The University of Chlef Journals
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Civil Society in the Digital Environment -Does Technology Affect Civil Society Efforts to Promote Civic Engagement?-
Get PDFتبحث الورقة في التأثيرات التي تمارسها التكنولوجيا على منظمات المجتمع المدني باعتبارها فضاء بين الدولة والفرد، متمثلة من جهة في الفرص التي تتيحها البيئة الرقمية لمنظمات المجتمع المدني من حيث الإمكانية الهائلة للتواصل والوصول والتعبئة وتنظيم النشاطات. ومن جهة أخرى (تتمثل) في التحديات التنظيمية والتمويل والهراركية الإدارية الأفقية، بالإضافة إلى الأمية الرقمية ومخاطر الرقابة في البيئة السياسية غير الديمقراطية.
تستند الورقة إلى الحضور الواسع والعميق للتكنولوجيا في الحياة اليومية للأفراد والمجتمعات ما جعلها –فعليا- مجتمعات رقمية، وهو الوضع الذي يضع منظمات المجتمع المدني في حتمية التعامل مع فئات واسعة من المجتمع -لا يمكن الوصول إليها إلا- من خلال شاشات الهاتف أو أجهزة الكمبيوتر المدعومة بالانترنت. وتوصلت الورقة إلى أن جوهر الأدوار التقليدية للمجتمع المدني لا تتغير (ترسيخ المشاركة المدنية من خلال التمثيل، تنظيم المطالب والاحتجاجات، ترسيخ قيم التعاون والتكافل، المناصرة...)، لكن نجاحها يتطلب تغييرا في آليات النشاط. The paper examines the impacts of technology on civil society organizations as a space between the state and the individual, represented on the one hand by the opportunities that the digital environment provides to civil society organizations in terms of the enormous potential for communication, access, mobilization and organizing activities. On the other hand (represented) by the organizational challenges, funding and horizontal administrative hierarchy, in addition to digital illiteracy and the risks of censorship in an undemocratic political environment.
The paper is based on the widespread and profound presence of technology in the daily lives of individuals and societies, which has made them - in effect - digital societies, a situation that places civil society organizations inevitably in dealing with broad segments of society - that can only be reached - through phone screens or Internet-supported computers. The paper concludes that the essence of the traditional roles of civil society do not change (consolidating civic participation through representation, organizing demands and protests, consolidating the values of cooperation and solidarity, advocacy...), but its success requires a change in the mechanisms of activity
(Civil Society and Its Role in Supporting Democracy and Enhancing Political and Economic Participation According to Alexis de Tocqueville
Get PDFأظهرت الدراسات في ميدان الفلسفة والعلوم الاجتماعية والسياسية أن المجتمع المدني أصبح يشكل عصب الحضارة المعاصرة، ولقد تطور تدريجيا حتى غدا أحد المفاهيم المحورية في الحقل السياسي لكل دولة، ولعل السبب في ذلك يرجع إلى كون هذا المتجمع يلعب دورا حيويا في توطين مبادئ الديمقراطية ويقوي الممارسات المرتبطة بها، ويعمل على تفعيل الخطاب السياسي والمشاركة الاقتصادية وتشجيع العمل التعاوني بين الدولة من جهة ومختلف فئات المجتمع من جهة أخرى، مما يساهم في التعبير عن حرية الإرادة لكل فرد وبالتالي يتحقق الانسجام بين شرعية الدولة والجمعيات المدنية وهذا ما حاول المنظر السياسي أليكسيس دو توكفيل إبرازه.
لذلك فإن الهدف من هذه الورقة البحثية هو إبراز المساهمة الفعالة للمجتمع المدني في المجالين السياسي والديمقراطي من المنظور التوكفيلي، حيث توصلنا في الأخير إلى أهمية مثل هذا المجتمع من أجل تهدئة الأوضاع في عالمناStudies in the fields of philosophy, social, and political sciences have shown that civil society has become the backbone of contemporary civilization. It has gradually developed until it became one of the central concepts in the political domain of every country. The reason for this is likely due to the fact that this society plays a vital role in instilling the principles of democracy, strengthens the practices associated with it, activates political discourse, encourages economic participation, and fosters cooperation between the state on one hand and various social groups on the other. This contributes to expressing harmony between the legitimacy of the and civil associations. This is something that political theorist Alexis de Tocqueville sought to highlight.
Therefore, the goal of this research paper is to emphasize the effective contribution of civil society in the political and democratic fields from a Tocquevillian perspective. In the end, we conclude that such a society is important in calming tensions in our world
The Multi Language Levels in Ahlem MOSTGHANMI’s Novels
No full textThe present article aims at revealing the multi language levels in the Algerian writer, Ahlam Mosteghanemi’s writings, which are characterized by a provocative narrative structure, through which she attempts to introduce strangeness into literature. This author prefers tampering with language in order to create an artistic pleasure, using literary techniques that intensify the language and make it distorted. Her narrative style has special techniques in which the popular and the public intertwine harmoniously through textual structures that differ from one novel to another. Therefore, what is her purpose of using such method of writing? And to what extent has the author succeeded in preserving the Algerian identity by including the Algerian dialects in her literature? Through research and analysis, the study concludes that the writer, Mosteghanemi, through her distinguished literary career, was able to surmount some traditional tools that draw the narrative event without losing her local and national identity, thus preserving the cultural heritage embodied by the narrative language
Exploring Algerian EFL Students’ Familiarity, Use and Attitudes towards Generative Artificial Intelligence Tools in Education
No full textIt is agreed nowadays that Artificial intelligence (AI) has gained wider acclamation in various sectors, including education. The integration of AI in education has unveiled an array of AI-powered tools, revolutionizing teaching and learning and equipping both students and teachers to navigate the demands of the digital era. Within the framework of the Technology Acceptance Model, the present study aims to explore Algerian EFL students’ familiarity, use and attitudes towards artificial intelligence tools and chatbots in the learning process. To this end, an exploratory study involving a mixed-methods design was conducted with 305 graduate and undergraduate EFL subjects in the Department of English of the University of Algiers 2. The results emerging from the quantitative and qualitative analysis of the questionnaire revealed that the subjects were familiar with different AI tools, such as Chatbots and generative tools, mainly using them to complete tasks requiring both lower and higher-order thinking skills. The subjects generated positive attitudes towards the use of AI, favouring their efficiency and support but expressing concerns about potential over-reliance and impacts on their motivation, critical thinking skills and creativity. The study concludes with suggestions for future research on the ethical implications and best practices for AI use in higher education
Exploring the Relationship Between the Age of Newly Recruited Algerian EFL Primary School Teachers and Stress in Classroom Management
No full textTeaching young learners at primary schools is taxing even for most experienced teachers as teaching takes a toll on both the body and the mind. From this respect, the study aims to explore the potential relationship between two variables: age at the time of recruitment and stress in classroom management. Hence the work attempts to answer two questions. The first one discusses how the age of newly recruited EFL primary school teachers in Algeria correlates with their stress level and classroom management skills. The second ponders on whether professional development programs are tailored to address age-related considerations. In longitudinal research that extends over an eighteen-month period, the study utilized the mixed-method approach relying on two data collection tools: a questionnaire and interviews with triangulation in mind. The results indicate that a teacher being recruited at an older age, thirty or more (in the context of this research), can struggle with classroom management, energy levels, stress, and even their ability to relate to learners of various age groups. Furthermore, teacher training does not incorporate any discussion on the potential impact of a teacher\u27s age on classroom management, focusing instead on universal strategies that are deemed to fit all teachers
Pedagogical Strategies for Teaching Children\u27s Literature in Higher Education
No full textThis study examines the various pedagogical strategies used in teaching children\u27s literature at the university level, revealing notable disparities in approaches and highlighting the need for further in-depth research. The method adopted is based on a careful analysis and rigorous synthesis of existing publications, academic points of view and empirical research in order to develop a holistic vision of the research problem and to formulate relevant answers to the questions posed. The importance of children\u27s literature in academia is highlighted as a dynamic area of research, highlighting its transformative role in society. The results indicate a predominance of technical aspects of literacy, with fragmented implementation of innovative teaching practices. The study\u27s findings highlight the critical need for teacher training programs that effectively integrate children\u27s literature, as well as increased awareness of its transformative potential. By identifying current gaps, the study suggests ways to enrich educational programs and promote a more inclusive and diverse literature. The implications also suggest the importance of promoting innovative teaching methodologies and diversifying the literary sources used in the classroom. In conclusion, this study makes a significant contribution to the understanding of current teaching practices and suggests valuable avenues for the continuous improvement of children\u27s literature teaching, thereby promoting high-quality and more holistic literary education, accessible to everyone and everywhere.
 
Identity Construction and Language in Literature: Leila Aboulela’s The Translator
No full textThis research seeks to shed light on the construction of identities in relation to the choice of language in literature in Leila Aboulela’s novel The Translator. It aims to cast light on the importance of language in constructing characters’ identities that oscillate between two distinct cultures. Hence, from a postcolonial perspective mainly the ideas of Bill Ashcroft, Gareth Griffiths and Helen Tiffin, the research shows that the author succeeds in transmitting Arab and Muslim culture in an English text through appropriation strategies by inserting code switching, glossing, syntactic fusion, translated and untranslated Arabic words and expressions, Quranic citations and Islamic references. Albeit the novel is written in English, it bears the characters’ Arab and Muslim identities. Aboulela’s The Translator exemplifies how appropriation functions as a means of reasserting “Other” identities within the dominant discourse of the former colonial language. In this regard, the choice of language is a marker of identity construction and cultural belonging inasmuch as it conveys the characters’ cultural values and religious orientations. In addition, through the protagonist Sammar, who is a translator, Aboulela translates cultural and religious practices of Arab and Muslim people in diaspora. Sammar, as her name denotes conversation, consolidates both Eastern and Western cultures. This union is reinforced with her marriage to Rae, a Scottish academic who converted to Islam. Thus, Aboulela’s The Translator portrays vividly Arab Muslim people’s situation in both Scotland and Sudan and endeavors to rectify misconceptions about Arabs and Muslims who have been portrayed as the “Other” in Western discourse. Consequently, the novel celebrates cross cultural communication, cultural diversity and mutual understanding in transcultural society.  
Claustropolitanism At The End Of The World: Rethinking Post-pandemic Globalization And Higher Education
No full textThis theoretical article develops a new trope for understanding globalization after the COVID-19 pandemic. Science fictional genres are filled with - and fuelled by - dystopic narratives of endings, wars, apocalypses, famines and – indeed – zombies. Yet the benevolent cosmopolitan sociology developed by Ulrich Beck, Zygmunt Bauman and Scott Lash at the turn of the 21st century, did not provide a rationale or understanding for September 11, the Global Financial Crisis, or the pandemic. Beck’s ‘zombie concept’ was no match for the – metaphoric – zombie hoards over-running popular culture and higher education. Multiculturalism and the belief in the public good were crushed by an unregulated banking sector, a lack of funding for public health and public education, and a political system run on post-expertise, opinion and subjectivity. In response to this intellectual gap, absence and lack, this article develops a post-disciplinary claustropolitanism. Deploying the research from Paul Virilio and Steve Redhead, a new intellectual dance is commenced, between ‘end times’ and ‘new times,’ to provide momentum for higher education at the end of the world. Claustropolitanism is a lens to understand the foreclosed times of unemployment, under-employment, inelegant university and industry ‘partnerships,’ and a declining respect for expertise. Why was it necessary to enforce the sloganized salve of ‘Believe the science’ during a global pandemic, when scientific methods were required to enable the survival of millions of citizens? Noting this post-pandemic paradox, this article reveals the consequences of toxic globalization, and how claustropolitanism can renew a commitment to trans-localism, and learning
Challenges Facing Efl Teachers/ Learners Associated With Online Learning
No full textAbstract The rapid and unexpected spread of the COVID-19 pandemic throughout the world without exception, and in Algeria in particular, has led to preventive measures at all levels social, economic, and educational. The Ministry of Higher Education and Scientific Research has encouraged the policy of social and physical distancing for protective measures. Besides, the ministry has urged all the universities to implement the distance education (online learning) in order to address the academic year curriculum. Accordingly, this research paper seeks to examine the challenges and the learning issues associated with online teaching in the Algerian universities during the Coronavirus pandemic. A constructed online- survey is administered to a sample of Algerian teachers and learners from various universities to determine their perceptions and attitudes towards online education experience, also to evaluate its effectiveness, flaws and suggests possible resolutions for distance learning approach even in post-pandemic. After gathering online data, the participants ‘perceptions of Distance learning were analyzed according to a statistical software. Besides, a qualitative descriptive evaluation in the second part of the survey, which is about participants’ suggestions of future e-learning reforms for better activation. Even though the results have shown significant claims about the online challenges and issues they have faced during their teaching/learning process, yet most of participants endorse the implementation of ICTs within learning environment since it has positive outcomes on improving the education
Ict Training At The Algerian University: Insufficient Teacher Training And Complete Neglect Of Learner Training
No full textAmong the notable changes following the widespread of the COVID-19 pandemic is the urgent and necessary use of ICTs in several domains, including education. ICT skills have become a central feature for a successful teaching/learning process, adding much value to key learning areas like EFL. Although previously neglected, most newly recruited EFL teachers have been placed in vocational training aimed at enhancing their ICT skills. Though insufficient, this step proved to be of remarkable benefit, as it ensured a more efficient learning process. However, a lack of a well-covered training slowed down the process. While the Algerian Ministry of Higher Education and Scientific Research issued regulations to ensure newly recruited teacher training, it neglected the importance of providing the same initiative for previously recruited teachers, as well as learners. The present paper emphasizes the importance of involving all teachers and integrating learners in ICT training programs. Given their indispensable role in the teaching-learning process, learners should be provided with the same opportunity. Undoubtedly, teachers training has increased EFL courses efficiency. But it should be sustained by engaging all teachers and learners in an efficient ICT training