Teacher Trajectories, Diversity and Collective Action

Hania Sobhy

This research project is a multi-sited study of teachers and educational transformation in Egypt, Lebanon and Tunisia. In particular, it inquires into: 1) patterns of precariousness, mobility and private provision in the trajectories of public school teachers, 2) teacher views and experiences of the management of diversity and inequality in the classroom, and 2) teacher perceptions of and participation in collective action, protests and strikes. The fieldwork for this project is planned for 2023 and 2024 with affiliations at IRMC in Tunis, OIB in Beirut and CEDEJ in Cairo.

The first peer-reviewed output of this project is published in Globalisation Societies and Education: When do teachers strike: Between strong Unions, divergent preferences and political opportunity in Tunisia


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