Diversity and pluralism in Arab media education curricula: an analytical study in light of UNESCO standards

Prior research looking at Arab experiences in media education, despite its importance, did not provide a comprehensive evaluation of the curricula and study plans in Arab media colleges and departments but rather treated media education in a narrow and partial way. Therefore, this study fills this research gap by analysing the curricula of 21 media colleges, departments and institutes in 10 Arab countries from a perspective related to pressing issues of the Arab world, namely, the issues of diversity, pluralism, rights and freedoms. Three levels of content analysis were adopted to evaluate media education in the Middle East and North Africa—specifically, the learning objectives for managing diversity and differences based on UNESCO’s Media and Information Literacy Curriculum for Educators and Learners. The results showed that 33.2% (79 out of 238) of the total number of learning objectives in the UNESCO curriculum were specific to the skills of managing diversity. The study classified them into five main areas: promoting human rights, equality, pluralism, the culture of dialogue, and the commitment to ethics. Emphasis on adherence to media ethics was the most evident in all of the Arab academic plans, followed by, to a lesser extent, the emphasis on promoting the culture of dialogue, peace, and understanding, and finally promoting human rights. The weaknesses were represented in the lack of clarity on the items related to pluralism, democratic practice, equality, and the empowerment of women. The paper concludes with a discussion of the importance of adopting deeper methods of analysis to evaluate the items on enhancing diversity management in all Arab education curricula, in addition to the importance of establishing a practical discussion among decision-makers and experts to integrate new media education into the curricula of media students in line with advanced international experiences and take into account the notion of cultural privacy.

Hasan M. H. Mansoor