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Educational Transitions in Post-Revolutionary Spaces

Educational Transitions in Post-Revolutionary Spaces: Islam, Security, and Social Movements in Tunisia

by Tavis D. Jules

Tavis D. Jules is Assistant Professor of Cultural and Educational Policy Studies at Loyola University Chicago, USA. He is the author of Neither World Polity nor Local or National Societies (2012). Author affiliation details are correct at time of print publication.

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and Teresa Barton

Teresa Barton is a researcher in the Cultural and Educational Policy Studies program at Loyola University Chicago, USA. Author affiliation details are correct at time of print publication.

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Bloomsbury Academic, 2018
  • DOI:
    10.5040/9781474282161
  • ISBN:
    978-1-4742-8216-1 (online)

    978-1-4742-8213-0 (hardback)

    978-1-4742-8215-4 (epdf)

    978-1-4742-8214-7 (epub)
  • Edition:
    First published
  • Place of Publication:
    London
  • Published Online:
    2019
Educational Transitions in Post-Revolutionary Spaces
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Educational Transitions in Post-Revolutionary Spaces explores the transformation of the education system in Tunisia following the Jasmine Revolution, the first of a wave of revolutions known as the Arab Spring.

The authors provide a detailed account of how Tunisia’s robust education system shaped and sparked the conflict as educated youth became disgruntled with their economic conditions. Exploring themes such as radicalization, gender, activism, and social media, the chapters map out the steps occurring during transitions from authoritarian rule to democracy.

Educational Transitions in Post-Revolutionary Spaces traces the origins of the conflict and revolution in societal issues, including unemployment, inequality, and poverty, and explores how Islam and security influenced the transition. The book not only offers a thorough understanding of the role of youth in the revolution and how it was shaped by Tunisia’s educational system; crucially, it provides a comprehensive understanding of the theoretical and methodological insights needed to study educational transitions in other post-revolutionary contexts.