Abstracts of English Language Theses on Algeria

Abstract

The Maghreb Review, Vol. 45, 2, 2020 © The Maghreb Review 2020 This publication is printed on FSC Mix paper from responsible sources ABSTRACTS OF ENGLISH LANGUAGE THESES ON ALGERIA CURATED AND EDITED BY MOHAMED BEN-MADANI We have published abstracts of English language theses on Algeria in three parts. The first part in Theses from the English-speaking world on Algeria, Volume. 7, nos. 3-4,1982, pp.94-96; part 2: Abstracts of English language theses on Algeria, 1945-2001, Volume 26, Numbers 2-4, 2001, pp.113-395, this included PhD theses presented in US, Canadian and British Universities; part 3: Abstracts of PhD theses on Algeria presented at British Universities 2002 to 2017, Volume 44. no.1, 2019, pp.112 - 142. Abstracts of English language theses on Algeria in this issue includes theses presented in the US and British Universities, which have not been published in the volumes mentioned above. Theses which had an embargo but are now available are included here. Some theses are comparatively short – as few as 100 pages – and many universities where these theses were presented are not necessarily equipped with bibliographical documentation and the expertise needed to supervise Dissertations on the Maghreb. The list is arranged in alphabetical order by author. EDUCATIONAL WASTAGE AND ITS EFFECT ON SOCIO-ECONOMIC AND MANPOWER PROVISION IN ALGERIA, PHD, UNIVERSITY OF WALES, CARDIFF, 1983 ABBAD, M. This study is composed of three main chapters: Chapter one: analyses the economic and the related educational development from independence in 1962. In terms of mismatch and wastage, the following main causes were isolated: lack of suitable curricula, shortage of schools, good quality teachers, teaching equipment, and the problem of using Arabic as a medium of instruction, together with a rigidity centralised system of control, inadequate supervision and an inflexible system of examination and promotion. Causes outside the school included family, socio-economic status, level of education and broken homes. Chapter two: consists of field study covering supervisors, principals, teacher and parents, using four questionnaires to identify their awareness of the problem and likelihood of supporting new government policy, and to gain further ABSTRACTS OF ENGLISH LANGUAGE THESES ON ALGERIA 373 evidence of the causes of the situation. A strong agreement with the findings of chapter one emerged from the analysis of the replies in terms of ten hypotheses. Chapter three: consists of a discussion giving suggestions of dealing with the problems in respect of the phasing and type of training programmes and provision needed in respect of planning, supervision, and teacher training including the improvement of teacher status. It was assumed that the Fundamental Polytechnic school would become the main base and that this, together with a more vocationally biased secondary school, both with modified curricula, examination and promotion systems could provide the appropriate pupil experiences to meet national development needs. In support of this, suggestions were also made regarding the teaching of Arabic and science; the provision of nursery education; and counselling and guidance. Finally, suggestions were made for the further development of centres for early school leavers and teaching methods in general. DOMINATION BY CONSENT: THE BUREAUX ARABES AND PUBLIC INSTRUCTION IN COLONIAL ALGERIA, 1831-1870, PHD., GEORGETOWN UNIVERSITY, 2002. ABI-MERSHED, OSAMA WALID The paper examines educational policies in colonial Algeria between 1831 and 1870, and the efforts of the French military Offices of Arab Affairs (Bureaux arabes) to restructure the socio-cultural environment of Algeria according to colonial imperatives by implementing a curriculum of instruction designed to achieve “domination by consent.” The thesis begins with a survey of the philosophical and ideological bases of colonial instruction, its affinities with the political and cultural initiatives of the civilising mission, and the concessions to local or metropolitan forces and politics in its implementation and administration. Next, I present an overview of the circumstances in which the Arab Bureaux appropriated the cultural mission of France in Algeria by highlighting two transitions in educational policy-making, namely the periods between 18441848 and 1860-1863. Finally, I consider the limits or “horizons” of cultural hegemony, first, in terms of the political, economic, and cultural outlets that were promised or offered to the educated natives upon graduation, and second, in terms...