1. LOCATING ACCREDITATION IN HIGHER EDUCATION IN THE MENA REGION: WHY? WHEN? FOR WHOM? THE FIFTH ANNUAL GULF COMPARATIVE EDUCATION SOCIETY SYMPOSIUM Dubai Women’s College Wednesday, April 9, 2014 Dr. Boyce C. Williams Dr. Majed Abujaber Marilyn R. Davis, Ph.D Candidate

2. Marilyn Davis, Researcher University of New Mexico Center for Educational Policy & Research Multicultural Education Center davism@unm.edu 001 (301) 254-8829

3. Is boundary spanning possible? Should meanings of diversity be redefined for the MENA region?

4.  Western Countries: Diversity is socially constructed and designed to fulfill a need for various forms of labor capital.  Definition: Diversity - Different from each other; of a different kind, form, character, etc; unlike; of various kinds or forms, multiform (Merriam-Webster online, 2013)  Mills, C. (2007). Multiculturalism as/and/or Anti-Racism?” in Anthony Simon Laden and David Owen, eds. Multiculturalism and Political Theory (New York: Cambridge University Press, pp. 89-114.

5. Socially Constructed Differences Among Groups of People and Individuals Based on:  Ethnicity  Race  Socioeconomic status  Gender  Exceptionalities  Language  Religion  Sexual Orientation  Geographical Area

6.  Western Cultures: Education for All (Residence) ◦ Education/schooling is mandatory for all children residing within its borders regardless of nationality (20/80)  MENA Region: School for All (Nationals) ◦ Connotations of diversity and global economy are the “norm” as the number of expatriates may exceed the number of Nationals. (80/20)

7. Is boundary spanning possible? Should meanings of diversity be redefined for the MENA region?

8.  Evaluation of Curriculum and Experiences  Assessments  Diverse Faculty  Recruitment and Retention of Diverse Faculty  Diversity of Student Candidates  Student Candidates’ Experiences Working With Diverse Students

9. Perception: ◦ Homogenous Culture (federal schools for Nationals) ◦ Homogenous Communities of Practice (where and what Nationals do)

10. Individual Diversity (Nationals)  Life experiences  Different Values  Academic background experiences  Individual Needs (psychological; physical; special needs)  Abilities  Interests  Socioeconomic status  Culture

11. Social Diversity (Nationals):  Ethnic Origins (Historical)  Cultural Backgrounds (familial identity)(inter-ethnic marriage)(residence)  Multilingual Backgrounds  Socioeconomic Background  Religious Background  The ways in which all of the above develop in the region

12.  While the Educational Systems in the MENA region reflects the diversity of the population of any one of the countries, with the existence of multinational educational institutions and the employment of multinational curricula, faculty and staff; it cannot be assumed that education outcomes for MENA region National students will teach for knowledge of local and regional issues related to notions of diversity and culture and ways of knowing and serving diverse populations.

13.  While candidates in a program might come from the same country, and a perceived homogeneous culture and community of practice, candidates do display diverse characteristics.  These characteristics must be identified, defined, and filtered through a supportive dialogical process for contextual meaning and conceptual understanding among National students as new ways of defining meanings of diversity for accreditation by western professional organizations for MENA region institutions.

14.  Western definitions of diversity are constructs that sit within the context of Western culture and purposes.  MENA region Institutional meanings of diversity must make the above case as it relates to the region and also take a reflexive, global position on diversity that is aligned with the regional context of what “diverse” means for communities of practice in the Middle East.

15. Marilyn R. Davis, Research Assistant University of New Mexico College of Education Center for Policy and Educational Research Multicultural Education Center (davism@unm.edu)davism@unm.edu 001-301-254-8829