1. WESTERN DOCTORAL PROGRAMMES AS PUBLIC SERVICE, CULTURAL DIPLOMACY OR, INTELLECTUAL IMPERIALISM?

2. CONSIDERATIONS OF A CANADIAN TEACHING EDUCATIONAL MANAGEMENT & LEADERSHIP IN THE UNITED ARAB EMIRATES

3. Multi-dimensional: economic, political, religious, cultural, educational, familial, etc. Highly dynamic: UAE one of most rapid & profound changes in World History Unique features: Emirati culture, geopolitical position High level of multiculturalism: 80+% immigrant workforce; 202 nationalities OR, HOW TO CONCEPTUALISE COMPLEX EDUCATIONAL CHANGE IN THE UAE?

4. DEDICATED TO MY EDD STUDENTS, ONE AND ALL

5. DUBAI – 40 YEARS AG0

6. DUBAI - NOW

7. They drive Are increasingly in workplace (although glass ceiling) Travel abroad (many regularly) 80% Emirati grad students women Assertive in doctoral seminar (sometimes a force of nature) UAE is a (relatively) uxorious society MYTHS TO DISPOSE OF: WOMEN IN THE UAE

10. MGMT, ADMIN & LEADERSHIP: HISTORICAL COMPLEXITY Colonial Heritage Tribal Traditions Post-Unification Monarchy (Shaikh Zayed)

11. MULTIDIMENSIONAL CONSTRUCTION OF CRITICAL METAPHORS: An Interdisciplinary Field of Critical Concepts

12. INITIAL THEORETICAL SCAFFOLDING Goffman Microinteractionist Metaphors Weberian Value- orientation & Ideal Typing Saidian Humanistic Critique of Orientalist Hegemony Bourdieuian Intellectual Field

13. LEVELS OF A PERSONAL VOYAGE FROM WEST TO MIDDLE EAST Experiential Pedagogical Political

14. “Ideal”: analytical (not normative or empirical) One-sided accentuation & synthesis of diffuse, discrete, present & absent concrete individual phenomena Arranged into unified analytical construct (Gedankenbild) IDEAL TYPICAL METHOD A LA WEBER

15. Contextual shaping of human interaction Dramaturgical presentation of self with others Self & identity shaped, reshaped in the process Groups & larger structures rest upon this basis SOCIAL INTERACTION METAPHORS OF GOFFMAN

16. Stereotyped individual characteristics of “orientals”: sensuality, despotism, aberrant mentality, inaccuracy, backwardness ‘Locale requiring Western attention, reconstruction, even redemption’ Constructed through scholarship, industry, “pioneers” to the Orient – now transplanted uni’s & programmes ORIENTALISM AS IMPERIALISM IN SAID

17. Cultural capital Intellectuals - creators of symbolic power Reproduction of self-perpetuating hierarchies of domination Shaping of politics through symbolic power Political economy of symbolic interests, power (violence), capital power structures (habitas, fields) INTELLECTUALISM AS SYMBOLIC POWER: BOURDIEU

18. Public Servant Cultural Diplomat Intellectual Imperialist THE THREE ATTITUDINAL METAPHORS

20. Derived from Weber Patrimonial traditionalism combined with charisma IDEAL TRAITS OF PUBLIC SERVANT, MANDARIN CLASS

21. Substantive rationality (higher order political end values) Aspires to gentlemanly ideal Traditional ethos governing life & circle of contacts Ethos: “official duty” & “public weal” (the public interest) „Lives for the state, rather than from the state“ VALUES

22. Personal qualities: resilience, independence of mind, intellectual prowess, sound judgement & discrimination, loyalty, integrity Through „moral courage“ „speak truth to power“ Responsibilities tied to legitimacy of ruling elite (individual ministers of cabinet) Protected by anonymity Oversees national interests for political authority AUTHORITY & ROLE

24. Derived from Freeman, Arts of Power: Statecraft & Diplomacy (1997) Patrimonial traditionalism combined with instrumental, legal-rationality CHARACTERISTICS OF IDEAL DIPLOMAT

25. Strategic state interests (security, econ, political) Strategic & tactical master in international arena Power ethos & formal, informal networks (overt & covert) Ethos: Manoeuverability through exaction, accommodation, appeasement, coercion, etc. Lives for the state, rather than from the state VALUES

26. Medium of communication between states Authority to speak as representative & pursue state interests Scholars: informal diplomats of countries & disciplinary traditions Universities: site of formal & informal diplomatic activities & agent of foreign policy (sometimes: unwittingly, hidden curriculum, extension Cold War role) AUTHORITY & ROLE

28. Derived from Max Weber (disenchanted) Entrepreneurial rationalism ESSENCE OF IMPERIALISM

29. Economic Hegemony Formal rationality; suppresses value issues, indifference to ends Entrepreneur, “leadership,” or consultancy ideal (mercentary competitive self-interest) Ethos: efficiency & technical effectiveness Lives from the state, rather than for the state VALUES

30. Personal qualities: impersonal rules, objective competence, business-style mgmt, goal-oriented accountability Adherence to entrepreneurial leadership & obedience to political authority High mobility between private & public sectors Technical managerial elite („new nomenklatura,“ „technical intelligentsia“ or „consultocracy“) Value-for-money, cost-effectiveness & market testing Aims at strategies of control Are „doers“ rather than „thinkers“ AUTHORITY & ROLE

31. I. PERSONAL LEVEL: Existential, Phenomenological, Hermeneutic

32. THE METAPHORS CULTURALLY EMBODIED

33. Does it close one’s world – negative Western stereotype ABAYA COMPLEX

34. Or, does it open a new world? ABAYA “UNVEILED”

36. Public Servant Cultural Diplomat Intellectual Imperialist As Clothing As Ceremonial Costume Abaya Untouched (untouchable?) Two Solitudes ATTITUDES TO ABAYA CORRESPONDING TO METAPHORS

37. DIMENSIONS OF THE PERSONAL Values Identity Professional Qualities Social Interaction

38. Values: local culture dominates; serves new state’s strategic goals Identity: participant-observer (lives in liminality) Social Interaction: immersion, engagement Professional Qualities: international standards ethno-hermeneutically reconstructed to meet local terms of respect PUBLIC SERVANT (AS FOREIGN ACADEMIC)

39. Values: representative of one’s own & local culture; mediates between 2-state strategic goals Identity: retains nationality – engages with local Social Interaction: mediated style of presentation of Self Professional Qualities: represents “home” qualities of professionalism CULTURAL DIPLOMAT

40. Values: home values exclude local values Identity: unchanged, in tension with local conditions Social Interaction: socialising locals into foreign patterns Professional Qualities: replacing indigenous conceptions INTELLECTUAL IMPERIALIST

41. II. PEDAGOGICAL LEVEL: Hermeneutic, Interactional, Legitimating, Reproductive

42. DIMENSIONS OF THE PEDAGOGICAL Scholarship Curricular Principles Teaching Styles

43. Friere: colonisation through language (ontological & epistemological reconstruction) Giroux: hidden curriculum Habermas: communicative action Said: no clash of civilisations Et alia ADDITIONAL CRITIQUES

44. Inclusive Synthesised Scholarship: dialectically mutually informing intellectual history Combined Western-Arab curriculum aimed at UAE national goals & independence Recombinant teaching style inclusive of arab communicative interaction, sociability, temporally structured around calls for prayer PUBLIC SERVICE

45. Al-Khalili, J. (2010) Pathfinders: Golden Age of Arabic Science Crone, P. (2005) Medieval Islamic Political Thought Freely, J. (2009) Aladdin’s Lamp: How Greek Science Came to Europe Through the Islamic World Lyons, J. (2009) The House of Wisdom: How the Arabs Transformed Western Civilization Masood, E. (2009) Science & Islam: A History Morgan, M. (2007) Lost History: The Enduring Legacy of Muslim Scientists, Thinkers, and Artists O’Leary, D. (2003) Arabic Thought and Its Place in History “LOST HISTORY”: THE WEST’S ADOPTION OF ARAB SCHOLARSHIP

46. SYNTHESISED SCHOLARSHIP Common Heritage: e.g., Plato, Aristotle (history, politics, sociology, cultural analysis) Arab Scholarship: e.g., Al-Farabi, Al-Ghazali, Ibn Khaldun, Islamic Humanist tradition Western tradition built upon Arabic: e.g., Renaissance scholars, Weber, Heidegger

47. Dialogue between traditions or Attempt to subjugate arab scholarship: knowledge transfer unequal bi-directional Aims at educational reform serving international & local goals Tolerance of teaching style diversity CULTURAL DIPLOMACY

48. Exclusive use Western scholarship Knowledge transfer uni-directional Almost exclusive use western curric creating UAE dependency Emiratis aren’t taught UAE history (“golemisation” of history & scholarly trad’s) Arab scholars used to illustrate western adoption English-language replacement of Arabic (religious implications) Globalised educ with strong market model: Hidden curriculum of capitalism & consumerism INTELLECTUAL IMPERIALISM

49. III. POLITICAL LEVEL: Entente, Rapprochement, or Global Monopolism?

50. DIMENSIONS OF THE POLITICAL Socio-cultural Impact Sovereignty Globalisation/ Commercialisation The “Reproductive” Role of Educational Institution

51. Mutually enriching, celebratory traditions, designed to sustain Emirati culture as priority Establishes distinctive Emirati scholarship & education Education to serve intellectual, cultural, religious, social, political and economic traditions Reproduction of modern Emirati social classes and status groups ENTENTE: EDUCATIONAL COALITIONS/ ALLIANCES BETWEEN EQUALS

52. Multicultural society retaining its “Solitudes” Segregated education – Western vs. Islamic Western serving globalised & foreign interests Entrenching tiered structure to society RAPPROCHEMENT: EDUCATIONAL MUTUALLY BENEFICIAL EVOLUTION

53. Necrocapitalism – dispossession modified to “social” or “cultural” death (Banerjee, 2008) Cultural & intellectual colony Commodified education Reproduces foreign educational structures, governance, responsibilities, roles, practices GLOBAL MONOPOLISM: EXACT EDUCATIONAL MARKET