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Jean-Pierre Cassarino holds a professorship at the Robert Schuman Center for Advanced Studies (RSCAS/European University Institute, Florence) where he directs the Return migration and Development Platform (http://rsc.eui.eu/RDP/). He is also research associate at the Tunis-based Institut de Recherche sur le Maghreb Contemporain (IRMC). Since the mid-1990s, he has published extensively on international migration, particularly on return migration and has carried out numerous field surveys investigating returnees’ manifold patterns of reintegration. Selected publications include: (ed.) Unbalanced Reciprocities: Cooperation on Readmission in the Euro-Mediterranean Area, The Middle East Institute Press, Washington, 2010; (ed.) “Conditions of Modern Return Migrants”, International Journal on Multicultural Societies, Vol. 10, Issue 2, UNESCO, Paris, 2008; (ed.) Return Migrants to the Maghreb Countries: Reintegration and development challenges, RSCAS, European University Institute, Florence, 2008; Tunisian New Entrepreneurs and their Past Experiences of Migration in Europe: Networks, Resource Mobilisation, and Hidden Disaffection. Ashgate Publishers, Aldershot, 2000. Email: [email protected]
Originally posted October 2011
This Opinion first appeared in the New York Times’ Sunday Review section on January 21, 2012
Originally posted July 2010
Originally posted: July, 2010
The development of information communication technology (ICT) has transformed the world into a global village, facilitating the flow of knowledge, information, and people like never before. Its impact on everyday living is apparent, fundamentally changing the way people think, work, and play. Within education, the impact of ICT may not be as extensive as in other fields. This is because education is often perceived as a socially -oriented activity where the teacher’s main role is to transmit knowledge and be a role model.
This Opinion first appeared in ForeignPolicy.com on February 23, 2012
Originally posted July 2010
In the past, there was no need for learning a foreign language. Today, however, learning foreign languages should be included in school curricula … Today is not like yesterday, when our voice could not reach beyond the national boundary. Today, we can stay in Iran but publicize [our ideology] and export our revolution to other parts of the world in different languages.
Ayatollah Khomeini, 1980[1]
Originally posted July 2010
Originally posted July 2010
Originally posted July 2010
Educational reform from the West has arrived on a grand scale in the Gulf, particularly in higher education. American, Canadian, Australian, and British universities are being established throughout the region. In addition, Western-style methodologies and best-practices are being employed. Although there are considerable benefits to adopting Western models of education, such reform does not come without a price.
Originally posted July 2010
Originally posted July 2010
Originally posted July 2010
… “My name is Ozymandias, king of kings:
Look on my works, ye Mighty, and despair!”
Nothing beside remains. Round the decay
Of that colossal wreck, boundless and bare
The lone and level sands stretch far away. [1]
– Percy Shelley
Podcast 7, Kurdish Issues: Turkey and the Kurdistan Regional Government in a Changing Middle East. Recorded Feb 23, 2012 at the Atlantic Council.
Podcast 7, Kurdish Issues: Turkey and the Kurdistan Regional Government in a Changing Middle East. Recorded Feb 23, 2012 at the Atlantic Council.
Podcast 7, Kurdish Issues: Turkey and the Kurdistan Regional Government in a Changing Middle East. Recorded Feb 23, 2012 at the Atlantic Council.
