Index

Hania Sobhy

doi:10.1017/9781108956031.011

Index

The prelims, bibliography and abstracts are not indexed. Page numbers in italic refer to a figure; page numbers followed by ‘n’ refer to a note.

Abdu, Muhammad, 148

active citizenship, 15–16, 142, 174n

administrators, school, 117–118

Al-Ayyam (Taha Hussein books), 139

Al-Fitna Al-Kubra (Taha Hussein book), 139

Al-Gakh, Hisham, 113–114, 226n, 228n

ALSSG (Arabic Language for Second Secondary General) (textbook), 139–140, 150

ALTSTIAS (Arabic Language for Third Secondary Technical for Industrial and Agricultural Specializations) (textbook), 135, 136n, 149–150

‘Alu Eih (song), 203n

Arab nationalism, 2, 39–41, 226

Arabic Language, 132–133, 139–140

examination essay questions, 151–153, 196–198

textbooks, 135–139, 136n, 139–140, 149–150, 152, 154, 199, 201

Arabic Language for First Secondary (textbook), 201

Arabic Language for Second Secondary General (ALSSG) (textbook), 139–140, 150

Arabic Language for Third Secondary Technical for Industrial and Agricultural Specializations (ALTSTIAS) (textbook), 135, 136n, 149–150

army, 28, 170, 187 see also pro-army songs; Supreme Council of the Armed Forces (SCAF)

attendance, student, 60–61, 66, 73–74, 191

austerity, 212–213

authoritarianism

in factories, 100

under Hosni Mubarak, 27–28

and nationalist rituals, 15–16

in schools, 1–2, 100, 108–109, 115, 229 see also repression

Azhar schools, 31, 35, 43–44, 44, 212n

Badr, Ahmad Zaki, 210–211

Bahaa Al-Din, Hussein Kamel, 42, 55

Bakathir, Ali Ahmad, 137

basic education, 31, 36, 62

beating, see violent punishment

belonging, 10, 15 see also national belonging

Bourdieu, Pierre, 5, 19–21, 101–102

boys, see male students

British colonial rule, 39, 147, 150–151

Cairo Trilogy, The (Naguib Mahfouz books), 138–139

cheating, 1–2, 60–63, 191–192

Christians (Copts), 11, 65, 70, 146–147

citizen action, 177–179

citizenship, 8–11

active, 15–16, 142, 174

enactment of, 227n

and gender, 126, 147–148

the Good Citizen, 141–142

imagined, see imagined citizenship

lived, see lived citizenship

Marshallian, 9n

and neoliberalism, 15–16, 142

school subjects most relevant to, 132–133

and schools, 10–21, 209, 229–230

and social class, 229–230

student discourse on, 183, 228

textbook discussion of, 175

see also national belonging

Civics, 132, 142

textbooks, 198 see also National Education

Civics for Second Secondary General (textbook), 198

civil society, 144–145

contestation

and permissiveness, 218

post-Revolution, 192

and repression, 218

and social differentiation, 218

by students, 107–108, 113–116, 192–195, 206–207

of violent punishment, 104–105 see also noncompliance

Coptic Christians, see Christians (Copts)

corporal punishment, see violent punishment

corruption, 24–25, 56, 170–171, 179–180, 186–187

cultural cultivation (tathhqif), 30–31

curriculum development, objectives of, 17n

disadvantaged schools, 4, 62–63, 71

discipline, 4, 13–14, 116–119, 220–223

domestic violent punishment, 90–91, 91n, 101, 103–104

dress codes, 119–123, 191

education

access to, 24

and austerity, 212–213

equity of, 12

and Hosni Mubarak, 39–41

inequality in outcomes of, 38n, 38

Islamization of, 30–41

and neoliberalism, 11–12, 11–12n

post-Revolution changes in, see post-Revolution changes: in education

privatization of, 11–12, 32, 55, 212–213 see also private tutoring

as a public good, 12

public spending on, 32–33, 189–190

purpose of, 208–209

quality of, 2, 12, 25, 32

rationale for neglect of, 228–229

returns from, 38

rural, 48–49, 57n, 103–104, 126n, 213n

system, 31–32

views of students on state of, 170–175, 213–214

views of teachers on Western intervention in, 180–181

Education 2.0 189–190

Egyptian-Japanese schools, 230

El-Sisi, Abdel Fattah, see Sisi, Abdel Fattah El-

emigration, 167–168

enlightenment (tanwir), 30–31

ethnographies, political, 6–8

examinations

assessment of, 62

cheating in, 1–2, 60–63, 191–192

essay questions in, 151–153, 196–198, 200

Foucauldian context, 221–222

invigilation of, 62

monitoring of, 152

exclusion, social, 183

experimental schools, 32, 40, 73, 85–96, 160n, 203

faculties of education, 34

female students

aspirations beyond school, 72, 113, 122–123

attendance, 61

contestation by, 107–108, 115–116

dress codes, 119–123, 191

enrollment in in-school tutoring, 58

exclusion from school activities, 42

liaisons with boys, 120

monitoring of, 107–108

and national belonging, 161–162

noncompliance by, 107–108, 112–113

political awareness of, 162n

punishment of, 86, 88–89, 97, 193–194

sensitivity to social norms, 161

sexual harassment of, 123–127, 124n, 126n, 127–128, 171–172

specialization in technical schools, 35

and stylish behaviour, 120–121

views on reputation of schools, 124n

violent punishment of, 88–89

femininity, 112–130

films, 165n

Foucault, Michel, 4, 13–14, 18, 20n, 100, 220–223, 221n

4Ps framework, 9–11, 9n, 166

freedom of expression, 195–196

Gakh, Hisham Al-, 113–114, 226, 228n

garbage, uncollected, 172–175, 177, 178–179n, 178–179

gender

and citizenship, 126, 147–148

and noncompliance, 112

and punishment of students, 86, 89, 97, 193–194

and schools, 120n see also femininity; masculinity

general schools, 35, 48, 65–73

cheating in examinations in, 192

contestation in, 116

enrollment in, 31n, 35, 44, 212n

hierarchical clientelism in, 105–106

in-school tutoring in, 66–67

means of control in, 100

monitoring of female students, 119–122

morning assembly (tabur) in, 159–160, 203–204

national belonging among students, 161–162

noncompliance in, 115–116

private tutoring in, 65–73, 80–81, 213

punishment in, 87–96, 193–194

Religious Education lessons in, 175–176

religious seminars in, 205

security concerns at, 171–172

sexual harassment of female students, 123, 125–127

student attendance, 66

teaching methods, 68–69

violent punishment in, 87–96

General Secondary Certificate (thanawiya ‘amma), 36, 65–66, 151–152, 214

general secondary education, 31, 36

general secondary schools, see general schools

girls, see female students

Global North, 12n, 83–85, 183, 218

Global South, 6–8, 86–87, 124–125, 183, 219–220

globalization, 145

Good Citizen, the, 141–142

governance, 207, 229

and the Global South, 220

and neoliberalism, 218–219

permissive-repressive, see permissive-repressive governance

in schools, 111–130

HGSC (History for the General Secondary Certificate) (textbook), 139–140, 150–151

higher education

access to, 35, 49, 65–66, 71–72

public spending on, 33

views of students on, 72

History

examination essay questions, 200

textbooks, 139–141, 146n, 150–151, 154, 198–200, 202

History for the General Secondary Certificate (HGSC) (textbook), 139–140, 150–151

History for Third Secondary (Literature Specializations) (textbook), 199–200, 202

humiliation, 92, 170, 215–216

Hussein, Taha, 139

I the Egyptian (National Education for First Secondary) (textbook), 200–201

illiteracy, 32, 212–213

imagined citizenship, 6, 9–10, 209

and regime legitimation, 225

and schools, 15–18, 223

and students, 172–173

and textbooks, 153, 207

in-school tutoring

enrollment of students in, 58, 64

fees, 58n

in general schools, 66–67

and inequality, 63–64

“special groups” variant, 58n

in technical schools, 58–79

views of students on, 59–61

see also private tutoring

inequality, 168

and British colonial rule, 150–151

in education outcomes, 38, 38n

and globalization, 145

and in-school tutoring, 63–64

and national belonging, 164

and nonadherence to Islam, 140

and private tutoring, 79–80

religious, 146–147

among teachers, 64–82

and wages, 27–34

informal economy, 25–26, 64, 80–81, 167

informal employment, 25–26, 64, 80–81, 167

informal neighborhoods, 25, 47, 47–49

informal privatization of education, see privatization of education

informality, 25–27, 90, 113–117 see also informal economy; informal employment; informal neighborhoods; privatization of education

Intellectual Security Clubs, 2, 203, 205

international schools, 32, 43, 79–80, 212n

internet, 17–18, 27, 180 see also social media

Islam

impact on inequality of nonadherence to, 140

jurisprudence (shar’), 94–95

moral interpretations of, 180

sharia, 29, 197

symbolism in schools, 156–157, 157

textbook discussion of, 134, 139, 143, 146

see also Islamism; Islamization

Islamic Religious Education, see Religious Education

Islamism, 29n

and Anwar Sadat, 40

citizen action interpreted in relation to, 177–179

as distraction from declining role of the state, 115–130

and Hosni Mubarak, 30

interpretation in Religious Education lessons, 175–177

and negative perceptions of students, 158–179

neoliberal, 175

in student discourse, 172–175, 227

and views of teachers on Western intervention in education, 181–182

Islamization

of education, 30–41

of nationalist discourse, 29–30

of schools, 41–42

of textbooks, 131–132, 197

Israel, 41, 134, 180–181, 223–224

Japan

primary schools in, 208–209 see also Egyptian-Japanese schools

Juha (Hisham Al-Gakh poem), 113–114, 226

Kamel, Mustafa, 135

Khaled, Amr, 30

Kifah Tiba (Naguib Mahfouz book), 138

late Mubarak era, 24–28, 133, 142, 179, 210–211

legal rights, 8, 170, 172

lived citizenship, 6, 8–9, 209

and national belonging, 165–172

and schools, 11–15

and social differentiation, 211

student discourse on, 182

and students, 165–172

and teachers, 182

Mahfouz, Naguib, 138–139

male students

attendance, 60–61, 66

contestation by, 114–115

dress codes, 123

enrollment in in-school tutoring, 58, 64

harassment of female students, 125

and informal employment, 64, 80–81, 167

and national belonging, 162, 162n

noncompliance by, 112, 114–115, 160

political awareness of, 162n

specialization in technical schools, 35

views on

modesty of female students, 124

morning assembly (tabur), 160

violence by, 101, 116, 194, 214n

violent punishment of, 1, 86, 88, 93–94, 97, 127–129, 193–194

marketization of education, see privatization of education

Marshall, T. H., 9–10n

masculinity, 102n, 102–103, 112–130, 227

materialism, 173–174

media, 17–18, 27, 172, 180, 193, 225–228 see also films; newspapers; television

migration, 167–168

Mikamilin (Hisham Al-Gakh poem), 228n

minimum wage, 186–189

Ministry of Education (MOE)

and dress codes, 120

and examination essay questions, 200

Intellectual Security Clubs, 2, 203, 205

monitoring of examinations, 152

monitoring of schools, 32, 59–63, 118, 195

objectives of curriculum development, 17n

promotion of active citizenship, 142

regulations regarding punishment of students, 85, 193

and textbook development, 15, 153–154, 198–200

textbook discussion of, 144

Ministry of Religious Endowments, 205

mixed schools, 108–123

MOE, see Ministry of Education (MOE)

morning assembly (tabur), 16, 42, 157–161, 203–204, 206, 224–225

Morsi, Mohamad, 186–187, 197, 199–200

Mubarak, Gamal, 24, 55, 133, 149, 187

Mubarak, Hosni

authoritarianism under, 27–28

and education, 39–41

and Islamism, 30

and the Islamization of schools, 41

last decade of rule, 24–28, 133, 142, 179, 210–211

photograph displayed in schools, 156

policies during early rule, 23–24, 29

removal from office, 27, 185

textbook discussion of, 134–135, 143–144, 147

views of students on, 171

Muslim Brotherhood

changes to textbooks under, 197–198

demonization of, 187

political activity of, 41, 47, 185–186

student membership of, 205

textbook discussion of, 199

views of teachers on, 205

narratives, official, 223–226

and nationalist rituals, 16, 224–225

and student discourse, 223

subversion by teachers, 155

and textbooks, 15–16, 223–224

Nasser, Gamal Abdel, 23, 28–30, 39, 202

national belonging, 17, 161–165

and cultural activities, 158

and inequality, 164

and lived citizenship, 165–172

and schools, 209, 222–223, 230

and social exclusion, 183

student discourse on, 182–183, 226–228

and students, 162–172n, 162–172, 203, 205–207, 226–228

and teachers, 164

and textbooks, 133–136

views of students on, 161–162, 164–165, 168–169 see also citizenship; nationalist rituals

national character, 208

national consciousness, 183

National Democratic Party (NDP), 24, 133, 149

National Education, 132

teaching of, 154–155

textbooks, 133–135, 141–145, 147–149, 154, 200–202

see also Civics

National Education for First Secondary (I the Egyptian) (textbook), 200–201

National Education for First Secondary General (NEFSG) (textbook), 148

National Education for First Secondary Technical (NEFST) (textbook), 133–135, 141–145, 147

National Education for the General Secondary Certificate (NEGSC) (textbook), 148–149

National Education for Third Secondary (textbook), 201–202

national identity, 10, 132–133

national institutes, 45n, 211n

nationalist discourse, Islamization of, 29–30

nationalist rituals

and authoritarianism, 15–16

and official narratives, 16, 224–225

performance of, 5, 181–182 see also morning assembly (tabur); national belonging

nationalist symbolism, 156–157

NDP (National Democratic Party), 24, 133, 149

NEFSG (National Education for First Secondary General) (textbook), 148

NEFST (National Education for First Secondary Technical) (textbook), 133–135, 141–145, 147

NEGSC (National Education for the General Secondary Certificate) (textbook), 148–149

neoliberalism, 218–220

and citizenship, 15–16, 142

and education, 11–12n, 11–12

and governance, 218

permissive-repressive, 3–4, 211, 219–220, 229

in student discourse, 172–173

“New Thought” (National Democratic Party initiative), 24, 133, 149

newspapers, 27, 152, 161–172

noncompliance

causes of, 110–111

and gender, 112

by students, 107–108, 110–116, 160–161 see also contestation

nursery schools, 103–104

parenting, 99–100, 129

parents, 38, 63, 90–91, 91n, 92

permissive-repressive governance, 5, 81–82

in schools, 211, 217–218, 222, 225, 229

permissive-repressive neoliberalism, 3–4, 211, 219–220, 229

permissiveness, 129

and contestation, 218

in schools, 60–80, 113, 129–130, 213–218

of students, 213

of teachers, 59–81, 213 see also corruption; informality; permissive-repressive governance; permissive-repressive neoliberalism

police

increasing power of, 219–220

repression by, 28, 100, 170

responses to

political protests, 172, 187, 195n, 211n

reports of sexual harassment, 124, 127

reports of violent punishment, 93

political ethnographies, 6–8

pornography, 180

post-Revolution changes, 185–188

contestation, 192

in education, 188–207

private tutoring, 190–191n, 190–191

textbooks, 196–202, 207

views of students on, 190–191, 193

views of teachers on, 190–191, 194–196

poverty, 167n, 168, 186

preparatory education, 31

preparatory schools

enrollment in, 32n

noncompliance and contestation in, 116

punishment in, 96

violent punishment in, 88, 96, 193

primary education, 31

primary schools, 203

enrollment in, 32n

in Japan, 208–209

violent punishment in, 88, 193n

principals, 62, 67, 90–96, 106n, 117–118, 159, 162–163, 167, 180

private general secondary schools, see private schools

private schools, 31–32, 73–79

contestation in, 194–195

enrollment in, 31, 35, 44, 212n

language of instruction in, 32, 74n, 212n

monitoring of female students, 108–122

morning assembly (tabur) in, 159, 205–206

private tutoring in, 67–68, 73–79, 73–79n, 81, 213

punishment in, 96–98

student attendance, 73–74

teaching methods, 74

private tutoring, 12, 32, 55–57, 218

advertisements for, 49, 77, 177

enrollment in, 56

and inequality, 79–80

post-Revolution changes in, 190–191n, 190–191

in secondary schools, 79–82, 212–213

general, 65–73, 80–81, 213

private, 67–68, 73–79, 73–79n, 81, 213

technical, 57–80, 213

spending on, 56–57, 56–57n

and teachers, 81–82

views of students on, 79, 81–82

see also in-school tutoring

private tutoring centers, 42, 58, 66, 68, 73, 76–77

privatization, informal, see privatization of education

privatization of education, 11–12, 32, 55, 212–213 see also private tutoring,

pro-army songs, 2, 203–205 see also army

protests, 27, 38, 172, 187–188, 192, 195n, 211n

public safety, 171

public schools, see general schools; technical schools

public spending on education, 32–33, 189–190

punishment

role in schools, 13

of students, 13

in experimental schools, 85–96

female, 86, 88–89, 97, 193–194

and gender, 86, 89, 97, 193–194

in general schools, 87–96, 193–194

in preparatory schools, 96

in private schools, 96–98

regulations regarding, 85, 193

and social class, 89–90

in technical schools, 63, 87–96, 159

of teachers, 94, 118

see also violent punishment

regime legitimation, 4–5, 132, 187–188, 225

religious (Azhar) schools, 31, 35, 43–44, 44, 212n

Religious Education

lessons, 175–176

textbooks, 146, 148, 154

religious inequality, 146–147

religious seminars, 205

repression

and contestation, 218

police, 28, 100, 170

in schools, 215–218

state, 27–28, 100, 187, 195–196

research methodology (current study), 52–54

analysis of textbooks, 52–54

limitations of, 49–52, 51n

schools visited, 44–45, 47–48, 47–49, 52, 60, 157, 177

Revolution, the (2011 uprising), 185 see also post-Revolution changes

rights, legal, 8, 170, 172

Rule of Law Index, 187n, 214n

rural education, 48–49, 57n, 103–104, 126n, 213n

Sadat, Anwar, 23, 29–30, 39–41, 140

Salafism, 30, 52, 185, 197, 199

SCAF, see Supreme Council of the Armed Forces (SCAF)

school administrators, 117–118

school subjects

most relevant to national identity and citizenship, 132–133 see also Arabic Language; Civics; History; National Education; Religious Education

school supervisors, 118–119, 152

schools

authoritarianism in, 1–2, 100, 108–109, 115, 229

and belonging, 10

and citizenship, 10–21, 209, 229–230

cultural activities in, 158

and discipline, 4, 13–14, 116–119, 220–223

and the functions of the state, 6

and gender, 120n

governance in, 111–130

and imagined citizenship, 15–18, 223

Islamic symbolism in, 156–157, 157

Islamization of, 41–42

and lived citizenship, 11–15

monitoring of, 30–43, 59–63, 118–119, 195

and national belonging, 209, 222–223, 230

nationalist symbolism in, 156–157

permissive-repressive governance in, 211, 217–218, 222, 225, 229

permissiveness in, 60–80, 113, 129–130, 213–218

political role of, 2–11

and the production of neoliberal citizens, 4

and regime legitimation, 4–5

repression in, 215–218

role of punishment in, 13

and social class, 99–100

social differentiation in, 218

social stratification in, 19

subjectivation in, 18–21

visited (current study), 44–45, 47–48, 47–49, 52, 60, 157, 177

secondary education, 31, 34–38, 228n

secondary schools

enrollment in, 35, 44, 212n

private tutoring in, 79–82, 212–213

violent punishment in, 88n, 193n

sexual harassment of female students, 123–127, 124n, 126n, 127–128, 171–172

shar’ (Islamic jurisprudence), 94–95

sharia, 29, 197

Sisi, Abdel Fattah El-, 186, 200

changes to textbooks under, 198–202

policies, 186–188

views on national character and purpose of education, 208–209

social class

and citizenship, 229–230

and corruption, 180

and humiliation, 170

and noncompliance, 111–113

and parenting, 99–100

and punishment, 89–90

and schools, 99–100

and students, 99–100

and teachers, 101

and violent punishment, 98–99, 101

social differentiation, 211, 216–218 see also social stratification

social exclusion, 183

social media, 17–18, 172, 193

social stratification, 19 see also social differentiation

socialism, state, 2, 39

state, the

declining role of, 129–130

functions of, 6

and masculinity, 102

and violence, 100

state repression, 27–28, 100, 187, 195–196

state security, 27, 30–43, 152–153, 196, 203

state socialism, 2, 39

strikes, 27, 38, 188

student discourse, 226

on citizenship, 183, 228

on conscientiousness of teachers, 64–81

impact of regime legitimation on, 5

Islamism in, 172–175, 227

on lived citizenship, 182

on national belonging, 182–183, 226–228

on national consciousness, 183

on negative perceptions of students, 179

neoliberalism in, 172–173

and official narratives, 223

on social exclusion, 183 see also students: views on

students

access to legal rights, 170

and active citizenship, 174

attendance, 60–61, 66, 73–74, 191

coercion by teachers, 57–80, 191

contestation by, 107–108, 113–116, 192–195, 206–207

expression of dissent in examination answers, 152

humiliation of, 92, 170, 215–216

and imagined citizenship, 172–173

and lived citizenship, 165–172

materialism in, 173–174

membership of Muslim Brotherhood, 205

morality of, 180

and national belonging, 161–172n, 161–172, 203, 205–207, 226–228

negative perceptions of, 179

noncompliance by, 107–108, 110–116, 160–161

permissiveness of, 213

political awareness of, 161, 162n, 206–207

protests by, 38, 172, 192

punishment of, see punishment: of students

responses to Religious Education lessons, 176–177

and social class, 99–100

and social exclusion, 183

specialization in technical schools, 35–46

submissiveness of, 110–111

views on

corruption, 170–171

higher education, 72

Hosni Mubarak, 171

in-school tutoring, 59–61

migration, 167

morning assembly (tabur), 160–161, 204

national belonging, 161–162, 164–165, 168–169

obtaining work, 62

post-Revolution changes in education, 190–191, 193

poverty and inequality, 168

private tutoring, 79, 81–82

pro-army songs, 205

state of education, 170–175, 213–214

unemployment, 166–167

violent punishment, 90, 194

see also student discourse

violence by, 101, 111, 116, 194, 214n

violent punishment of, see violent punishment: of students see also female students; male students

subjectivation, 18–21

subjects, school, see school subjects

submissiveness, 110–111n, 110–111

supervisors, school, 118–119, 152

Supreme Council of the Armed Forces (SCAF), 185–187, 196–197, 199 see also army

tabur (morning assembly), 16, 42, 157–161, 203–204, 206, 224–225

tanwir (enlightenment), 30–31

tathhqif (cultural cultivation), 30–31

teachers

absenteeism, 59–81

assessment of, 118

Christian, 65, 70

coercion of parents, 63

coercion of students, 57–80, 191

conscientious, 64–81, 98n, 98, 104–105

dissatisfaction of, 34

empathetic, 95–96

female, 34, 64–65, 82, 217

inequality among, 64–82

and lived citizenship, 182

male, 102–103

monitoring of, 42–43, 118, 152–153, 203

and national belonging, 164

permissiveness of, 59–81, 213

preparation for supervisor visits, 118

and private tutoring, 81–82

protests by, 38, 188

punishment of, 94, 118

punishment of students by, see punishment: of students

qualifications, 65

responses to

contestation by students, 115, 192–193

sexual harassment of female students, 123, 125–127

uncollected garbage near school, 178–179

shirking by, 60–81

shortages of, 36n, 55, 158, 189

and social class, 101

status of, 34

strikes by, 38, 188

subversion of official narratives by, 155

training, 34, 36n

verbal abuse by, 87–88

views on

materialism in students, 173–174

migration, 167

morality of students, 180

morning assembly (tabur), 159–173, 203, 206

Muslim Brotherhood, 205

national belonging of students, 162–164, 203, 207

post-Revolution changes in education, 190–191, 194–196

pro-army songs, 205

unemployment, 167

Western intervention in education, 180–181

violence against, 101, 116, 194

violence by, 111

and violent punishment, 102, 193–194

wages of, 33n, 33–34, 74–75, 188–189, 188–189n, 189n

Teachers Cadre system, 33, 38, 46, 75, 188n

teaching methods, 36–37, 57–58, 68–69, 74

technical institutes, 35

technical schools, 35–36, 49, 57–65, 60, 157, 177

enrollment in, 35, 44, 212n

in-school tutoring in, 58–79

monitoring of female students, 119, 121–122

morning assembly (tabur) in, 159, 204

noncompliance and contestation in, 114–116

private tutoring in, 57–80, 213

punishment in, 63, 87–96, 159

resources in, 57, 62

specialization of students in, 35–46

student attendance, 60–61

teaching methods, 57–58

violent punishment in, 1, 63, 87–96

Technical Secondary Certificate, 65

technical secondary education, 31, 35–36

technical secondary schools, see technical schools

television, 17–18, 27, 165n, 172

textbooks, 131–155, 146n

analysis of (current study), 52–54

Arabic Language, 135–139, 136n, 139–140, 149–150, 152, 154, 199, 201

authorship committees, 153–154

censorship, 2

changes under Muslim Brotherhood, 197–198

Civics, 198

History, 139–141, 146n, 150–151, 154, 198–200, 202

and imagined citizenship, 153, 207

Islamization of, 131–132, 197

limitations and perceptions of, 153–154

during Mubarak era, 39–41

during Nasser era, 39, 202

and national belonging, 133–136

National Education, 133–135, 141–145, 147–149, 154, 200–202

and official narratives, 15–16, 223–224

post-Revolution changes to, 196–202, 207

and regime legitimation, 4, 132

Religious Education, 146, 148, 154

role of Ministry of Education (MOE) in development, 15, 153–154, 198–200

during Sadat era, 39–40

during Sisi era, 198–202

for subjects most relevant to national identity and citizenship, 132–133

teaching context, 153–155

thanawiya ‘amma (General Secondary Certificate), 36, 65–66, 151–152, 214

Thanawiya ‘Amma (song), 79–80

Tislam al-Ayadi (song), 204n

tutoring, see in-school tutoring; private tutoring

tutoring centers, 42, 58, 66, 68, 73, 76–77

2011 uprising, see Revolution, the (2011 uprising)

unemployment, 26–34, 26–34n, 166–167, 186

universities

faculties of education, 34

quality of education in, 79, 169–170 see also higher education

Uqba bin Nafi’ (book), 138, 199

violence, 13

and the state, 100

by students, 101, 111, 116, 194, 214n

against teachers, 101, 116, 194

by teachers, 111, see also violent punishment

violent punishment

contestation of, 104–105

definition of, 86n

domestic, 90–91, 91n, 101, 103–104

police responses to reports of, 93

of students, 83–87, 100–101, 109–110, 193–194, 215–216

effectiveness of, 114

female, 88–89

in general schools, 87–96

and Islamic jurisprudence (shar’), 94–95

male, 1, 86, 88, 93–94, 97, 127–129, 193–194

and masculinity, 102, 128–129

in nursery schools, 103–104

in preparatory schools, 88, 96, 193

in primary schools, 88, 193n

reasons for resorting to, 85, 117

in secondary schools, 88n, 193n

and social class, 98–99, 101

and social differentiation, 217–218

in technical schools, 1, 63, 87–96

and teachers, 102, 193–194

views of students on, 90, 194

Wa Islamah (Ali Ahmad Bakathir book), 137–138

wages, 187

and inequality, 27–34

minimum wage, 186–189

of teachers, 33n, 33–34, 74–75, 188–189n, 188–189, 189n

women

sexual harassment of, 123–124

in teaching, 34, 64–65, 82, 217

and unemployment, 26, 26n, 166 see also female students

young people

and unemployment, 26–34, 26n, 166–167, 186 see also students

Zaghloul, Saad, 135

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