Abstract
Since 9/11, Saudi Arabia has made significant attempts to change its public image because of its alleged association with global terrorism. Given its charitable interests in promoting education as a tool for peace within the Arab region, it has established the King Abdullah Scholarship Program (KASP), considered to be the most heavily endowed overseas scholarship program ever offered by a nation-state. Since 2005, over 120,000 Saudi university students have been financed by this scholarship to pursue their university studies abroad. This investigation concerns student perceptions of Saudi and Emirati students studying abroad ten years after the tragedy of 9/11. It draws from 30 face-to-face interviews of international students in Australia about their perceptions and viewpoints of Saudi Arabia and the Arab World pre- and post 9/11. It centers on Saudi and Emirati students and suggests that education can be a tool for peace.
Highlights
Education, in its definition, is generally associated with types of schooling and curricular content
Since 2005, over 120,000 Saudi university students have been financed by this scholarship to pursue their university studies abroad. This investigation concerns student perceptions of Saudi and Emirati students studying abroad ten years after the tragedy of 9/11. It draws from 30 face-to-face interviews of international students in Australia about their perceptions and viewpoints of Saudi Arabia and the Arab World pre- and post 9/11
There is question whether cross-border education can be considered as a tool for peace based on the expectations and experiences of Saudi and Emirati students studying in Australia in 2011
Summary
In its definition, is generally associated with types of schooling and curricular content. Featherstone stresses the role globalisation plays in gathering dissimilar cultures together to diminish the importance of geographical borders He states: The process of globalization suggests simultaneously two images of culture. Globalisation through the media “results in largely unilateral gains” (Basiga 2004 from http://www.educ.ualberta.ca/css/Css_38_3/ARbasiga_globalization_peace.htm) and undermines basic cultural understanding or awareness. Beck describes this as a ‘one-way street’ (Beck, 2000)
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