Abstract
Purpose - This chapter approaches the topic of teaching the Western scholarly tradition in non-Western countries like the United Arab Emirates (UAE) from three perspectives employing the following metaphors: as a Public Servant motivated by public service to the goals and aims of the country's development articulated by UAE rulers and its citizens; as Cultural Diplomat, representing the Western tradition and its scholarly achievements while respecting other traditions; and as Intellectual Imperialist, aiming at a colonising incorporation of the UAE into the Western academic world.
Methodology/approach - The main methodology adopted is the Weberian ideal type, located within a comparative and historical context that produces the metaphors as analytically possible perspectives as a western expatriate faculty member. Additional critique is drawn from Bourdieu, Said, Freire, Giroux, Foucault, Goffman and cross-cultural organisation studies.
Findings - The findings consist of an analytic framework consisting of public servant, cultural diplomat and intellectual imperialist as a set of conceptions for analysing possible orientations of Western expatriate academics in developing countries.
Social implications - The implications are threefold: on a personal level, what experientially does each of the metaphors mean for one's sense of identity, profession, values and relationships; on a pedagogical level, what principles and values distinguish the curriculum and teaching styles as well as orientation to Arab and Islamic scholarship; and politically, what is the potential impact and unintended consequences for the indigenous culture, sovereignty and societal survival of a country under the heavy influence of globalisation. The contention of this chapter is that one cannot avoid adopting one or more of these roles and may even perform in contradictory ways.
Originality/value - The originality is in establishing a new set of analytic categories drawing on post-colonial, diplomacy and critical studies.
| Language | English |
|---|---|
| Title of host publication | Investing in our Education |
| Subtitle of host publication | Leading, Learning, Researching and the Doctorate |
| Editors | Alison Taysum, Stephen Rayner |
| Publisher | Emerald Publishing Limited |
| Pages | 93-123 |
| Number of pages | 31 |
| Volume | 13 |
| ISBN (Electronic) | 9781784411312 |
| ISBN (Print) | 9781784411329 |
| DOIs | |
| Publication status | Published - 2014 |
Publication series
| Name | International Perspectives on Higher Education Research |
|---|---|
| Publisher | Emerald |
| Volume | 13 |
| ISSN (Print) | 1479-3628 |
Fingerprint
Keywords
- critical theory
- globalisation
- islamic scholarship
- middle East
- weberian critique
Cite this
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Western doctoral programmes as public service, cultural diplomacy or intellectual imperialism? Expatriate educational leadership teaching in the United Arab Emirates. / Samier, Eugenie A.
Investing in our Education: Leading, Learning, Researching and the Doctorate . ed. / Alison Taysum; Stephen Rayner. Vol. 13 Emerald Publishing Limited, 2014. p. 93-123 (International Perspectives on Higher Education Research; Vol. 13).Research output: Chapter in Book/Report/Conference proceeding › Chapter
TY - CHAP
T1 - Western doctoral programmes as public service, cultural diplomacy or intellectual imperialism? Expatriate educational leadership teaching in the United Arab Emirates
AU - Samier, Eugenie A.
PY - 2014
Y1 - 2014
N2 - Purpose - This chapter approaches the topic of teaching the Western scholarly tradition in non-Western countries like the United Arab Emirates (UAE) from three perspectives employing the following metaphors: as a Public Servant motivated by public service to the goals and aims of the country's development articulated by UAE rulers and its citizens; as Cultural Diplomat, representing the Western tradition and its scholarly achievements while respecting other traditions; and as Intellectual Imperialist, aiming at a colonising incorporation of the UAE into the Western academic world.Methodology/approach - The main methodology adopted is the Weberian ideal type, located within a comparative and historical context that produces the metaphors as analytically possible perspectives as a western expatriate faculty member. Additional critique is drawn from Bourdieu, Said, Freire, Giroux, Foucault, Goffman and cross-cultural organisation studies.Findings - The findings consist of an analytic framework consisting of public servant, cultural diplomat and intellectual imperialist as a set of conceptions for analysing possible orientations of Western expatriate academics in developing countries.Social implications - The implications are threefold: on a personal level, what experientially does each of the metaphors mean for one's sense of identity, profession, values and relationships; on a pedagogical level, what principles and values distinguish the curriculum and teaching styles as well as orientation to Arab and Islamic scholarship; and politically, what is the potential impact and unintended consequences for the indigenous culture, sovereignty and societal survival of a country under the heavy influence of globalisation. The contention of this chapter is that one cannot avoid adopting one or more of these roles and may even perform in contradictory ways.Originality/value - The originality is in establishing a new set of analytic categories drawing on post-colonial, diplomacy and critical studies.
AB - Purpose - This chapter approaches the topic of teaching the Western scholarly tradition in non-Western countries like the United Arab Emirates (UAE) from three perspectives employing the following metaphors: as a Public Servant motivated by public service to the goals and aims of the country's development articulated by UAE rulers and its citizens; as Cultural Diplomat, representing the Western tradition and its scholarly achievements while respecting other traditions; and as Intellectual Imperialist, aiming at a colonising incorporation of the UAE into the Western academic world.Methodology/approach - The main methodology adopted is the Weberian ideal type, located within a comparative and historical context that produces the metaphors as analytically possible perspectives as a western expatriate faculty member. Additional critique is drawn from Bourdieu, Said, Freire, Giroux, Foucault, Goffman and cross-cultural organisation studies.Findings - The findings consist of an analytic framework consisting of public servant, cultural diplomat and intellectual imperialist as a set of conceptions for analysing possible orientations of Western expatriate academics in developing countries.Social implications - The implications are threefold: on a personal level, what experientially does each of the metaphors mean for one's sense of identity, profession, values and relationships; on a pedagogical level, what principles and values distinguish the curriculum and teaching styles as well as orientation to Arab and Islamic scholarship; and politically, what is the potential impact and unintended consequences for the indigenous culture, sovereignty and societal survival of a country under the heavy influence of globalisation. The contention of this chapter is that one cannot avoid adopting one or more of these roles and may even perform in contradictory ways.Originality/value - The originality is in establishing a new set of analytic categories drawing on post-colonial, diplomacy and critical studies.
KW - critical theory
KW - globalisation
KW - islamic scholarship
KW - middle East
KW - weberian critique
UR - http://www.scopus.com/inward/record.url?scp=84918506272&partnerID=8YFLogxK
U2 - 10.1108/S1479-362820140000013005
DO - 10.1108/S1479-362820140000013005
M3 - Chapter
SN - 9781784411329
VL - 13
T3 - International Perspectives on Higher Education Research
SP - 93
EP - 123
BT - Investing in our Education
A2 - Taysum, Alison
A2 - Rayner, Stephen
PB - Emerald Publishing Limited
ER -