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nature of the ‘current wave of globalisation is different as
out that her ‘informants report that much has changed in
it incorporates new roles, markets, agents, tools, rationales
the intervening (i.e. between then and now) period as the
and policies’. Unless that difference can be substantiated
Qatari campus now exerts more local ownership over the
with evidence, it seems a poor argument. It is just as valid
programme’. The note comes at the end of the chapter –
to say that education exchange has always incorporated
perhaps it should have come at the start.
new roles, agents and so on.
In 2002, Weill Cornell Medical College-Qatar (WCMC-
Before turning to the substance of the chapter, there
Q) inducted its first cohort. Established as a joint-venture
is another crucial conceptual bone of contention that
operation, it offers graduate qualifications that are recog-
warrants airing. The neo-liberalist magistracy is consist-
nised in both Qatar and in the USA. Unlike joint ventures
ently decried as an inappropriate source of educational
in China (set up as legally separate entities that issue
reform in the Middle East. On the other hand, Kane states
degrees recognised by both countries), WCMC-Q issues
that the Gulf States’ education systems are still at an emer-
Cornell degrees. According to Kane, the Qatari leadership
gent stage. Actually, the Middle East has a rich and well-
insistence on this arrangement has stymied any attempt
documented history of education. Admittedly, at various
by the magistracy to sell Qatar a baroque arsenal. Seeing
times it excluded women, infidels and an array of others,
that most joint ventures around the world have similar
but whether or not you approve of the indigenous way of
arrangements, it is a rather hollow claim.
doing things is ultimately a personal preference. Qataris
What is fascinating is that Kane describes how Qatari
are both mostly Wahabi Muslim and a minority in their
educators at WCMC-Q lead the localisation processes.
own country. Getting the education system right for the
Rather than accepting Cornell’s course holus-bolus, they
nationals may not suit the other four-fifths of the coun-
managed to adopt, adapt or reject as they saw necessary
try’s residents or any international academics who seek
and in the process nudged Cornell into improving its learn-
universal social justice and equality but that does not
ing-centred approach at home. It was hardly the behaviour
mean we can impose our various wills upon them. It is
of a supposedly subservient peripheral state cowering
their country after all. If you describe the Qatari education
before a supposedly dominant magistracy. It was mutually
system as emergent, you will need to be clear about what
beneficial international cooperation, a free-flow of educa-
it is emerging from. Kane seems to be suggesting that it
tion ideas and practice across borders and cultures.
is emerging from its indigenous, fundamentally Wahabi
The whole idea of magistracy is blurred further in Sana
Muslim state to one that is transnational and (neo) liberal.
Al Balushi and David Griffiths’ chapter on the school
If that is a fair summation of her interpretation, it is not
system in Oman: the term ‘magistracy’ is not mentioned
one I agree with.
nor is the idea implied. In fact, the authors refer to ideas
Throughout this book, there is an assumption that neo-
being imported from other Gulf states; and from other
liberalism is not just primarily but exclusively concerned
Arab states, as well as from Scotland, Canada and the UK.
with using education to create a labour resource and this
Nor is there a suggestion of resentment on the part of
chapter is no exception:
Omani educators at having been forced to buy an out-
Treating education (1) as a commodity, and (2) as job training rather than an enrichment of the human mind with inherent (as opposed to economic or societal) value, is generally considered a neo-liberal perspective, and one fostered by the imperatives of global capitalism. (p. 88)
dated cast-off from bully-boy central agencies. Instead the authors present a picture of a benign Sultan doing his best to propel Oman, one of the least affluent oil states, into the 21st century as the equal of anyone. It was particularly pleasing to read that, unlike Australia, Oman is not using learning analytics as accountability measures for teachers.
That seems more an imperative of Marxism but in any
Al Balushi and Griffiths’ main concern is that as Oman
case, I’m not sure what ‘an enrichment of the human mind
pushes on with its so far tremendously successful reforms,
with inherent value’ actually is. What value is inherent to
it should develop, support and listen to the pool of talent
either enrichment or the human mind? And surely a well-
within its borders, as well as adopting and adapting the
educated population, even in neo-liberal terms, is also a
best from the world. It’s a strategy difficult to argue with.
human cohort capable of making informed decisions. Is
Moreover, Al Balushi and Griffiths offer a conceptual
it not possible for education to be both vocation/career
under-pinning for their contentions. Globally, educators
preparation and mind enriching?
should take a long hard look at the assumptions that guide
Kane qualifies her study of the establishment of an American medical college in Qatar with a note pointing vol. 55, no. 2, 2013
their reform.They suggest (without reference to any studies) that the general assumption Education 1, Baroque Arsenal nil?, Review by Andrys Onsman
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