ABSTRACT
Our approach to the shaping of this volume has been intensely personal, and as intensely political and collective. It is profoundly shaped by two and a half years of engagement with initially over eighty potential contributors, living across ve continents. ey all enabled our initial framings and their underlying assumptions to shi as the project of the volume gradually materialized and the nal list of authors determined. We can now state that this edited collection has opened for us all multifaceted conversations and new conceptual and empirical horizons of engagement that touch on some of the neglected questions regarding education in the Arab region, the projects it serves, the equity with which it is accessible, and its relations to broader issues of social justice and political inclusion.
