| Title | Teachers in Search of Their Identity |
|---|---|
| Subtitle | A View from Ismailia during Times of Change |
| Contributor | Mohamed Elsayed (author) |
| Menna Ahmed (author) | |
| DOI | https://doi.org/10.11647/obp.0489.27 |
| Landing page | https://www.openbookpublishers.com/books/10.11647/obp.0489/chapters/10.11647/obp.0489.27 |
| License | https://creativecommons.org/licenses/by-nc/4.0/ |
| Copyright | Mohamed Elsayed; Menna Ahmed; |
| Publisher | Open Book Publishers |
| Published on | 2025-11-17 |
| Long abstract | In the early years of the Education 2.0 reforms, teachers were largely viewed by state actors as a ‘problem’. Through interviews with four teachers from urban and rural schools in the governorate of Ismailia, this chapter asks how teachers as individuals and a professional group, understand their relevance in Egyptian society. It focuses on three main themes: the discourse coming from the Ministry of Education and Technical Education (MOETE) and the Minister himself about the position of teachers in the ‘new education system’; digital transformation in relation to teachers; and how exams, grades, and education markets continue to drive the system. The authors argue for an approach to education reform in which teachers are viewed as active agents of change rather than obstacles to it and stress the need for a renewal of the human factor in the learning process, even as new technological tools and platforms saturate the education space. |
| Page range | pp. 475–492 |
| Print length | 18 pages |
| Language | English (Original) |
Mohamed Elsayed holds an M.A. in History from SOAS, University of
London. He is an independent history researcher and educator with
research interests that span labor, urban history, and social science
education in Egypt . He has worked on various projects in Egypt,
particularly in the Nile Delta and Suez Canal Zone, promoting public
history and humanities education.
Menna Ahmed earned her Master of Education (M.Ed.) in Education
Studies from the University of Glasgow in 2020. Her research interests
include education, pedagogy, and culture. She has worked for over
fourteen years as an educator, researcher, and community development
practitioner in Egypt and has contributed to various local and
regional alternative education projects, particularly for marginalized
groups. Currently, she leads the SPARKS (Strengthening Pedagogical
Approaches for Relevant Knowledge and Skills) project in Egypt in
partnership with the Center for Education at the Brookings Institution.