The Arab Spring and Higher Education Protests: A Social Movement Theory Media Analysis

• In Event: Activism and Education Change (II)

Proposal

This paper provides empirical evidence of the significant role of higher education in the uprisings in the Middle East and North Africa, also known as the "Arab Spring." Although higher education institutions in this region had previously contributed to upholding a regime's benevolent image (Mazawi, 2011), the Arab world has witnessed unexpected revolutions and protests with multiple and intricate causes that cannot be attributed to a single factor. Despite over a decade has elapsed since the beginning of the first Arab Spring revolution, the Arab world persists in a transitional phase and lacks a distinct vision of the potential concrete and definable outcomes of these revolutions (Çarkoğlu et al., 2019; Gamson, 2011).

Evidence suggests that in many countries where prolonged protests have occurred, the combination of increased years of education and poor job prospects, particularly for college graduates, has been a significant contributing factor to the unrest (Campante & Chor, 2012). In addition, it has been found that political discontent is related to urbanization and high levels of education and unemployment (How Demographic Change Can Lead to Violent Conflict, n.d.). Promoting democracy requires prioritizing policies that increase education spending and improve access and equality in education (Bougharriou et al., 2019).

Contrary to the literature that a higher education degree increases employment opportunities in “advanced” economies, having a college degree in Jordan decreases the chances of securing employment (McMahon, 2017). The most recent Employment and Unemployment Survey conducted by the Jordanian Department of Statistics (Q2 2022) revealed an unemployment rate of 26.2% among university degree holders, which is quite high compared to other academic levels. The results further indicate that 53.5% of the total unemployed population have secondary school qualifications or higher.

The purpose of this study is to address the root causes of education protests in the Middle East and how the civic injustice towards the educated class has triggered these protests, which is often a result of underlying issues, such as government corruption, lack of funding for education, and restrictions on freedom of expression. In doing so, this study addresses the following research questions:

1. How have the Arab Spring protests changed the nature, form, and politics of education protests in the Middle East?
2.What specific forms of civic injustice towards the educated class have triggered these protests

Theoretical & Conceptual Framework

The study employs the social movement (Tilly, 2004) theory since it provides a valuable framework for understanding the underlying reasons behind these protests and the factors that shape their form and content, more precise, this study will analyze the factors that influence the emergence and development of protests, the strategies used by protesters to mobilize support, and how their message is constructed and framed.

Inquiry & Methods

We used the Global Database of Events, Language, and Tone (GDELT), a platform that monitors the world's news media from nearly every corner of every country in print, broadcast, and web formats, in over 100 languages. We employed this data to scrutinize media reports from various sources like (AP), (BBC), Al Jazeera, Al Arabiah, and The Guardian, and construct models based on specific keywords and phrases. Our primary objective was to discern patterns in education protests in the Middle East from 2011 to 2016.

We developed a coding scheme to detect patterns and themes in media coverage, speeches, news, articles, and social media posts concerning the Arab Spring. The categories included in this scheme are higher education, education, protests, and reform, among others related to the education sector.

Preliminary Findings and Implications

The full paper will provide a comprehensive report on how education protests in the Middle East have changed the nature, structure, and politics of education protests. Our report will also examine the role of social media, democracy, social justice, and student demands for transparency, accountability, and participation in higher education decision-making.

In this proposal, we will cover two of the main findings. First, we found that social media had a critical role in mobilizing and organizing protesters during the Arab Spring. Students and teachers now utilize social media to mobilize and disseminate information, which highly underscores the significance of universities imparting digital literacy skills and critical thinking abilities to students, enabling them to navigate efficaciously the social media intricate domain. Moreover, higher education institutions must recognize the opportunities and challenges that social media presents to movements looking to expand their reach, especially the theory of politicization on campus suggests that certain colleges and universities are known for their political activism, while others are not perceived in the same way (Dyke, n.d.).

Secondly, we found that more educated populations have higher levels of protest activity and a greater likelihood of demanding civil liberties, individual autonomy, democracy, transparency, accountability, and participation in decision-making, this finding is supported by numerous instances of student movements, such as the Chinese pro-democracy movement, the Iranian revolution, and the famous student protests that took place in Western Europe and the USA during the 1960s, and in this contexts we have Sana'a campus protests in 2011 and the Iranian Sharif University revolt in 2023 (Dahlum & Wig, 2019).

The results of this study have noteworthy implications for the future of higher education, not only in the Middle East but also in other regions. It underscores the significance of involving students and higher education institutions in the planning process, aligning it with market demands, and prioritizing quality education over quantity. To achieve this, granting universities and higher education institutions autonomy and reforming the education system is crucial. This will enable universities to control their curriculum and develop innovative and inclusive programs that encourage students to engage in critical thinking, problem-solving, and civic engagement. Such measures are imperative to prevent radicalization and promote a more peaceful and tolerant society, where individuals possess the skills and knowledge necessary to navigate complex social and political issues.

Authors

• Mosab Shaher Abu Al Foul, University of North Dakota

• Radomir Ray Mitic, University of North Dakota