandria Trust, the charity Mr. Khalil founded in 2012 to improve education in the Middle East and North Africa
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  • In addition to starting the magazine, the charity, which is based in London, is helping ministries of education in Arab nations work with top consultants to provide advice on teaching, the use of educational technology, and other topics. It also plans to translate some 5,000 textbooks into Arabic and make them available free online. The collection, Mr. Khalil said, contains the "seminal works" in economics, sociology, and 12 other academic disciplines. He estimates it will cost more than $50-million to obtain copyrights and translate the books.
  • The magazine will feature original articles by reporters in the region and aggregated content from other news media. Stories will be in both English and Arabic, and it will offer a biweekly electronic newsletter. In the future, Mr. Wheeler hopes the publication won't have to depend on grants and donations, but will survive largely on money earned from job and other advertisements.
  • I don't think a publication about higher education can really be neutral about academic freedom
Ed Webb

Despite Limits on Freedom, Foreign Campuses Retain Value, Speakers Say - Global - The C... - 0 views

  • Dubai, one of the seven principalities that make up the small, oil-rich United Arab Emirates, is a growing destination for students from the Middle East, India, and China, making it a logical host for the Going Global conference, said the British Council, the British government's cultural and educational arm and the event's organizer. But recently the Emirates have been better known as the site of an academic controversy.
  • countries of the Gulf Cooperation Council, of which the U.A.E. is a member, are at the "cutting edge" of efforts to internationalize higher education, and that holding the conference in Dubai "contributes to the sterling efforts being made in countries like the U.A.E. and Qatar to open their societies to international debates."
  • Foreign universities are guests in the United Arab Emirates and need to be "aware of the environment they're entering," said Warren Fox, executive director for higher education at the Knowledge and Human Development Authority, a Dubai government agency that accredits and regulates foreign higher-education institutions. "If universities decided they could only go to countries with the same cultural and political values, they wouldn't go abroad at all," said Mr. Fox. "And I think they should, because of the benefits to students and to universities."
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  • The United Arab Emirates is home to 37 international branch campuses, which serve its large expatriate population. The government of Abu Dhabi, part of the U.A.E., is also financing lavish new campuses for New York University and the Sorbonne.
  • universities here must also obtain security clearances to hire academics, organize conferences, and invite speakers. In the wake of the Arab Spring, authorities have tightened restrictions on freedom of expression and arrested nearly a hundred human-rights activists and Islamists they accuse of plotting to overthrow the state
  • Dubai International Academic City, a "free zone" that is home to dozens of foreign universities
  • our subject is engineering. We don't teach politics
Ed Webb

Israeli and Palestinian textbooks: Researchers have conducted a comprehensive study tha... - 0 views

  • “Dehumanizing and demonizing characterizations of the other were very rare in both Israeli and Palestinian books.” The research team found 20 extreme negative depictions in the Israeli state books, seven in the ultra-Orthodox books, and six in the Palestinian books. An example of this rare occurrence from an Israeli book: A passage saying that a ruined Arab village “had always been a nest of murderers.” And an example from a Palestinian book: “I was in ‘the slaughterhouse’ for 13 days,” referring to an Israeli interrogation center. This could be a lot worse, right?
  • 84 percent of the literature pieces in the Palestinian books portray Israelis and Jews negatively, 73 percent of the pieces in the ultra-Orthodox books portray Palestinians and Arabs negatively, and only 49 percent of the pieces in Israeli state schools do the same. In an Israeli state school text, a passage reads: “The Arab countries have accumulated weapons and ammunition and strengthened their armies to wage a total war against Israel.” In the ultra-Orthodox, it ratchets up: “Like a little lamb in a sea of 70 wolves is Israel among the Arab states.” In the Palestinian case: “The enemy turned to the deserted houses, looting and carrying off all they could from the village that had become grave upon grave.” These statements aren’t necessarily false, but they are just one-sided and fearful—and they are rarely balanced by anything sunnier
  • The research team found that 58 percent of Palestinian textbooks published after 1967 (the year in which Israel took control of the West Bank and East Jerusalem from Jordan, Gaza and Sinai from Egypt, and the Golan Heights from Syria) made no reference to Israel. Instead, they referred to the entire area between the Jordan River and the Mediterranean Sea as Palestine. In the Israeli state system, 65 percent of maps had no borders and made no mention of Palestine or the Palestinian Authority, while in the ultra-Orthodox system that number was a staggering 95 percent.
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  • One striking difference between the Israeli state books on the one hand, and the ultra-Orthodox and Palestinian books on the other, is their willingness to engage in self-criticism. For the Israelis, this is an evolution that began in the late 1990s, after many historians began to re-evaluate early Israeli history, and a left-wing member of the Knesset became education minister. Israeli state textbooks began to admit that some Palestinians left their land within Israel because they were expelled. And they began to make reference to the Arabic name for Israel’s War of Independence in 1948: the Naqba, or Catastrophe. They also began ask Israeli Jewish students how they would have felt about Zionism if they’d been in the place of the Palestinians. There is still far less of this in either the ultra-Orthodox or Palestinian books. For example, the Palestinian texts don’t deal in any significant way with the Holocaust or its relationship to the founding of Israel.
  • just how politicized the teaching of history and geography has become for Israelis and Palestinians—with both sides at times quite literally wiping each other off the map. Not that Israelis and Palestinians are alone on this score. Think of Cyprus, where for decades Greek and Turk Cypriotes did not consider themselves part of a single people, or Northern Ireland, where even the name used to describe the territory continues to be highly charged. (Is it a province? A state? A region?) The process of ending such misrepresentations, the authors of the study find, is therefore “exceedingly difficult and requires deliberate and courageous effort.” It also takes time.
  • Palestinian textbooks are still in their first generation
  • Sociologist Sammy Smooha of Haifa University, who conducts an annual survey of Arab and Jewish relations, says that the goal now should be to write textbooks that do more to expose each side to the other’s narrative. “You have to engage with the other side’s arguments in a serious manner and not just build up a straw man in order to break it.” Eyal Naveh, a professor of history at Tel Aviv University and the author of several textbooks for middle-school and high-school students, agrees. “If you ignore it, it’s as if it doesn’t exist,” he said.
  • a book called Side By Side that included a “dual narrative” of all major events in the region since 1917, through the Second Intifada in 2000. Naveh calls the book “a successful failure:” Though it had been lauded by the international press and continues to sell abroad, the book was banned by both the Israeli and Palestinian education ministries. Naveh now believes that getting such a textbook to become part of the Israeli and Palestinian curricula is “impossible.”
Ed Webb

Why Breaking the Silence is prime target for Israeli right - Al-Monitor: the Pulse of t... - 1 views

  • only the activists of one organization, Breaking the Silence, have the dubious honor of being labeled “traitors.” That organization, which has documented and published testimony by military veterans about human rights violations in the territories since 2004, draws more fire than all the other organizations put together.
  • There are those who explain that the reason this group of former soldiers has become the punching bag of the country stems from the fact that it is no longer limiting itself to activity within Israel’s borders. Not only does it publish reports in Hebrew, it translates them into English, gets funding from foreign organizations and individuals, and appears before foreign parliaments. To put it bluntly, many believe that dirty laundry should be washed at home. Not in the foreign media, not in the offices of the European Union in Brussels and not in testimony before an investigative panel of the UN Human Rights Committee. By the same logic, even if the average Israeli concedes that the occupation is a pollutant, he must put up with the smell. A good Israeli must shut the windows and keep the stench at home.
  • Unlike Netanyahu, Breaking the Silence is careful to publish information only after clearing it with military censors. Details that the censor bans from publication or those that are not verified do not see the light of day. The organization made it clear that the censor’s office had approved the publication of most of the testimony recorded by Ad Kan activists and aired on a Channel 2 television investigative report. It was this report that initially claimed that Breaking the Silence was gathering classified operational information unrelated to soldiers’ testimony about human rights violations.
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  • Breaking the Silence is being picked on for cynical political reasons. For Israeli Jews, there is no cow more sacred than the IDF. A clear majority, including this writer, served, are serving or will serve in the armed forces, just like their parents, children and even their grandchildren. When Defense Minister Lt. Gen.  (res.) Moshe Ya'alon declares that the members of Breaking the Silence are traitors, he means that they betrayed all Israelis. This is not an argument about occupation, ethics or Israel’s international standing. It's about our lives. Ya'alon was the commander-in-chief of the military, a respected authority on the matter.
  • The tacit conventional wisdom since the start of the so-called “knife intifada” is based on Talmudic teachings: “If a man comes to kill you, rise early and kill him first.” Or in common parlance, neutralize him first. Israeli politicians have called for people to do just this when confronted with a possible terrorist. There are even Jews who have already ascribed a broad interpretation to this order. Anyone coming to kill you, in their interpretation, may be a Jew willing to hand over territory to non-Jews. Assassin Yigal Amir, for instance, shot Prime Minister Yitzhak Rabin after rabbis and politicians incited against him and his peace policy. Netanyahu himself took part in a demonstration at which a Rabin cutout dressed in a Nazi SS uniform was held aloft. Today, in his dressing down of the organization, he is dressing Breaking the Silence in the uniform of a kapo.
  • “Patriots” who beat up Palestinians for kicks on city streets and set a bilingual school on fire have already started sending threats to Breaking the Silence activists and their families, including their elderly grandparents. If, God forbid, anyone is hurt, Netanyahu, Ya'alon and Yesh Atid Chairman Yair Lapid will rush to issue “sharp condemnations” of the criminals. They will surely not forget to attack those spreading incitement, but they might forget or ignore their own past contributions.
Ed Webb

Twitter's role in revolutionary Egypt - isolation or connection? - 25 January: Revoluti... - 1 views

  • Social media platforms provide a channel for citizens to report events on the ground in a faster way and without the editorial interference of newspapers’ managements and the state. It is the only completely free and independent outlet to spread information.
  • As long as we have a biased, censored media, which is not just in Egypt but any mainstream media, alternative outlets like Twitter and others will be the tools used by the people and activists to expose the truth.
  • The role will be that of support group, the way it always has been. It's where you get hope, where you know you have people...who share similar views, no matter what those views are, all over Egypt. In a society that is bound to be more isolationist due to fear, Twitter provides a safe mechanism to interact and meet like-minded others and find comfort in that. We will need all the comfort we can get.
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  • it is a consultation and consensus-building platform like no other
  • Twitter is more immune to infiltration and/or electronic committees of security apparatus; when someone from them replies to you he/she can't really reach out to others not following him/her, so it's very hard to create a false consensus or dominant opinion as with Facebook comments and the like.
  • The infrastructure of Twitter is only mildly conducive to exchange of ideas with people outside of our immediate list of friends; accessing strangers' ideas on a given topic is only a hashtag click away but how often do we do that click? It's more comfortable to only follow discussions among people we've pre-approved.
  • Since the first revolution we can say that we're seeing more Twitter-conversation than Twitter-organisation. But I predict we'll see more of a reversion to the organisation use at some point, as the battle with the enemies of democracy intensifies.
  • We need to market the revolution and in that we'll need to teach ourselves how to conduct a constructive Twitter conversation, one that doesn't end in people blocking each other.
  • at the end of the day it's a platform for youth who many times find no other alternative
  • It will continue to play an important role in citizen journalism as it has always done, and delivering independent media to counter the official one.
  • The revolution and its revolutionaries were badly portrayed and have been subjected to intensive campaigns of defamation, despite all the efforts on social media to provide another narrative and defy the propaganda.
  • especially after the start of the revolution, media outlets rely on Twitter to stay on top of events on the ground throughout the major cities in Egypt. In fact, almost all newspapers and TV channels will make daily references to news spread through Twitter one way or the other.
  • If many people join Twitter from different classes and groups to represent the Egyptian street, we can discuss for real what the Egyptian people in the street want.
Ed Webb

What Egypt Can Teach America - NYTimes.com - 5 views

  • Egypt is a reminder not to be suckered into the narrative that a place is stable because it is static.
  • New technologies have lubricated the mechanisms of revolt. Facebook and Twitter make it easier for dissidents to network. Mobile phones mean that government brutality is more likely to end up on YouTube, raising the costs of repression.
  • Maybe the most critical technology — and this is tough for a scribbler like myself to admit — is television. It was Arab satellite television broadcasts like those of Al Jazeera that broke the government monopoly on information in Egypt. Too often, Americans scorn Al Jazeera (and its English service is on few cable systems), but it played a greater role in promoting democracy in the Arab world than anything the United States did.
Ed Webb

Radio Kalima -Tunisie - Transparency Needed: The Media in Tunisia after the Revolution - 4 views

  • maintenance of the pre-revolutionary media landscape: No new TV station has been allowed. Just as no daily newspaper has emerged. New titles are edited by political parties and appear as weeklies, most of which incorporate the standard of the tabloid press. After a 9-days hunger strike by Radio Kalima’s manager, Omar Mistiri, twelve regional radios out of 74 candidates were finally selected in late June by the National Authority for Information and Communication Reform (INRIC), a temporary media advisory board. Now, the selected radios are waiting for the governmental permission. At the institutional level, the disappearance of the Communication Ministry does not lead, right now, to more media autonomy. Pre-revolutionary media managers are mainly the same: CEOs, Editors and Chairmen of Board moved from flattery of the ousted president and his system to a doubtful celebration of the “revolution”. In the state-owned media, the turnover of managers is conducted without any transparency just like under the dictatorship. Changes look more like a consequence of power balance between the different clans in the current government than a nascent process towards a democratic media system.
  • field reporting, which was longtime banned from or depreciated in the official media
  • The legal status of old private media, especially those belonging to the former president family, is still unclear. Some of them are under jurisdictional managers, but INRIC excluded them for the moment from any ethical obligations. Hannibal TV, owned by a relative to Leila Trabelsi, was involved in many ethical infringements to the Ethical Code like slandering or fake news, before and particularly after the revolution. Larbi Nasra, the Hanibal TV owner, seems to play a political role by receiving political leaders and airing many reports about his own charitable actions. Fethi Houidi, Information Minister under Ben Ali, is still Nessma TV’s CEO. Moez Sinaoui, former Nessma PR man, was nominated as the Interim Prime Minister’s spokesman
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  • media reform, like the reform of the police and justice, is not considered a major issue in the democratic transition. Right now, the debate about a media sector reform is polarized between the journalists (the journalists’ syndicate SNJT and some individual initiatives) and the government. Strangely, the question of the journalists’ “responsibility” is debated in the same words as before the revolution. The issue normally comes up when the story of journalists differs from the official version, especially when police and army are concerned.
  • the new law from February 2011, which regulates the establishment and function of the INRIC, is reminiscent of the one that established the High Council of Communication, the advisory body of the former president Ben Ali. There are “private” discussions between INRIC and the High Council of Political Reforms to propose new laws to regulate the media sector before the parliamentary elections. These discussions neither go along with public hearings nor are they reported by the media.
  • In the Press Institute, the unique academic institution for teaching journalism, a tiny reform was decided in April on a two-days meeting. None of the professional bodies or NGOs engaged in the fight for freedom of expression was involved in this reform.
  • the Tunisian Agency of External Communication (ATCE) that had managed the propaganda system outside of, but also inside Tunisia for the last 20 years
  • The fall of the sophisticated system of surveillance and censorship allowed a renewal of the blogosphere and news websites. Even the traditional media are trying to make their websites interactive or to create their electronic versions. Nevertheless, there is no significant shift in terms of production transparency and responsiveness. Critical articles about media often look more like reckoning between journalists than attempts to make media more accountable. In addition, the authoritarian temptation came back with the decision of the military court to ban four websites which were accused of offending the army.
  • Background: MA in Pre-Revolutionary Tunisia Under Ben Ali’s rule most broadcasters and newspapers were owned by one of Ben Ali’s relatives or remained close to the official political agenda either because of press freedom restrictions or for economic reasons. These structures had far reaching consequences for the formation of the journalistic field in general and media accountability practices in particular. Though media accountability recurred in the professional discourse, it did not develop a systematic opposition to the governmental discourse, which mainly focused on responsibility towards the regime. Institutions such as a media council (Conseil Supèrieur de la Communication, CSC) or a Journalists’ Association (Association des Journalists Tunesiens, AJT), that might have played a role in holding the media accountable to ALL media stakeholders, were co-opted by the regime. Yet, some initiatives online like boudourou.blogspot.com took the chance of the Internet as a slightly freer space to remind Tunisian media of their accountability towards the people, though with little impact due to hard Internet censorship and repression of cyber activists
Ed Webb

Israel's war on the Arabic language - AJE News - 1 views

  • A survey, publicised at a conference at Tel Aviv University in December, found that while 17 percent of Jewish citizens claimed to understand Arabic, that figure fell to just 1 percent when they were asked to read a book
  • those with a working knowledge of Arabic were mostly elderly Jewish immigrants born in Arab countries - a generation rapidly dying off
  • half of Israeli Jews with a western heritage wanted Arabic scrapped as an official language, while the figure rose even higher - to 60 percent - among Jews whose families originated from Arab countries
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  • Israel's Jewish schools barely teach Arabic, he observed, and students choosing it do so chiefly as a qualification for entering Israeli military intelligence.
  • When the head of Israel Railways was questioned in 2012 on why station stops were announced in Hebrew and English only, he replied that adding Arabic would "make the train ride noisy".
  • According to a survey, one in four Palestinian citizens struggle to read Hebrew. Farah, of Mossawa, noted that even when public bodies such as the transport ministry included Arabic, it was often so poorly translated from Hebrew that the information was unintelligible.
  • In February it was revealed that Tel Aviv University had barred Palestinian staff in its tuition department from speaking Arabic to students. The policy was reversed after threats of legal action.
  • Jewish and Palestinian parents in Jaffa staged a protest, accusing the Tel Aviv municipality of breaking promises to include Arabic signs and respect Muslim and Christian holidays at the city's first public bilingual school
  • Sawsan Zaher, a lawyer with Adalah, said the 2002 ruling had been a high point for recognition of Arabic in Israel, with the more liberal court of the time stating that it was vital to the dignity of the Palestinian minority that Arabic be used in public spaces in mixed cities. "In recent years Adalah has been very cautious about bringing more such cases to the courts," she told Al Jazeera. "Given the shift to the right in the intervening years, we are worried that the advances made in language rights then might be reversed by the current court."
Ed Webb

Journalism, Social Media and Packs & Cascades: Lessons from an Error | technosociology - 0 views

  • It’s not that we need social-media journalists, but beat journalists who know how to incorporate social-media as a key resource. Journalism schools need to classes which teach these skills, and news organizations have train people on them. Some of these skills echo those of traditional journalism, while others are novel ones. (How to detect sockpuppets (developing a “sockdar”), how to triungulate citizen reports, how to find conversations about a particular topic, etc., for example.)
  • Many tools are needed and someone needs to create them. I was happy to recently hear that Columbia school of journalism has five students majoring in journalism and computer science. May this model spread, and may developing new platforms for journalism also be seen properly as journalism–as it requires a proper understanding of the craft and process of journalism, not just how to code, to create these tools.
  • the importance of beat –I trusted Rasha’s reporting, for example, because she is a a fellow professor, social scientist and a colleague and I know her to be careful with facts. For me, it wasn’t about “oh, here’s a tweet” but more about “oh, here’s a person with a solid reputation.” This is no different than what traditional journalism does.
Ed Webb

Iraqi law recognizes Kurdish, other languages - Al-Monitor: the Pulse of the Middle East - 0 views

  • The law voted on by parliament a few weeks ago — eight years after the constitution entered into force — serves as a means to implement what is specified in the Constitution, without adding anything other than clarifications. For example, it notes that Turkmen, Assyrian or Armenian citizens have the right to ask the administration of the government school where their children study to provide the latter with lessons in their mother tongue.  In this respect, Iraq is following in the footsteps of developed countries that have realized the importance of teaching a person his or her mother tongue if they so desire. Lawmakers have confirmed the importance of spreading "linguistic awareness" and bringing the various components of the country closer together. Today, this is now an issue of law, budget and implementation, especially when it comes to the employees who should be appointed in official circles and schools so that this law can come into effect. [To truly implement the law], thousands of employees are needed. 
  • the law confirms — without directly mentioning it — the idea that was expressed in Article 3 of the Constitution: that Iraq is a country of many nationalities, religions and sects. This is one of the most important issues that the Iraq state has refused to recognize since its inception. In Iraq, there are languages that can be traced back to completely different linguistic families. These include Semitic languages, Indo-Iranian languages (from which Farsi and Kurdish originated), Altaic languages (from which Turkish languages originated), Indo-European languages (from which Armenian originated) and Caucasian languages (from which Circassian originated). There are also some Iraqis who speak languages that are Slavic in origin
  • in spite of the sacrifices made by Kurds in Iran, Turkey and Syria, the type of recognition achieved by Iraq's Kurds in January of 2013 still remains a dream
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    Among other things, this article gives a good sense of the writing style popularized by one of the leading Arabic dailies, Al Hayat.
Ed Webb

Hollywood blockbuster "Noah" faces ban in Arab World - News - Aswat Masriya - 0 views

  • Three Arab countries have banned the Hollywood film "Noah" on religious grounds even before its worldwide premiere and several others are expected to follow suit
  • Islam frowns upon representing holy figures in art and depictions of the Prophet Mohammad in European and North American media have repeatedly sparked deadly protests in Islamic countries over the last decade, fanning cultural tensions with the West. "Censors for Qatar, Bahrain and the UAE (United Arab Emirates) officially confirmed this week that the film will not release in their countries," a representative of Paramount Pictures, which produced the $125 million film starring Oscar-winners Russell Crowe and Anthony Hopkins, told Reuters
  • the studio expected a similar ban in Egypt, Jordan and Kuwait
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  • Noah, who in the Bible's Book of Genesis built the ark that saved his family and many pairs of animals from a great flood, is revered by Judaism, Christianity and Islam. An entire chapter in the Koran is devoted to him.
  • Cairo's Al-Azhar, the highest authority of Sunni Islam and a main centre of Islamic teaching for over a millennium, issued a fatwa, or religious injunction, against the film on Thursday. "Al-Azhar ... renews its objection to any act depicting the messengers and prophets of God and the companions of the Prophet (Mohammad), peace be upon him,"
  • Mel Gibson's 2004 film "The Passion of the Christ" on Jesus's crucifixion was widely screened in the Arab World, despite a flurry of objections by Muslim clerics. A 2012 Arab miniseries "Omar" on the exploits of a seventh century Muslim ruler and companion of the Prophet Mohammad also managed to defy clerics' objections and air on a Gulf-based satellite television channel.
Ed Webb

Egypt's Nubians refuse to allow heritage to fall through cracks of history - Al-Monitor... - 0 views

  • Nubian is the language of choice for Ibrahim, her children and her grandchildren. “Language is our life and the only legacy that remains of our ancestors. Preserving our language and teaching it to my children and grandchildren who never lived on their forbearers’ land became my main mission in life after our deportation, on my quest to safeguard and maintain our generational legacy. I always tell my grandchildren that losing our Nubian language would mean losing our identity and roots.”
  • What distinguishes Nubians is their organizational ability and keenness to coalesce into Nubian communities in the provinces and countries of their diaspora
  • Nubian songs continue to be the customary and most effective method by which Nubians preserve their language and music, traditionally sung to the beat of drums resembling, to a great extent, African music. Kabara said, “We use songs to preserve our linguistic legacy, particularly in light of the fact that Nubians retain their love for ancestral tunes, which they prefer over Arabic and Egyptian melodies, whereby Nubian songs are the most commonly heard during Nubian festivities and social events.”
Ed Webb

Israel's army and schools work hand in hand, say teachers - 0 views

  • officers from a military intelligence unit called Telem design much of the Arabic language curriculum
  • “The military are part and parcel of the education system. The goal of Arabic teaching is to educate the children to be useful components in the military system, to train them to become intelligence officers.”
  • “Militarism is in every aspect of our society, so it is not surprising it is prominent in schools too,” said Amit Shilo, an activist with New Profile, an organisation opposed to the influence of the army on Israeli public life.“We are taught violence is the first and best solution to every problem, and that it is the way to solve our conflict with our neighbours.”
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  • many fear that the situation will only get worse under the new education minister, Naftali Bennett, who heads Jewish Home, the settler movement’s far-right party
  • Nearly 300 schools have been encouraged to join an IDF-education ministry programme called “Path of Values”, whose official goal is to “strengthen the ties and cooperation between schools and the army”.
  • Mendel said Arabic was taught “without sentiment”, an aim established in the state’s earliest years.“The fear was that, if students had a good relationship with the language and saw Arabs as potential friends, they might cross over to the other side and they would be of no use to the Israeli security system. That was the reason the field of Arabic studies was made free of Arabs.”
  • Each school is now graded annually by the education ministry not only on its academic excellence but also on the draft rate among pupils and the percentages qualifying for elite units, especially in combat or intelligence roles.
  • Zeev Dagani, head teacher of a leading Tel Aviv school who opted out of the programme at its launch in 2010, faced death threats and was called before a parliamentary committee to explain his actions.
  • Adam Verete, a Jewish philosophy teacher at a school in Tivon, near Haifa, was sacked last year after he hosted a class debate on whether the IDF could justifiably claim to be the world’s most moral army.
  • Revital, an Arabic language teacher, said the army’s lesson plans were popular with pupils. “I don’t approve of them, but the students like them. They celebrate and laugh when they kill the terrorists.”Revital said she had been disciplined for speaking her mind in class and was now much more cautious.“You end up hesitating before saying anything that isn’t what everyone else is saying. I find myself hesitating a lot more than I did 20 years ago. There is a lot more fascism and racism around in the wider society,” she said.
  • “You have to watch yourself because the pupils are getting more nationalistic, more religious all the time. The society, the media and the education system are all moving to the right.”A 2010 survey found that 56 per cent of Jewish pupils believed their fellow Palestinian citizens should be stripped of the vote, and 21 per cent thought it was legitimate to call out “Death to the Arabs”.
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