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Arabic Literature As a Site for Engagement with Alterity an Ethnographic Study of Arabic Literature Collegiate Classroom

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Arabic Literature As a Site for Engagement with Alterity an Ethnographic Study of Arabic Literature Collegiate Classroom “Reading With My Eyes Closed” Arabic Literature as a Site for Engagement with Alterity An Ethnographic Study of Arabic Literature Collegiate Classroom by Ebtissam Oraby B.A. in Arabic Language and Literature, September 2000, Ain Shams University M.A. in TAFL, June 2008, The American University in Cairo A Dissertation submitted to The Faculty of The Graduate School of Education and Human Development of The George Washington University in partial fulfillment of the requirements for the degree of Doctor of Education January 8, 2021 Dissertation directed by Arshad I. Ali Associate Professor of Education Research Brian Casemore Associate Professor of Curriculum and Pedagogy The Graduate School of Education and Human Development of The George Washington University certifies that Ebtissam Oraby has passed the Final Examination for the degree of Doctor of Philosophy as of date of dissertation defense. This is the final and approved form of the dissertation. “Reading With My Eyes Closed” Arabic Literature as a Site for Engagement with Alterity An Ethnographic Study of Arabic Literature Collegiate Classroom Ebtissam Oraby Dissertation Research Committee: Arshad I. Ali, Associate Professor of Education Research, Dissertation Co- Director Brian Casemore, Associate Professor of Curriculum and Pedagogy, Dissertation Co-Director Derek Attridge, Emeritus Professor of English, University of York, Committee Member Aparna Mishra Tarc, Associate Professor of Education, York University, Committee Member ii © Copyright 2020 by Ebtissam Oraby All rights reserved iii Dedication This dissertation is dedicated to the young men and women who participated in this study and to all my students who continue to inspire my scholarly work. iv Acknowledgements I would like to express my gratitude to my committee members, my professors, my writing group, my colleagues, my students, and my family whose support made this project as well as my journey of doctoral studies possible. To my advisors and mentors Dr. Arshad Ali and Dr. Brian Casemore, I am truly grateful for your constant support and guidance throughout my doctoral studies and my dissertation project. Your teaching shaped me as a researcher, a scholar, a teacher, and as a person. Your support opened a welcoming space for my passion to learn and guided me in navigating the academic world. Your questions challenged my writing to evolve and guided my thinking process, and you have always been available for me; for this, I am truly grateful. Without your dedicated involvement throughout the process, this project would never have been possible. I am incredibly thankful for your continued support. I would like to express my deepest appreciation to my committee members Dr. Derek Attridge and Dr. Aparna Tarc. To you, I am deeply indebted for your guidance in my theoretical endeavor. Your work has always inspired me and I was honored and delighted when you agreed to participate in my project as a full committee member. Your willingness to invest in my work and offer feedback on the whole project since it started as an idea was invaluable. I would also like to thank Dr. Colin Green and Dr. František Ondráš who agreed to engage with this project as examiners. Your brilliant comments and questions during my defense enriched the discussion and inspired a confidence in me. Dr. Green, I was privileged to be your student and advisee as I started my doctoral studies, and I am so honored to complete my journey with your support as a committee member for my v dissertation. Dr. Ondráš, your guidance has shaped my career as a teacher. Since you first introduced me to the field of teaching Arabic as a foreign language twenty years ago and until today you have generously given me advice and inspiration. I cannot begin to express my thanks to Dr. Hosna Abdel Samie-Ondrasova, my mentor since I was an undergraduate student at Ain Shams University. From my undergraduate study and until today you pushed me to find my voice in academia, you nurtured my passion, embraced my failures, and celebrated my successes. You taught me the importance of asking the right question. You introduced me to the beauty of the meaning of words. Since the seminar in which we read Richards’ book “How to Read a Page”, you have invited me to the magnificent world of reading theories. You have provided me with care, emotional support, and inspiration throughout my adult life. I owe a debt of gratitude to my writing group partners Alicia Bitler, Kimberly Sloan, and Elizabeth Alvarado, whom I consider to be my closest friends and without whom I could not have completed this project. Alicia, thank you for being there for me for the past four years. Thank you for your moral and emotional support and the countless hours you read my writing, paused questions, and discussed with me the flux of ideas that I grappled with. Thank you for sharing your writing and your experience with me, you have always been a role model for me and I have learned a lot from you. Kim, we started our first doctoral course together in 2013, and since then you have showered me with your love and support. I am truly proud to be your writing partner and look forward to learning more and more from you. Elizabeth, thank you for your continuing support, genuine care, and selfless encouragement, and all that you bring to our writing group. To vi Alicia, Kim, and Elizabeth, no words can express how thankful I am for you and how important you are in my life. I’m also extremely grateful to my colleague and friend Nashwa Taher who never wavered in her support since the day I joined GW. Nashwa, you have been there for me in my ups and downs and provided me with encouragement and patience throughout my doctoral studies. To my dear friends, Heidi Morrison, Margaret Holland, Olla Al-Shalchi, Abeer Hassan, Danny Atherton, Tanvir Ahmed, Timothy Schum, I cannot begin to express my gratitude and appreciation for their friendship. I furthermore wish to thank Dr. Christopher Rollston, whose advice, encouragement, and guidance continue to support my academic endeavor, as well as Dr. Mohssen Esseesy who has supported me throughout my doctoral study and allowed me the space, support, and resources to design the curriculum for this study. Dr. Mohssen, I would like to thank you for your constant encouragement and support. I would like to pay my special regards to Dr. Amin Bonnah who allowed me to observe his Arabic literature course for a whole semester as a pilot study for my dissertation project and generously provided his time and advice to me. I am also grateful to my colleague and friend Dr. Jennifer Tobkin whose advice and support were instrumental in designing and constructing the course on which this study is based. I very much appreciate my colleague and friend Dr. Cory Jorgensen. I am grateful for his insightful advice on finding the time to write, practical suggestions on balancing my teaching and my scholarship, and his continuous support of my doctoral studies. Special thanks to my supportive colleagues Dr. Francesco Sinatora, Dina El-Hefnawy, Dr. Orian Zakai, Dr. Mohammed Kassab, Dr. Nazih Daher, and Dr. Amaya Martin who continue to inspire vii me. I would like to extend my sincere thanks to Michael weeks who encouraged me to design and offer a course for this project and offered invaluable help with the administrative aspect of the course. I also wish to acknowledge the help provided by CNELC staff, Samuel Nohra, and Lillian Chen. Nobody has been more important to me in the pursuit of this project than the members of my family. I would like to thank my mother, whose love and guidance are with me in whatever I pursue, and my sisters Amani, Inas, Amira, Esraa, Ashraqat, and my brother Ahmed. This dissertation stands as a testament to your unconditional love and encouragement. Most importantly, I wish to thank my loving and supportive husband, Ayman, and my four wonderful children, Mohamed, Nour, Omar, and Salma, who provide unending inspiration. This journey would not have been possible if not for them, and I dedicate this milestone to them. viii Abstract of Dissertation “Reading With My Eyes Closed” Arabic Literature as a Site for Engagement with Alterity An Ethnographic Study of Arabic Literature Collegiate Classroom This study investigates the reading and studying of Arabic literature in U.S. collegiate education as a site for engagement with alterity. The purpose is to explore how students in foreign language (FL) literature courses encounter alterity, how they construct the other and reconstruct themselves as they read modern Arabic literary texts, and how the political, historical, geographical, and cultural contexts in which students read shape their reading. Using ethnographic methods, I examine an Arabic literature U.S. collegiate class that I created and taught. Data sources include audio recordings of class discussions, audio recording of out-of-class discussion groups with students, researcher’s memos after classes and out-of-class discussion sessions, in-depth interviews of students, qualitative analysis of students’ written work. Witnessing the growing movement of literacy-based approaches to foreign language education, I use theories of alterity as a framework to illuminate understanding of literacy in foreign language contexts and possibly engender an other-oriented literacy. Notions of alterity that constitutes my theoretical framework are synthesized through analyses of Levinas’s ethics of alterity and post-colonial conceptualization of alterity, supporting my investigation of the consumption of Arabic literature in the Western Academy (Huggan, 2002). The post-colonial lens enables me to interpret the construction of the self and the other through the act of reading within its specific historical, cultural and political contexts (Drabinski, 2011).
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