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Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/72667

Type: Journal article
Title: Teaching and Moral Tradition in Saudi Arabia: A Paradigm of Struggle or Pathway Towards Globalization?
Author: Elyas, Tariq
Picard, Michelle Yvette
Citation: Procedia - Social and Behavioral Sciences, 2012; 47:1083-1086
Publisher: Elsevier
Issue Date: 2012
ISSN: 1877-0428
School/Discipline: School of Education
Statement of
Responsibility: 
Tariq Elyas, Michelle Yvette Picard
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.
Keywords: English teaching; paradigm struggle; Saudi Arabia; globalisation; Islamic identity
Rights: Copyright © 2012 Published by Elsevier Ltd.
DOI: 10.1016/j.sbspro.2012.06.782
Appears in Collections:Education Publications
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