excerpt of the TEACHING GUIDE for beyond dominant narratives on the western sahara
Since 2011, uprisings in the Middle East and North Africa have heightened the urgency to revisit the region across multiple disciplines. Through this reconfiguration of approach, greater light has been shed on the margins of the region, among which is the Greater Maghreb, where the Western Sahara conflict takes a central role. The conflict has been a point of contention for regional actors, as well as some major international players, namely France, Spain, and the United States. While the conflict’s roots date back to the period immediately after independence in the 1950s, political shifts throughout recent history have and continue to shape both the nature of the conflict and the discourse surrounding it. More importantly, the events that led to regional protest movements in 2011 have marked a transitional period that continues to unfold in unprecedented ways. Placing the Western Saharan conflict within this context necessitates a critical approach to the dominant narratives on the conflict, which this roundtable serves to initiate.
This pedagogy publication, formulated through a roundtable, positions the Western Saharan conflict in its current context. It features the perspectives of scholars, journalists, and activists who have been engaged in the Maghreb region. Each contribution in Beyond Dominant Narratives considers the Western Saharan conflict through a different disciplinary lens, including law, geopolitics, and history. The accessibility of this publication makes it a useful resource not just for undergraduates students studying the Middle East and North Africa, but for any learner or professional searching for a basic primer on the Western Saharan conflict. The publication is categorized as a roundtable insofar as each contribution fits into the broader theme of rethinking the Western Saharan conflict. As such, Beyond Dominant Narratives is best taught/read with each contribution read separately, beginning with the introduction, which lays out important points regarding the context and framework.
The following are a series of suggested questions to consider following a thorough reading of this pedagogy publication:
After reading the publication and addressing these questions, students should be more prepared to apply their disciplinary focus on the Western Saharan conflict. Its basic yet nuanced approach moves away from simply laying out the major players and reasons behind the conflict. It also serves to build a more critical understanding of the conflict as a conflict that is not static and ongoing—an understanding that can be expanded and applied in delving into more specific aspects of the conflict that concern students and researchers.
In addition to the individual contributions, the publication ends with a list of recommended readings on the conflict, as well as online and social media tools to enhance the learner’s perspective. Collectively, the resources and publication offer a unique learning experience on a conflict that has long been trapped within a framework dictated by a hegemonic discourse. More importantly, it offers learners a critical approach to examining the Western Saharan conflict that considers ongoing changes that continue to shift power balances, interests, and objectives.
[See more inside...]
This pedagogy publication, formulated through a roundtable, positions the Western Saharan conflict in its current context. It features the perspectives of scholars, journalists, and activists who have been engaged in the Maghreb region. Each contribution in Beyond Dominant Narratives considers the Western Saharan conflict through a different disciplinary lens, including law, geopolitics, and history. The accessibility of this publication makes it a useful resource not just for undergraduates students studying the Middle East and North Africa, but for any learner or professional searching for a basic primer on the Western Saharan conflict. The publication is categorized as a roundtable insofar as each contribution fits into the broader theme of rethinking the Western Saharan conflict. As such, Beyond Dominant Narratives is best taught/read with each contribution read separately, beginning with the introduction, which lays out important points regarding the context and framework.
The following are a series of suggested questions to consider following a thorough reading of this pedagogy publication:
- What factors have contributed to the evolution of the Western Saharan conflict?
- Can the Western Saharan be positioned within the broader narrative of the uprisings in the region?
- Have the uprisings changed the nature of the conflict and the way it is viewed/understood?
After reading the publication and addressing these questions, students should be more prepared to apply their disciplinary focus on the Western Saharan conflict. Its basic yet nuanced approach moves away from simply laying out the major players and reasons behind the conflict. It also serves to build a more critical understanding of the conflict as a conflict that is not static and ongoing—an understanding that can be expanded and applied in delving into more specific aspects of the conflict that concern students and researchers.
In addition to the individual contributions, the publication ends with a list of recommended readings on the conflict, as well as online and social media tools to enhance the learner’s perspective. Collectively, the resources and publication offer a unique learning experience on a conflict that has long been trapped within a framework dictated by a hegemonic discourse. More importantly, it offers learners a critical approach to examining the Western Saharan conflict that considers ongoing changes that continue to shift power balances, interests, and objectives.
[See more inside...]
