Dis/integrated orders and the politics of recognition : civil upheavals, militarism, and educators’ lives and work

Abstract

Given the Arab region’s turbulent political and military histories, the virtual absence of studies that examine educators’ lives and work, when the sociopolitical order disintegrates or collapses, is striking. This chapter has two aims: first, it calls for the articulation of new research horizons concerned with the ‘modes of being’ of educators as actors embedded within dynamic contexts of practice; second, it emphasises the need to articulate an ‘epistemology of seeing’ through which research on educators’ lives and work can recognise educational leadership as constructed within multi-faceted and conflict-ridden contexts.