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The ambiguous politics of teachers in the reconstruction of Iraq

Vongalis-Macrow, Athena 2006, The ambiguous politics of teachers in the reconstruction of Iraq, Journal for critical education policy studies, vol. 4, no. 2, pp. [11]-[11].

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Title The ambiguous politics of teachers in the reconstruction of Iraq
Author(s) Vongalis-Macrow, Athena
Journal name Journal for critical education policy studies
Volume number 4
Issue number 2
Start page [11]
End page [11]
Publisher Institute for Education Policy Studies
Place of publication Northampton, England
Publication date 2006-11
ISSN 1740-2743
Summary The opportunity to rebuild community after conflict requires rapid responses to reinstall key institutions. This paper examines the role of educators in the reconstruction of educational systems and in the rebuilding of community through a case study of Iraq. While ongoing conflict continues in Iraq, reconstruction efforts persist through large scale infrastructure and institutional rebuilding that aims to bring stability to political, legal and financial systems. The interim Iraqi government, given sovereignty on June 28, 2004, continues to support the road map underpinning rebuilding efforts in Post-Saddam Iraq.1 The restructuring of education systems is a cornerstone of rebuilding efforts since an intact and functioning education system complements other social and economic transformations, rebuilds social relations and instigates a routine normalcy to post conflict communities . The paper problematises rebuilding efforts through critical policy analysis that questions the nature of policy, how assistance is constructed and the ambiguous political role of educators in educational rebuilding.
Notes Reproduced with the kind permission of the copyright owner.
Language eng
Field of Research 160506 Education Policy
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2006, Institute for Education Policy Studies
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30024151

Document type: Journal Article
Collections: School of Education
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.