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Language Ideologies, Schooling and Islam in Qatar

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Language Ideologies, Schooling and Islam in Qatar Language in the Mirror: Language Ideologies, Schooling and Islam in Qatar Rehenuma Asmi Submitted in partial fulfillment of the Requirements for the degree of Doctorate of Philosophy under the executive committee of the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2013 © 2013 Rehenuma Asmi All rights reserved ABSTRACT Language in the Mirror: Language Ideologies, Schooling and Islam Rehenuma Asmi My study explores language ideologies in the capital city of Doha, Qatar, where school reform movements are placing greater emphasis on English language acquisition. Through ethnography and a revised theory of language ideologies, I argue that as languages come in greater contact in multi-lingual spaces, mediation must occur between the new and old relationships that are emerging as a result of population growth, policy changes and cross-cultural interactions. I interrogate the development concept of the “knowledge economy” as it is used to justify old and new language ideologies regarding Arabic and English. As Qataris change their education systems in response to the economic development framework of the “knowledge economy,” they are promoting language ideologies that designate English as useful for the economy and “global” citizenship and Qatari Arabic and Standard Arabic as useful for religious and cultural reasons. I argue that Standard English, through its association with the “knowledge economy,” becomes “de-localized” and branded an “international” language. This ideology presents English as a modern language free of the society in which it is embedded, to circulate around the globe. In contrast, Standard Arabic is represented as stiff, archaic language of religious traditions and Qatari Arabic is presented as the language of oral culture and ethnonationalism. These findings counter the arguments of scholars who have viewed Arabic’s linguistic diversity as a binary of written religious tradition and spoken dialects. I argue that scholars have ignored the metapragmatic analysis of Arabic speakers, who view both Standard Arabic and their regional dialects as one language that needs to be defended against the encroachment of foreign languages. In chapter one, I explore the history of Qatar through narrative accounts of western historians and Qatari oral and written accounts. I reflect upon the efforts of the current Qatari leaderships to connect with narratives of globalization through the framework of the “knowledge economy.” In chapter two, I outline the actor-networks of the “knowledge economy” that create a development hierarchy between English, the language of the de-localized “international” citizen, and Arabic, the language of the “local” Qatari. In chapter three, I trace how privatization of schooling affects Arabic teachers and their defense of the value of Arabic through an ideology of “Arabic is the language of the Quran.” In the following chapter, I move to sites of higher education, where orality and literacy of Arabic are disputed by Arabic teachers, Qatari students and non-Qatari students of Arabic. I contend that studying language through the speech community reduces the tendency to see language variability as problematic or a sign of language death. In chapter five, I explore the role of Islam in Arabic language ideologies by juxtaposing discourses of the secular and of religious tradition. While some scholars have argued that Arabic speakers do not fully understand the implications of Arabic’s connection to Islam, my work indicates that speakers are fully aware of this relationship and when necessary, utilize it discursively to promote various political, social and cultural agendas. In conclusion, I argue that a methodology of actor-network theory has allowed me to write a situated ethnography of globalizing processes. The tracing of actor-networks is ideal for studying the rapid changes in Qatar and the ways in which immense wealth has brought many different types of individuals into the country to create new models of schooling and education. Rather than placing the focus on “international” discourses, knowledge economies and globalization, my ethnography emphasizes the need for situated accounting that combines the metalanguage of academics, policy makers and leaders with those of the individuals affected by reforms and projects of globalization. Table of Contents List of Figures ....................................................................................................................... iv Notes on Transliteration of Arabic ......................................................................................... v Acknowledgements .............................................................................................................. vi Prologue: In Search of Arabic ................................................................................................. 1 Introduction : Strange Language or Language Strangers? ....................................................... 5 Contextulizing Multilingualism in Qatar: Globalization, Regional Politics and the Knowledge Economy .................................................................................................................................... 15 Theories of Globality and Locality: Actor Networks and Close Encounters .............................. 19 Language Ideologies, Nationalism and Speech Communities .................................................. 22 Genealogies of Religion and Discursive Traditions of Islam ..................................................... 25 Anthropology of Education ....................................................................................................... 30 Providing a foil to the “glittering, empty” shell of Qatar .......................................................... 32 Methods of Movement ............................................................................................................. 35 A Map of Me in the City ............................................................................................................ 41 Limits of the Limitless ................................................................................................................ 42 Organization of the Study ......................................................................................................... 44 Chapter 1: “A Qatari” and “A Global Citizen” ....................................................................... 47 From Tribes to National Citizens: Qatar from the 19th Century to Today ................................ 49 Historical Accounts of Qatar ..................................................................................................... 50 Qatar from 1970 to Today: Demographics and Development ................................................. 60 History of Schooling in Qatar .................................................................................................... 67 Hazawi of Sheikha Mozah, the Knowledge Economy and an Arab Awakening ....................... 72 Conclusion ................................................................................................................................. 78 Chapter 2: Actor-Networks in the Knowledge Economy Project ........................................... 81 Hazawi of RAND-Qatar: Neutral or Neoliberal? ........................................................................ 84 Hazawi of Actor-Networks of the Knowledge Economy ........................................................... 92 “How fast can they pick up English?” .................................................................................... 93 i Education City: Education for the Elites ............................................................................... 96 Qatar University: Reform from the “Top-Down” .................................................................. 99 Conclusion: Linguistic Catch-22 of the Knowledge Economy ................................................. 105 Chapter 3: “The weak in the first, is weak in the second language” ................................. 111 Between the Local and the Global: Arabics Regional Flows ................................................... 114 Hierarchy of Schools in Qatar .................................................................................................. 118 Hazawi of Ikhlas and the “Big Failure” of Independent Schools ............................................. 120 Hazawi of the Public Schools: Ministry, Scientific and Independent ...................................... 124 Ministry School: Al-Shaima Preparatory School for Girls .................................................... 126 Al-Bayan Scientific School for Girls ...................................................................................... 127 Independent School: Amnah Bint Wahab Preparatory School for Girls ............................. 128 Scientific School: Omar Bin Khattab Elementary School ..................................................... 129 Hazawi of Private and “International” Schools ....................................................................... 133 Hazawi of Private “International” Schools .............................................................................. 134 “The Best of the Worst”: Gulf English School and Middle East International School ......... 138 Middle East “International” School ..................................................................................... 140 Bilingual Schools Try to “Satisfy” Parents ..............................................................................
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