Fida Adely
- Published in print:
- 2012
- Published Online:
- September 2013
- ISBN:
- 9780226006901
- eISBN:
- 9780226006925
- Item type:
- book
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226006925.001.0001
- Subject:
- Society and Culture, Middle Eastern Studies
In 2005 the World Bank released a gender assessment of the nation of Jordan, a country that, like many in the Middle East, has undergone dramatic social and gender transformations, in part by ...
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In 2005 the World Bank released a gender assessment of the nation of Jordan, a country that, like many in the Middle East, has undergone dramatic social and gender transformations, in part by encouraging equal access to education for men and women. The resulting demographic picture there—highly educated women who still largely stay at home as mothers and caregivers—prompted the World Bank to label Jordan a “gender paradox.” This book shows that assessment to be a fallacy, taking readers into the rarely seen halls of a Jordanian public school, the al-Khatwa High School for Girls, and revealing the dynamic lives of its students, for whom such trends are far from paradoxical. Through the lives of these students, the book explores the critical issues young people in Jordan grapple with today: nationalism and national identity, faith and the requisites of pious living, appropriate and respectable gender roles, and progress. In the process, the book shows the important place of education in Jordan, one less tied to the economic ends of labor and employment that are so emphasized by the rest of the developed world. In showcasing alternative values and the highly capable young women who hold them, it raises fundamental questions about what constitutes development, progress, and empowerment not just for Jordanians, but for the whole world.Less
In 2005 the World Bank released a gender assessment of the nation of Jordan, a country that, like many in the Middle East, has undergone dramatic social and gender transformations, in part by encouraging equal access to education for men and women. The resulting demographic picture there—highly educated women who still largely stay at home as mothers and caregivers—prompted the World Bank to label Jordan a “gender paradox.” This book shows that assessment to be a fallacy, taking readers into the rarely seen halls of a Jordanian public school, the al-Khatwa High School for Girls, and revealing the dynamic lives of its students, for whom such trends are far from paradoxical. Through the lives of these students, the book explores the critical issues young people in Jordan grapple with today: nationalism and national identity, faith and the requisites of pious living, appropriate and respectable gender roles, and progress. In the process, the book shows the important place of education in Jordan, one less tied to the economic ends of labor and employment that are so emphasized by the rest of the developed world. In showcasing alternative values and the highly capable young women who hold them, it raises fundamental questions about what constitutes development, progress, and empowerment not just for Jordanians, but for the whole world.
Lawrence Rothfield
- Published in print:
- 2009
- Published Online:
- March 2013
- ISBN:
- 9780226729459
- eISBN:
- 9780226729435
- Item type:
- book
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226729435.001.0001
- Subject:
- Society and Culture, Middle Eastern Studies
On April 10, 2003, as the world watched a statue of Saddam Hussein come crashing down in the heart of Baghdad, a mob of looters attacked the Iraq National Museum. Despite the presence of an American ...
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On April 10, 2003, as the world watched a statue of Saddam Hussein come crashing down in the heart of Baghdad, a mob of looters attacked the Iraq National Museum. Despite the presence of an American tank unit, the pillaging went unchecked, and more than 15,000 artifacts—some of the oldest evidence of human culture—disappeared into the shadowy worldwide market in illicit antiquities. In the five years since that day, the losses have only mounted, with gangs digging up roughly half a million artifacts that had previously been unexcavated; the loss to our shared human heritage is incalculable. This book answers the complicated question of how this wholesale thievery was allowed to occur. Drawing on extensive interviews with soldiers, bureaucrats, war planners, archaeologists, and collectors, the author reconstructs the planning failures—originating at the highest levels of the U.S. government—that led to the invading forces' utter indifference to the protection of Iraq's cultural heritage from looters. Widespread incompetence and miscommunication on the part of the Pentagon, unchecked by the weak advocacy efforts of worldwide preservation advocates, enabled a tragedy that continues even today, despite widespread public outrage. Bringing his story up to the present, the author argues that the international community has yet to learn the lessons of Iraq—and that what happened there is liable to be repeated in future conflicts.Less
On April 10, 2003, as the world watched a statue of Saddam Hussein come crashing down in the heart of Baghdad, a mob of looters attacked the Iraq National Museum. Despite the presence of an American tank unit, the pillaging went unchecked, and more than 15,000 artifacts—some of the oldest evidence of human culture—disappeared into the shadowy worldwide market in illicit antiquities. In the five years since that day, the losses have only mounted, with gangs digging up roughly half a million artifacts that had previously been unexcavated; the loss to our shared human heritage is incalculable. This book answers the complicated question of how this wholesale thievery was allowed to occur. Drawing on extensive interviews with soldiers, bureaucrats, war planners, archaeologists, and collectors, the author reconstructs the planning failures—originating at the highest levels of the U.S. government—that led to the invading forces' utter indifference to the protection of Iraq's cultural heritage from looters. Widespread incompetence and miscommunication on the part of the Pentagon, unchecked by the weak advocacy efforts of worldwide preservation advocates, enabled a tragedy that continues even today, despite widespread public outrage. Bringing his story up to the present, the author argues that the international community has yet to learn the lessons of Iraq—and that what happened there is liable to be repeated in future conflicts.
The Aims of Higher Education
Asia First
Cartophilia
The Courtiers' Anatomists
Daguerreotypes
Demolition Means Progress
Dreamscapes of Modernity
Drones and the Future of Armed Conflict
Four Last Songs
