This paper seeks to highlight the pertinence of the political representation in the Arab region teaching curriculums. I explore how these images are demonstrated in academia synthesise with one another to propose a new curriculum that, at its grass- root level, shows that each curriculum serves one ideology in the region. By drawing upon two strands of research into the political representation, the study attempts to increase awareness towards the surrounding events and how they are implanted in the curriculum. Secondary to this is questioning the teaching curriculums and how they are designed in the light of post-Arab spring with democracy and diversity in the Arab world. For a profuse understanding, I investigated how lecturers ought to develop curriculums that principally respond to the political representation and also, how lecturers can implement the current ideologies in the region within the curriculum. To address such issues, I designed surveys which provide the project more insights how the political images are depicted throughout the curriculum. This is an exploratory research, utilising qualitative methods by constructing open-ended question surveys and semi-structured interviews. In turn, this will hopefully contribute to the curriculum of Universities in the region of the Arab world. The conclusion was indeed negative; now, the curriculum in the Arab world are showing clearly that political representations are dominating with slight conflict of ideologies.
The political representations in post-Arab spring teaching curriculums (the conflict of internal and external ideologies)
Benmoussa, E. (2018) 'The political representations in post-Arab spring teaching curriculums (the conflict of internal and external ideologies)', paper presented to The 14th Annual Conference of the British Education Studies Association (BESA), 27–29 June, viewed 24 January 2020, <https://educationstudies.org.uk/?p=8319>