What’s disturbing about power? Reflections on teaching
US-Arab encounters in the Middle East
Khadija El Alaoui, Maura Pilotti
ARTICLE ANALYSIS
US-Arab encounters in the Middle East
Khadija El Alaoui, Maura Pilotti
ARTICLE ANALYSIS
ABSTRACT
Culturally Relevant Pedagogy (CRP) is an approach that integrates students' cultural backgrounds with academic achievement, cultural awareness, and sociopolitical consciousness. This model is particularly utilized in regions where historically marginalized communities exist, fostering learning environments that promote social justice and inclusivity. CRP requires educators to be sensitive to students' social, cultural, and historical contexts, supporting teacher-centered, critically informed, and holistic teaching practices. In regions like the Middle East, where conflict and violence prevail, this approach enables students to better navigate social, political, and emotional challenges. CRP not only provides cultural sensitivity but also addresses complex issues such as historical trauma and systemic violence. The applicability of CRP should extend beyond pedagogical boundaries; it should be supported by a decolonized approach to education, offering students a more inclusive, transformative, and ethical educational experience.
Keywords: Culturally Relevant Pedagogy (CRP), Cultural Background, Academic Achievement, Cultural Awareness, Sociopolitical Consciousness, Marginalized Communities
1.Entrance:
The narrative foregrounds the tension between the educator’s cultural identity and her academic orientation. the challenges faced by an educator of Arab descent who, despite sharing cultural and historical ties with her Middle Eastern students, grapples with the Eurocentric foundation of her academic training. This educator questions her ability to create culturally relevant pedagogies for her students in a region marked by violence, oppression, and global disregard for human suffering. Her experience is contextualized within the broader issues of local, regional, and international injustices, particularly referencing the US invasion of Iraq in 2003 and its aftermath.
The paper seeks to explore the application of Culturally Relevant/Responsive Pedagogy (CRP) as conceptualized by Ladson-Billings (2014) to a US-based curriculum in the Middle East. CRP is highlighted as a framework that acknowledges and leverages students' cultural backgrounds to enhance learning outcomes. The text underscores its potential to address inequities by making education more inclusive and relevant, particularly in regions marked by historical trauma and systemic violence. It examines the benefits and limitations of CRP, drawing from the educator's reflections and teaching experiences. Despite its promises, the text acknowledges that CRP has inherent limitations. The educator's heartfelt efforts to implement CRP principles reveal gaps in addressing the unique sociopolitical and emotional landscapes of students in conflict zones like the Middle East. The discussion emphasizes both the transformative potential of CRP and its challenges, situates the educator’s dilemma within broader global dynamics, such as the lack of accountability for international powers in the region. This backdrop complicates the application of CRP, as the pedagogy must contend not only with cultural relevance but also with the harsh realities of violence and loss. proposing possible solutions to overcome the difficulties of implementing such pedagogies in complex sociopolitical contexts. This may involve integrating hermeneutics that celebrate resilience and human rights while addressing the ongoing trauma and systemic inequalities faced by the students. In conclusion, the text emphasizes the complexity of teaching in the Middle East, where globalized educational models may fail to address local realities.
His texts outline Culturally Relevant Pedagogy (CRP), a teaching framework designed to connect students' cultural backgrounds with their academic success, cultural awareness, and sociopolitical consciousness. CRP emphasizes educators' roles in appreciating students’ cultural assets, fostering intellectual growth, and encouraging critical engagement with real-world issues. Ladson-Billings (2014) identifies three key goals of CRP, academic success, cultural competence, and sociopolitical awareness, address both individual and societal dimensions of education. These goals align well with regions impacted by colonial legacies and ongoing geopolitical struggles, as they encourage students to become active, informed participants in their communities and the broader global landscape. CRP challenges traditional education models that prioritize assimilation or deficit-based perspectives. Instead, it promotes inclusive, context-sensitive teaching methods that connect learning to students' lived experiences and their communities. The framework calls for revising curricula, teaching practices, and student support systems to ensure inclusivity and critical engagement
2.Method:
CRP does not evaluate traditional educational models through perspectives of assimilation or inadequacy. Instead, it promotes learning methods that are connected to students' lived experiences and their communities. This approach involves a re-examination of the curriculum, teaching practices, and student support systems.
The study employs a case study methodology to investigate student-teacher interactions. Data were collected through a diary, anonymized and coded according to thematic analysis guidelines. Key themes analyzed were, Students' reactions to curriculum content. Teacher's responses and self-reflections. The interpretation of student behavior requires contextual clarity. The instructor's reflections reveal the complexities of navigating transnational, socio-political dynamics in education. Data collection adhered to U.S. ethical research guidelines, ensuring student anonymity and protection.
3.Sampling:
CRP does not evaluate traditional educational models through perspectives of assimilation or inadequacy. Instead, it promotes learning methods that are connected to students' lived experiences and their communities. This approach involves a re-examination of the curriculum, teaching practices, and student support systems.
4.Measuring Tools Used:
CRP guides students through a critical perspective on generalized narratives, employing transnational and interdisciplinary approaches. In this process, an understanding is provided that includes the voices of historically marginalized groups.
In the case study discussed, students actively engaged with the study materials and demonstrated the ability to independently analyze and exchange ideas. This engagement was deeply rooted in understanding power dynamics, moving beyond the mere reproduction of dominant cultural narratives. Instead, students began to challenge knowledge by connecting events and interpretations to the broader social, political, and economic structures that sustain injustice.
5. Data Collection and Analysis:
CRP is a transformative pedagogical approach that bridges cultural understanding and critical consciousness, making it highly relevant in contexts like the Middle East. While its implementation faces obstacles, especially in regions affected by imperialism and systemic inequalities, it holds the potential to empower students and educators to challenge dominant paradigms and embrace a more inclusive, critical, and culturally responsive model of education.
Encouraged critical thinking about dominant cultures, colonial narratives, and marginalized communities. Focused on students’ knowledge, experiences, and expressive modes. Used diary-based reflections to document student responses and teaching strategies.
As the class approached the end of the term, students engaged with texts highlighting the criminal aspects of nation-building, particularly focusing on the Gulf War of 2003. The main texts included Fouad Ajami’s (2002) article and Chalmers Johnson’s (2008) talk on US militarism. The students, especially Arab students, strongly opposed Ajami’s views, seeing him as an apologist for imperialism. The teacher introduced Adam Shatz’s article “The Native Informant: Fouad Ajami is the Pentagon’s Favorite Arab“ (2003), prompting students to analyze Ajami’s influence.
The call for complementing CRP with decolonizing education is crucial. Decolonizing education seeks to reimagine a future where life is lived with dignity, embracing ontological and epistemic diversity—a pluriverses. The narrative poignantly reflects on the instructor’s past experiences with violence and hopelessness, drawing a parallel to the current crises in Gaza. Despite the despair brought on by such catastrophes, there lies the potential for constructive change through continued efforts toward justice and education that respects all forms of knowledge.
Ultimately, CRP, when integrated with decolonial approaches, fosters transformative learning environments where students are equipped to challenge oppression and advocate for social justice, fostering a more inclusive and equitable education system.
6. Findings and Discussion:
The pedagogy is particularly significant in contexts like the Middle East, where students often confront the global influence of the Global North in education and daily life. These encounters can evoke mixed emotions of fascination and trauma due to the region’s historical and ongoing struggles with imperialism, exploitation, and cultural domination. CRP enables students to critique these dynamics through transnational and transdisciplinary methodologies, encouraging them to challenge dominant narratives and embrace counter-narratives. The text also highlights the pedagogical responsibilities in teaching about the influence of the Global North in courses like culture, politics, and history. Such instruction should, Present power structures as human constructs rather than inevitable truths. Critically examine nationalist and imperialist narratives. Incorporate the voices of marginalized groups to offer a holistic understanding of global interactions.
The research examines the application of Culturally Relevant Pedagogy (CRP) in a seminar taught by an Arab descent, foreign-educated instructor. The course, focusing on politics, culture, and the U.S. in the Middle East and North Africa (MENA) through historical lenses, was held at a Levantine higher education institution using a U.S.-style curriculum. The instructor employed CRP principles, emphasizing cultural diversity, equity, holistic education, and meaningful teacher-student relationships. Key aspects of the research include Diversity as an asset. Equity and high expectations. Tailored instructional practices. Holistic understanding of students as individuals and cultural beings. Strong, supportive teacher-student relationships.
This research demonstrates CRP's applicability in a challenging educational context marked by historical and socio-political tensions. The instructor effectively integrates CRP's core values, emphasizing diversity, equity, and holistic teaching approaches tailored to students’ cultural and intellectual backgrounds. The seminar fosters critical thinking by interrogating dominant cultural narratives and encouraging students to explore marginalized perspectives, aligning well with CRP's goals. Thematic analysis ensures a systematic examination of interactions, while inter-rater reliability reinforces the validity of coding decisions. Anonymity and compliance with ethical guidelines reflect a commitment to protecting participants' rights.
The text examines the experiences of a teacher facilitating a US-Arab Encounter course, focusing on the diverse socio-cultural responses of students. The teacher reflects on the cognitive dissonance she experiences as she navigates her role within a higher education institution teaching American Studies, while confronting the history and constructed realities of colonial power. The students, from varied national backgrounds such as Lebanese, American, Palestinian, and Arab American, respond to the curriculum through a range of non-verbal expressions, reflecting emotions such as indifference, embarrassment, anger, and pain.
This diversity creates a classroom environment filled with tension, where discussions are influenced by personal histories and sectarian affiliations, such as Druze, Maronite, Protestant, Shia, and Sunni. The teacher grapples with power dynamics, framing power as the ability to influence or control, and emphasizing the importance of understanding these dynamics in both theoretical and emotional contexts. The analysis highlights the challenges faced by both the teacher and students in navigating a space shaped by historical colonialism and its ongoing impacts.
Moreover, one Palestinian student articulated her discomfort with dismissing Ajami’s voice, emphasizing that imperialism itself is inherently extremist. She linked Ajami’s position to the broader apparatus of imperial subjugation, highlighting how power operates to disregard the will of those it subjugates. The conversation delved into the seductive nature of empire despite its violent and oppressive actions. Many students admitted to aspiring to study at Johns Hopkins University, where Ajami was a significant figure, questioning whether access to power comes at the cost of upholding unethical expectations.
The teacher concluded her class by revisiting George Kennan’s “Report by the Policy Planning Staff,“ originally drafted in 1948. This task prompted students to reflect on the historical and ongoing relevance of colonial and imperial narratives. Some students found it difficult to engage with a document so distant in time, while others saw time through a non-linear lens, resonating with Achille Mbembe’s concept of “the time of entanglement,“ where past injustices remain alive and intertwined with present realities. Palestinian students, in particular, expressed frustration with the erasure of their histories and the ongoing impact of colonialism.
One Palestinian student shared her family’s experiences during the Nakba, emphasizing how the present, despite its opportunities, exacerbated the pain of historical loss. She linked her feelings of displacement and anger to the narrative of Western imperialism, contrasting figures like Fouad Ajami and Edward Said to highlight the suppression of dissent. The teacher observed that students expressed opposition through their body language, gestures, sighs, and silence. Signifying their discomfort with the dominant narrative.
An American student critiqued Kennan’s post-WWII recommendation for Europe, which appeared insensitive to Arab psychology and colonial histories. His embarrassment and sarcasm towards Kennan’s endorsement of British colonialism provoked heated discussion. Another Lebanese student challenged the notion of the past as irrelevant, stressing the continuous relevance of colonial practices. Discussions expanded into the broader implications of US imperialism, the Cold War, and the ways historical narratives continue to justify colonial oppression.
The class discussions revealed the complexities of engaging with historical and colonial narratives. Students struggled with the power dynamics inherent in Western knowledge systems, often feeling compelled to challenge or resist these narratives. The teacher acknowledged that these discussions were not just about understanding history but about asserting agency in articulating their experiences and resisting the erasure of marginalized histories.
The teacher reflects on President Wilson’s attempt to understand the Arab perspective, contrasting it with the contemporary dominance of US-led military interventions, such as those in the Middle East. The discussion serves as a critique of these actions and their aftermath, where despite the rhetoric of liberation, destruction and death prevail. The students are depicted as resilient, seeking knowledge and genuine dialogue, using literature and critical thought as tools for decolonization and social justice.
Students begin the term with enthusiasm, but as the class progresses and the realities of violence, colonialism, and inequities are exposed, they become more introspective. The teacher recalls the vivid memories of student experiences, which highlight the ongoing struggle against epistemic erasure—the systematic marginalization of certain knowledge and experiences. This resonates with Naeem Inayatullah’s critique of the failure to acknowledge the educators’ and students’ roles in perpetuating these very issues.
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Culturally Relevant Pedagogy (CRP) is an approach that integrates students' cultural backgrounds with academic achievement, cultural awareness, and sociopolitical consciousness. This model is particularly utilized in regions where historically marginalized communities exist, fostering learning environments that promote social justice and inclusivity. CRP requires educators to be sensitive to students' social, cultural, and historical contexts, supporting teacher-centered, critically informed, and holistic teaching practices. In regions like the Middle East, where conflict and violence prevail, this approach enables students to better navigate social, political, and emotional challenges. CRP not only provides cultural sensitivity but also addresses complex issues such as historical trauma and systemic violence. The applicability of CRP should extend beyond pedagogical boundaries; it should be supported by a decolonized approach to education, offering students a more inclusive, transformative, and ethical educational experience.
Keywords: Culturally Relevant Pedagogy (CRP), Cultural Background, Academic Achievement, Cultural Awareness, Sociopolitical Consciousness, Marginalized Communities
1.Entrance:
The narrative foregrounds the tension between the educator’s cultural identity and her academic orientation. the challenges faced by an educator of Arab descent who, despite sharing cultural and historical ties with her Middle Eastern students, grapples with the Eurocentric foundation of her academic training. This educator questions her ability to create culturally relevant pedagogies for her students in a region marked by violence, oppression, and global disregard for human suffering. Her experience is contextualized within the broader issues of local, regional, and international injustices, particularly referencing the US invasion of Iraq in 2003 and its aftermath.
The paper seeks to explore the application of Culturally Relevant/Responsive Pedagogy (CRP) as conceptualized by Ladson-Billings (2014) to a US-based curriculum in the Middle East. CRP is highlighted as a framework that acknowledges and leverages students' cultural backgrounds to enhance learning outcomes. The text underscores its potential to address inequities by making education more inclusive and relevant, particularly in regions marked by historical trauma and systemic violence. It examines the benefits and limitations of CRP, drawing from the educator's reflections and teaching experiences. Despite its promises, the text acknowledges that CRP has inherent limitations. The educator's heartfelt efforts to implement CRP principles reveal gaps in addressing the unique sociopolitical and emotional landscapes of students in conflict zones like the Middle East. The discussion emphasizes both the transformative potential of CRP and its challenges, situates the educator’s dilemma within broader global dynamics, such as the lack of accountability for international powers in the region. This backdrop complicates the application of CRP, as the pedagogy must contend not only with cultural relevance but also with the harsh realities of violence and loss. proposing possible solutions to overcome the difficulties of implementing such pedagogies in complex sociopolitical contexts. This may involve integrating hermeneutics that celebrate resilience and human rights while addressing the ongoing trauma and systemic inequalities faced by the students. In conclusion, the text emphasizes the complexity of teaching in the Middle East, where globalized educational models may fail to address local realities.
His texts outline Culturally Relevant Pedagogy (CRP), a teaching framework designed to connect students' cultural backgrounds with their academic success, cultural awareness, and sociopolitical consciousness. CRP emphasizes educators' roles in appreciating students’ cultural assets, fostering intellectual growth, and encouraging critical engagement with real-world issues. Ladson-Billings (2014) identifies three key goals of CRP, academic success, cultural competence, and sociopolitical awareness, address both individual and societal dimensions of education. These goals align well with regions impacted by colonial legacies and ongoing geopolitical struggles, as they encourage students to become active, informed participants in their communities and the broader global landscape. CRP challenges traditional education models that prioritize assimilation or deficit-based perspectives. Instead, it promotes inclusive, context-sensitive teaching methods that connect learning to students' lived experiences and their communities. The framework calls for revising curricula, teaching practices, and student support systems to ensure inclusivity and critical engagement
2.Method:
CRP does not evaluate traditional educational models through perspectives of assimilation or inadequacy. Instead, it promotes learning methods that are connected to students' lived experiences and their communities. This approach involves a re-examination of the curriculum, teaching practices, and student support systems.
The study employs a case study methodology to investigate student-teacher interactions. Data were collected through a diary, anonymized and coded according to thematic analysis guidelines. Key themes analyzed were, Students' reactions to curriculum content. Teacher's responses and self-reflections. The interpretation of student behavior requires contextual clarity. The instructor's reflections reveal the complexities of navigating transnational, socio-political dynamics in education. Data collection adhered to U.S. ethical research guidelines, ensuring student anonymity and protection.
3.Sampling:
CRP does not evaluate traditional educational models through perspectives of assimilation or inadequacy. Instead, it promotes learning methods that are connected to students' lived experiences and their communities. This approach involves a re-examination of the curriculum, teaching practices, and student support systems.
4.Measuring Tools Used:
CRP guides students through a critical perspective on generalized narratives, employing transnational and interdisciplinary approaches. In this process, an understanding is provided that includes the voices of historically marginalized groups.
In the case study discussed, students actively engaged with the study materials and demonstrated the ability to independently analyze and exchange ideas. This engagement was deeply rooted in understanding power dynamics, moving beyond the mere reproduction of dominant cultural narratives. Instead, students began to challenge knowledge by connecting events and interpretations to the broader social, political, and economic structures that sustain injustice.
5. Data Collection and Analysis:
CRP is a transformative pedagogical approach that bridges cultural understanding and critical consciousness, making it highly relevant in contexts like the Middle East. While its implementation faces obstacles, especially in regions affected by imperialism and systemic inequalities, it holds the potential to empower students and educators to challenge dominant paradigms and embrace a more inclusive, critical, and culturally responsive model of education.
Encouraged critical thinking about dominant cultures, colonial narratives, and marginalized communities. Focused on students’ knowledge, experiences, and expressive modes. Used diary-based reflections to document student responses and teaching strategies.
As the class approached the end of the term, students engaged with texts highlighting the criminal aspects of nation-building, particularly focusing on the Gulf War of 2003. The main texts included Fouad Ajami’s (2002) article and Chalmers Johnson’s (2008) talk on US militarism. The students, especially Arab students, strongly opposed Ajami’s views, seeing him as an apologist for imperialism. The teacher introduced Adam Shatz’s article “The Native Informant: Fouad Ajami is the Pentagon’s Favorite Arab“ (2003), prompting students to analyze Ajami’s influence.
The call for complementing CRP with decolonizing education is crucial. Decolonizing education seeks to reimagine a future where life is lived with dignity, embracing ontological and epistemic diversity—a pluriverses. The narrative poignantly reflects on the instructor’s past experiences with violence and hopelessness, drawing a parallel to the current crises in Gaza. Despite the despair brought on by such catastrophes, there lies the potential for constructive change through continued efforts toward justice and education that respects all forms of knowledge.
Ultimately, CRP, when integrated with decolonial approaches, fosters transformative learning environments where students are equipped to challenge oppression and advocate for social justice, fostering a more inclusive and equitable education system.
6. Findings and Discussion:
The pedagogy is particularly significant in contexts like the Middle East, where students often confront the global influence of the Global North in education and daily life. These encounters can evoke mixed emotions of fascination and trauma due to the region’s historical and ongoing struggles with imperialism, exploitation, and cultural domination. CRP enables students to critique these dynamics through transnational and transdisciplinary methodologies, encouraging them to challenge dominant narratives and embrace counter-narratives. The text also highlights the pedagogical responsibilities in teaching about the influence of the Global North in courses like culture, politics, and history. Such instruction should, Present power structures as human constructs rather than inevitable truths. Critically examine nationalist and imperialist narratives. Incorporate the voices of marginalized groups to offer a holistic understanding of global interactions.
The research examines the application of Culturally Relevant Pedagogy (CRP) in a seminar taught by an Arab descent, foreign-educated instructor. The course, focusing on politics, culture, and the U.S. in the Middle East and North Africa (MENA) through historical lenses, was held at a Levantine higher education institution using a U.S.-style curriculum. The instructor employed CRP principles, emphasizing cultural diversity, equity, holistic education, and meaningful teacher-student relationships. Key aspects of the research include Diversity as an asset. Equity and high expectations. Tailored instructional practices. Holistic understanding of students as individuals and cultural beings. Strong, supportive teacher-student relationships.
This research demonstrates CRP's applicability in a challenging educational context marked by historical and socio-political tensions. The instructor effectively integrates CRP's core values, emphasizing diversity, equity, and holistic teaching approaches tailored to students’ cultural and intellectual backgrounds. The seminar fosters critical thinking by interrogating dominant cultural narratives and encouraging students to explore marginalized perspectives, aligning well with CRP's goals. Thematic analysis ensures a systematic examination of interactions, while inter-rater reliability reinforces the validity of coding decisions. Anonymity and compliance with ethical guidelines reflect a commitment to protecting participants' rights.
The text examines the experiences of a teacher facilitating a US-Arab Encounter course, focusing on the diverse socio-cultural responses of students. The teacher reflects on the cognitive dissonance she experiences as she navigates her role within a higher education institution teaching American Studies, while confronting the history and constructed realities of colonial power. The students, from varied national backgrounds such as Lebanese, American, Palestinian, and Arab American, respond to the curriculum through a range of non-verbal expressions, reflecting emotions such as indifference, embarrassment, anger, and pain.
This diversity creates a classroom environment filled with tension, where discussions are influenced by personal histories and sectarian affiliations, such as Druze, Maronite, Protestant, Shia, and Sunni. The teacher grapples with power dynamics, framing power as the ability to influence or control, and emphasizing the importance of understanding these dynamics in both theoretical and emotional contexts. The analysis highlights the challenges faced by both the teacher and students in navigating a space shaped by historical colonialism and its ongoing impacts.
Moreover, one Palestinian student articulated her discomfort with dismissing Ajami’s voice, emphasizing that imperialism itself is inherently extremist. She linked Ajami’s position to the broader apparatus of imperial subjugation, highlighting how power operates to disregard the will of those it subjugates. The conversation delved into the seductive nature of empire despite its violent and oppressive actions. Many students admitted to aspiring to study at Johns Hopkins University, where Ajami was a significant figure, questioning whether access to power comes at the cost of upholding unethical expectations.
The teacher concluded her class by revisiting George Kennan’s “Report by the Policy Planning Staff,“ originally drafted in 1948. This task prompted students to reflect on the historical and ongoing relevance of colonial and imperial narratives. Some students found it difficult to engage with a document so distant in time, while others saw time through a non-linear lens, resonating with Achille Mbembe’s concept of “the time of entanglement,“ where past injustices remain alive and intertwined with present realities. Palestinian students, in particular, expressed frustration with the erasure of their histories and the ongoing impact of colonialism.
One Palestinian student shared her family’s experiences during the Nakba, emphasizing how the present, despite its opportunities, exacerbated the pain of historical loss. She linked her feelings of displacement and anger to the narrative of Western imperialism, contrasting figures like Fouad Ajami and Edward Said to highlight the suppression of dissent. The teacher observed that students expressed opposition through their body language, gestures, sighs, and silence. Signifying their discomfort with the dominant narrative.
An American student critiqued Kennan’s post-WWII recommendation for Europe, which appeared insensitive to Arab psychology and colonial histories. His embarrassment and sarcasm towards Kennan’s endorsement of British colonialism provoked heated discussion. Another Lebanese student challenged the notion of the past as irrelevant, stressing the continuous relevance of colonial practices. Discussions expanded into the broader implications of US imperialism, the Cold War, and the ways historical narratives continue to justify colonial oppression.
The class discussions revealed the complexities of engaging with historical and colonial narratives. Students struggled with the power dynamics inherent in Western knowledge systems, often feeling compelled to challenge or resist these narratives. The teacher acknowledged that these discussions were not just about understanding history but about asserting agency in articulating their experiences and resisting the erasure of marginalized histories.
The teacher reflects on President Wilson’s attempt to understand the Arab perspective, contrasting it with the contemporary dominance of US-led military interventions, such as those in the Middle East. The discussion serves as a critique of these actions and their aftermath, where despite the rhetoric of liberation, destruction and death prevail. The students are depicted as resilient, seeking knowledge and genuine dialogue, using literature and critical thought as tools for decolonization and social justice.
Students begin the term with enthusiasm, but as the class progresses and the realities of violence, colonialism, and inequities are exposed, they become more introspective. The teacher recalls the vivid memories of student experiences, which highlight the ongoing struggle against epistemic erasure—the systematic marginalization of certain knowledge and experiences. This resonates with Naeem Inayatullah’s critique of the failure to acknowledge the educators’ and students’ roles in perpetuating these very issues.
Click for more.
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