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As in many other post-colonial and deregulated societies into whose structures the colonial legacy penetrates deeply, the issue of identity in the Arab world is paramount. The speedy rise to power of Islamists in the post-Arab Spring context is due not only to their organizational power and the corruption of former regimes, but also—and mainly—due to their emphasis on defending or reclaiming a threatened identity. To be effective, the convincing argument affirms, development has to be ‘authentic’; development does not mean satisfying material needs only, but also spiritual and moral ones, at both the individual and national levels. This is why such simplistic slogans as “Islam is the solution” have been both seductive and mobilizing. Education is certainly the most privileged sector where the satisfaction of both material and spiritual needs harmoniously meet. Education becomes then the epitome of development at the various levels; it is indeed the essence of empowerment. This is why, as explained in the general introduction, this volume could not be conceived as complete without an analysis of education, its challenges, and how to overcome them. By expanding choices for development, education becomes the passport to sustainable development and empowerment. Education is the main agent of change in a knowledge society—and the key tool for adjusting to it. Knowledge of one's rights and duties, leading to effective political participation, is the first pillar of personal empowerment and a means to influence decision making. Education is also the mainstay of national empowerment, as a major component of the power to persuade (soft power) that increasingly determines a country's global standing.
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