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Teaching and Moral Tradition in Saudi Arabia: A Paradigm of Struggle or Pathway Towards Globalization?

Elyas, T. and Picard, M.Y.ORCID: 0000-0002-3087-7407 (2012) Teaching and Moral Tradition in Saudi Arabia: A Paradigm of Struggle or Pathway Towards Globalization? Procedia - Social and Behavioral Sciences, 47 . pp. 1083-1086.

Free to read: https://doi.org/10.1016/j.sbspro.2012.06.782
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Abstract

Identity involves the individual's image of self and its translation into action (Sachs, 2001). Developing a professional identity is problematic when it involves a paradigm struggle, since the actions that the professional needs to take become unclear. This paper describes how English teachers in Saudi Arabia experience a complex conflict between Western and Eastern identities. They are required as English teachers to project a positive view of English, which is regarded by many in the region as a vessel for Western or foreign ideologies (Reddy, 1979). They have been educated in a conservative moral tradition based on a clearly-defined role as Islamic educators and purveyors of Saudi nationalism. Yet as English teachers educated at Western universities, they have been exposed to a variety of western ideologies. This paper explores their relationship to institution, traditional identity and their classroom choices, providing suggestions on how to reconcile ‘globalised’ and Islamic moral identities.

Item Type: Journal Article
Publisher: Elsevier Ltd
Copyright: © 2012 Published by Elsevier Ltd.
URI: http://researchrepository.murdoch.edu.au/id/eprint/56310
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