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The Influence of International Schools on Egyptian Students

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The Influence of International Schools on Egyptian Students Lehigh University Lehigh Preserve Theses and Dissertations 2019 A Global-Local Paradox: The nflueI nce of International Schools on Egyptian Students Ericka Lynn Galegher Lehigh University, [email protected] Follow this and additional works at: https://preserve.lehigh.edu/etd Part of the International and Comparative Education Commons Recommended Citation Galegher, Ericka Lynn, "A Global-Local Paradox: The nflueI nce of International Schools on Egyptian Students" (2019). Theses and Dissertations. 4350. https://preserve.lehigh.edu/etd/4350 This Dissertation is brought to you for free and open access by Lehigh Preserve. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Lehigh Preserve. For more information, please contact [email protected]. A Global-Local Paradox: The Influence of International Schools on Egyptian Students by Ericka L. Galegher Presented to the Graduate and Research Committee of Lehigh University in Candidacy for the Degree of Doctor of Philosophy in Comparative and International Education Lehigh University December, 2018 Copyright by Ericka L. Galegher 2018 ii Approved and recommended for acceptance as a dissertation in partial fulfillment of the requirements for the degree of Doctor of Philosophy. _______________________ Date: _______________________ Dr. Peggy A. Kong, Chair Assistant Professor Comparative and International Education Lehigh University _______________________ Dr. Lisa Damaschke-Deitrick, Co-Chair Professor of Practice Comparative and International Education Lehigh University _______________________ Accepted Date Committee Members: _______________________ Dr. Alexander W. Wiseman, Advisor Professor Educational Leadership (Policy) Texas Tech University iii _______________________ Dr. Lisa Damaschke-Deitrick, Co-Advisor Professor of Practice Comparative and International Education Lehigh University _______________________ Dr. Ghada Barsoum Associate Professor and Program Director Public Policy and Administration Department The American University in Cairo _______________________ Dr. Sothy Eng Assistant Professor Department of Family and Consumer Sciences University of Hawaii at Manoa _______________________ Dr. Peggy A. Kong Assistant Professor Comparative and International Education Lehigh University iv Acknowledgments I am sincerely thankful for the support, advice, and guidance Dr. Alexander W. Wiseman has provided me throughout my PhD journey. Despite being thousands of miles away, his timely feedback and support has been a lifesaver in times of uncertainty and invaluable to my success as a student and researcher. Thank you for pushing me out of my comfort zone to discover and refine my quantitative research skillset that otherwise would have remained nonexistent. Thank you Dr. Sothy Eng for your always constructive and encouraging feedback that kept me on the right track in my quantitative analyses. Thank you Dr. Lisa Damaschke-Deitrick for stepping up in the last few months to take on the extra work of ensuring my dissertation is not only complete but a project that I am particularly proud of. Thank you Dr. Ghada Barsoum for sticking with me from my years at AUC through our mutual love for Egypt and Pierre Bourdieu. And finally, thank you Dr. Peggy Kong for taking on the extra work to ensure the completion of this project. I would also like to thank the network of people, who will remain unnamed to ensure the confidentiality of participants, who made this research possible. These people were really the impetus behind this project who provided access and support based on pure interest in my topic and the desire to help a PhD student. I am greatly indebted to your support and participation. Last and most importantly, I would like to thank my friends and family who have supported me throughout this journey. To Omar, thank you for your unwavering support throughout these years. It has been a journey for both of us, and I thank you for your consistent encouragement and faith in my abilities. To Zane and Ali, thank you for teaching me immeasurable lessons in efficiency, multitasking, and priorities. I hope this project is something that you can be proud of and makes a difference. v Table of Contents Title Page ......................................................................................................................................... i Copyright Page ................................................................................................................................ ii Unsigned Approval Page ............................................................................................................... iii Acknowledgments ........................................................................................................................... v List of Tables .............................................................................................................................. xvii List of Figures ............................................................................................................................ xviii Abstract ........................................................................................................................................... 1 Chapter One: Introduction .............................................................................................................. 3 Statement of the Problem ............................................................................................................ 6 Significance of the Study ............................................................................................................ 8 Research Questions ................................................................................................................... 10 Quantitative sub-questions. ................................................................................................... 10 RQ1. .................................................................................................................................. 10 RQ2. .................................................................................................................................. 11 Qualitative sub-questions. ..................................................................................................... 12 RQ3. .................................................................................................................................. 12 RQ4. .................................................................................................................................. 13 Key Factors ............................................................................................................................... 14 Inputs..................................................................................................................................... 16 School orientation. ................................................................................................................ 17 vi Internationalization and localization ................................................................................. 17 Student orientation. ............................................................................................................... 18 Cosmopolitanism .............................................................................................................. 18 Influence: Differentiation and social stratification. .............................................................. 20 Chapter Two: Literature Review .................................................................................................. 24 Introduction ............................................................................................................................... 24 Historical Background .............................................................................................................. 25 Education and state-building. ................................................................................................ 25 British rule ............................................................................................................................ 28 Post-colonial Egypt. .............................................................................................................. 29 Privatization and education. .................................................................................................. 31 Summary. .............................................................................................................................. 33 Review of Empirical Literature ................................................................................................ 34 Elite, international schools .................................................................................................... 34 Elite schools. ..................................................................................................................... 35 International schools ......................................................................................................... 37 Teachers. ........................................................................................................................... 41 Curriculum. ....................................................................................................................... 43 Language ..........................................................................................................................
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