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Linda Herrera

Biography

Linda Herrera received her PhD in Comparative and International Education from Columbia University, MA in Anthropology/Sociology from the American University in Cairo, and BA in Middle East Studies from the University of California, Berkeley. Prior to joining the Department of Education Policy, Organization and Leadership at UIUC in 2011, she was Senior Lecturer in International Development Studies at the International Institute of Social Studies of Erasmus University Rotterdam and convenor of the Children and Youth Studies specialization. Prior to that, she lived in Egypt for 17 years and worked in international development and social science research capacity programs for the MENA region. She has researched, written about, and taught courses on education and power in the MENA region, qualitative research methods (with a focus on critical ethnography and oral history), international development policy, youth and generations, childhood in global context, the social effects of technological change, and critical democracy and citizenship education.  She has served as an international education advisor in Egypt, and was director of the Education 2.0 Research and Documentation Project (2019-2023). Her books (as single author, editor, and co-editor) include, Educating Egypt: Civic values and ideological struggles (American University in Cairo Press, 2022), Global Middle East: Into the twenty-first century (University of California Press, 2021), Revolution in the age of social media: The Egyptian popular insurrection and the internet (Verso, 2014), Wired Citizenship: Youth learning and activism in the Middle East (Routledge, 2014), Being young and Muslim: New cultural politics in the global south and north (Oxford University Press, 2010), and Cultures of Arab schooling: Critical ethnographies from Egypt (State University of New York Press, 2006). She has also curated the YouTube channels Critical Voices in Critical Times, Democracy Dialogue, and Education 2.0.

Key Professional Appointments

  • Professor, Education Policy, Organization and Leadership, University of Illinois, Urbana-Champaign
  • Professor, European Union Center, University of Illinois, Urbana-Champaign
  • Professor, Center for South Asian and Middle Eastern Studies, University of Illinois, Urbana-Champaign
  • Professor, Center for African Studies, University of Illinois, Urbana-Champaign
  • Participation in conference, Comparative International Education Society (CIES), 2022 - 2022
  • Consultancy, Advisor, Ministry of Education and Technical Education, Egypt, 2020 - 2020
  • Consultancy, International Education Advisor, 2020 - 2024
  • Consultancy, Director, 2019 - 2023
  • Consultancy, Advisory Board, "Skills and Integration of Migrants, Refugees and Asylum Applicants in European Labour Markets" (European Commission), 2018 - 2021
  • Editorial activity, International Review of Education (Journal), 2018 - 2024
  • Participation in conference, Middle East Studies Association Annual Meeting 2017, 2017 - 2017
  • Participation in conference, Italian Society for Middle East Studies, 2016 - 2016
  • Editorial activity, Malta Review of Educational Research (Journal), 2016 - 2024
  • Consultancy, Advisory Board, Power2Youth (European Commission), 2014 - 2017
Education

MA, Anthropology/Sociology, American University in Cairo

PhD, Comparative and International Education, Columbia University

BA, Middle East Studies, University of California, Berkeley

Links

Website of the Education 2.0 Research and Documentation Project, Egypt (2018-2023) by Linda Herrera

YouTube Channel of the Education 2.0 Research and Documentation Project. Oral History Highlight videos produced by Linda Herrera

Critical Voices in Critical Times YouTube Channel. Videos by Linda Herrera

Democracy Dialogue between Rajmohan Gandhi and Mohamed ElBaradei. Videos edited and produced by Linda Herrera

Research & Service

Linda Herrera is a social anthropologist with regional expertise in the Middle East and North Africa (MENA) with longstanding interests in  education and power, youth and generations, childhood in global context, and the social effects of technological change. Her work interrogrates these topics through a wider lens of global change, critical pedagogy, and movements for critical democracy. 

Publications

Herrera, L. (2022). Educating Egypt: Civic Values and Ideological Struggles. (1 ed.) American University in Cairo Press.  link >

Bayat, A., & Herrera, L. (Eds.) (2021). Global Middle East: Into the Twenty-First Century. (The Global Square; Vol. 3). University of California Press.  link >

Bayat, A., & Herrera, L. (2021). Global Middle East-Introduction. In A. Bayat, & L. Herrera (Eds.), Global Middle East: Into the Twenty-First Century (pp. 3-21). (The Global Square; Vol. 3). University of California Press.  link >

Herrera, L. (2021). Cosmopolitan Middle East? An Interview with Seyla Benhabib. In A. Bayat, & L. Herrera (Eds.), Global Middle East: Into the Twenty-First Century (pp. 319-330). (The Global Square; Vol. 3). University of California Press.  link >

Herrera, L. (2018). Media and the Arab Family. In S. Joseph (Ed.), Arab Family Studies: Critical Reviews (pp. 437-448). (Gender, Culture, and Politics in the Middle East). Syracuse University Press.  link >

Herrera, L. (2018). Review: P. Freire's Pedagogy of the Heart. International Review of Education, 64(5), 697-699.  link >

Herrera, L. (2017). It's Time to Talk about Youth in the Middle East as The Precariat. Middle East - Topics & Arguments, 9, 35-44.  link >

Herrera, L. (2017). Paulo Freire for the ages. International Review of Education, 63(1), 129-131.  link >

Gebremariam, E. B., & Herrera, L. (2016). On silencing the next generation: Legacies of the 1974 Ethiopian revolution on youth political engagement. Northeast African Studies, 16(1), 141-166.  link >

Herrera, L., & Mansour, A.-R. (2015). Arab Youth: Disruptive Generation of the Twenty-first Century? In A. Ghazal, & J. Hanssen (Eds.), The Oxford Handbook of Contemporary Middle-Eastern and North African History Oxford University Press.  link >

Herrera, L. (2015). Citizenship under Surveillance: Dealing with the Digital Age. International Journal of Middle East Studies, 47(2), 354-356.  link >

Herrera, L., & Sakr, R. (2014). Foreword. In Wired Citizenship: Youth Learning and Activism in the Middle East (pp. 11-12). Taylor and Francis.  link >

Herrera, L., & Sakr, R. (2014). Introduction: Wired and revolutionary in the Middle East and North Africa. In L. Herrera, & R. Sakr (Eds.), Wired Citizenship: Youth Learning and Activism in the Middle East (pp. 1-16). Routledge.  link >

Herrera, L. (2014). Revolution in the Age of Social Media: The Egyptian Popular Insurrection and the Internet. Verso.

Herrera, L. (2014). Wired Citizenship: Youth Learning and Activism in the Middle East. (Critical Youth Studies). Routledge.  link >

Herrera, L. (2014). Youth and citizenship in the digital age: A view from Egypt. In L. Herrera, & R. Sakr (Eds.), Wired Citizenship: Youth Learning and Activism in the Middle East (pp. 19-38). Routledge.  link >

Herrera, L., & Mayo, P. (2013). Digital youth, Arab revolution and the challenge of education and work: 2011. In L. Schultz, & T. Kajner (Eds.), Engaged Scholarship: The Politics of Engagement and Disengagement (pp. 155-162). (Comparative and International Education). Sense Publishers.  link >

Herrera, L. (2012). Colonial Education Systems, Influence on Middle Eastern Educational Development. In J. A. Banks (Ed.), Encyclopedia of Diversity in Education (pp. 404-405). SAGE Publishing.  link >

Herrera, L. A., & Ballivian, R. R. (2012). Schools of the Street: Hip-hop as Youth Pedagogy in Bolivia. International Journal of Critical Pedagogy, 4(1), 172-184.

Herrera, L., & Mayo, P. (2012). The Arab Spring, Digital Youth and the Challenges of Education and Work. Holy Land Studies, 11(1), 71-78.  link >

Herrera, L. (2012). Youth and citizenship in the digital age: A view from Egypt. Harvard Educational Review, 82(3), 333-352.  link >

Herrera, L., & Peters, M. A. (2011). The educational and political significance of the new social media: A dialogue with Linda Herrera and Michael A. Peters. E-Learning and Digital Media, 8(4), 364-374.  link >

Bayat, A., & Herrera, L. (2010). Introduction: Being Young and Muslim in Neoliberal Times. In L. Herrera, & A. Bayat (Eds.), Being Young and Muslim: New Cultural Politics in the Global South and North Oxford University Press.  link >

Herrera, L., & Bayat, A. (2010). Being Young and Muslim: New Cultural Politics in the Global South and North. Oxford University Press.  link >

Herrera, L., & Bayat, A. (2010). Conclusion: Knowing Muslim Youth. In L. Herrera, & A. Bayat (Eds.), Being Young and Muslim: New Cultural Politics in the Global South and North Oxford University Press.  link >

Herrera, L. (2010). Education and Ethnography: Insiders, Outsiders, and Gatekeepers. In A. E. Mazawi, & R. G. Sultana (Eds.), Education and the Arab 'World': Political Projects, Struggles, and Geometries of Power (World Yearbook of Education; Vol. 2010). Routledge.  link >

Herrera, L. (2010). Young Egyptians' Quest for Jobs and Justice. In Being Young and Muslim: New Cultural Politics in the Global South and North Oxford University Press.  link >

Herrera, L. (2009). Pensée 1: Youth and Generational Renewal in the Middle East. International Journal of Middle East Studies, 41(3), 368-371.  link >

Herrera, L. A. (2008). A song for humanistic education: Pedagogy and politics in the Middle East. Teachers College Record, 110(2), 352-376.

Herrera, L. (2008). Education and Empire: Democratic Reform in the Arab World? International Journal of Educational Reform, 17(4), 355-374.  link >

Herrera, L. (2008). Education: The Middle East, North Africa, and Central Asia. In P. Stearns (Ed.), The Oxford Encyclopedia of the Modern World (Vol. 3, pp. 54-58). Oxford University Press.

Chhachhi, A., & Herrera, L. (2007). Empire, geopolitics and development. Development and Change, 38(6), 1021-1040.  link >

Herrera, L., & Torres, C. A. (Eds.) (2006). Cultures of Arab Schooling: Critical Ethnographies from Egypt. SUNY Press.

Herrera, L. (2006). Higher Education in the Arab World. In J. J. F. Forest, & P. G. Altbach (Eds.), International Handbook of Higher Education (pp. 409-421). (Springer International Handbooks of Education; Vol. 18). Springer.  link >

Herrera, L., & Torres, C. A. (2006). Introduction: Possibilities for Critical Education in the Arab World. In L. Herrera, & C. A. Torres (Eds.), Cultures of Arab Schooling: Critical Ethnographies from Egypt SUNY Press.

Herrera, L. (2006). Islamization and Education: Between Politics, Profit, and Pluralism. In L. Herrera, & C. A. Torres (Eds.), Cultures of Arab Schooling: Critical Ethnographies from Egypt SUNY Press.

Herrera, L. (2006). The Colors of Change: Participation and Praxis in Egyptian Education. In L. Herrera, & C. A. Torres (Eds.), Cultures of Arab Schooling: Critical Ethnographies from Egypt SUNY Press.

Herrera, L. (2006). What's New about Youth? Development and Change, 37(6), 1425-1434.  link >

Herrera, L. (2004). Education and Social Transformation in the Middle East: 1800-Present. In P. Mattar, C. Butterworth, N. Caplan, M. Fischbach, E. Hooglund, L. King-Irani, & J. Ruedy (Eds.), Encyclopedia of the Modern Middle East and North Africa, 2nd Edition (2 ed., Vol. 2, pp. 756-762). Macmillan Reference USA.

Herrera, L. (2004). Education, Islam, and Modernity: Beyond Westernization and Centralization. Comparative Education Review, 48(3), 318-326.

Herrera, L. (2003). Participation in school upgrading: Gender, class and (in)action in Egypt. International Journal of Educational Development, 23(2), 187-199.  link >

Herrera, L. (2003). قيام! جلوس!- ثقافات التعليم في مصر. (1 ed.) Population Council.

Herrera, L. (2002). Islamization and Education in Egypt: Between Politics, Culture, and the Market. In J. L. Esposito, & F. Burgat (Eds.), Modernizing Islam: Religion in the Public Sphere in Europe and the Middle East (pp. 167-192). Hurst Publishers.

Herrera, L. (2002). 'The soul of a nation' - 'Abdallah Nadim and education reform in Egypt (1845-1896). Mediterranean Journal of Educational Studies, 7(1), 1-24.

Herrera, L. (2001). Downveiling: Gender and the Contest over Culture in Cairo. Middle East Report, 31(219), 16-19.  link >

Shami, S., & Herrera, L. (Eds.) (1999). Between field and text: Emerging voices in Egyptian social science. (Cairo Papers in Social Science; Vol. 22, No. 2). American University in Cairo Press.

Herrera, L. (1992). Scenes of schooling: Inside a girls' school in Cairo. (1 ed.) (Cairo Papers in Social Science; Vol. 15, No. 1). American University in Cairo Press.

Presentations

Invited talk, Youth in the MENA as the “Precariat”: Implications for School to Work Transitions, 2023

Participation in workshop, seminar, course, Youth Political Engagement: Traditional and Alternative Ways, 2023

Invited talk, The Distance Learning Revolution Since Covid-19: Questions for Critical Development from Egypt, 2021

Invited talk, "Accelerating Learning in the Middle East and Africa: A Call to Action and Opportunities for Regional Collaboration.", 2020

Participation in workshop, seminar, course, Youth and Generation in Research on the MENA Region, 2016

Courses

EPOL 523: Global Issues in Learning (EPOL 523) Investigates how culture has been taken up in theories that try to explain differences in educational outcomes between nations, within classrooms, and across schools. Through readings drawn from cultural psychology, but also including sociology, anthropology, and education, students will examine how globalization has shaped the discourse about the relationships between culture, learning, and academic achievement.

EPOL 525: Global Youth and Citizenship (EPOL 525) Discusses youth and citizenship in a global context. Covers the social construction of children and youth, the sociology of global generations, education and social media, and new youth movements in the digital age. Draws on a diversity of case studies from North America, the Middle East and North Africa, sub-Saharan Africa, Europe and Latin America.

EPOL 526: Education and Power in Middle East (EPOL 526) Survey of education in Middle East and North Africa from the nineteenth century to the present. Course deals with education in relation to colonialism, nationalism, economic development, imperialism, war and geopolitics, youth politics, Islam, and Arab uprisings. Takes a multidisciplinary perspective that draws on social history, anthropology, sociology, political economy, gender studies and international development.

EPOL 590: Advanced Graduate Seminar (EPOL 590) Seminar in educational policy studies; sections offered in the following fields: (a) history of education; (b) philosophy of education; (c) comparative education; (d) social foundations of education; (e) philosophy of educational research; and (f) historical methods in education.

EPS 391: Thesis (EPS 391) Prerequisite: Senior standing.

EPS 533: Global Youth and Citizenship (EPS 533) Discusses youth and citizenship in a global context. Covers the social construction of children and youth, the sociology of global generations, education and social media, and new youth movements in the digital age. Draws on a diversity of case studies from North America, the Middle East and North Africa, sub-Saharan Africa, Europe and Latin America. Same as EPOL 525. 4 graduate hours. No professional credit.

EPS 534: (EPS 534)

EPS 553: Global Issues in Learning (EPS 553) Same as EPOL 523 and EPSY 553. See EPOL 523.

EPS 590: Advanced Graduate Seminar (EPS 590) Seminar in educational policy studies; sections offered in the following fields: (a) history of education; (b) philosophy of education; (c) comparative education; (d) social foundations of education; (e) philosophy of educational research; and (f) historical methods in education.

EPSY 553: Global Issues in Learning (EPSY 553) Same as EPOL 523 and EPS 553. See EPOL 523.