President al-Sisi has declared 2019 to be the ‘Year of Education’, whereby a National Project is to be launched to reform the education system. These proposed reforms are crucial, yet the politics driving them and their implications for al-Sisi’s regime remain unclear. Discussions surrounding how education is political and can help protect authoritarian regimes have largely been understated in the existing literature. This paper’s objective is to encourage a critical outlook through utilising a Gramscian approach that considers education to be a politically contested domain. This approach views education as a hegemonic apparatus capable of developing consent through politically socialising the populace into accepting certain knowledge, attitudes and behaviour conducive to the regimes in power. By analysing the education system under Nasser, Sadat and Mubarak, I illustrate the extent to which education has been politicised through its attempts to serve and legitimise their regimes and objectives, and outline the challenges that hindered their abilities to protect their hegemony and assume complete control over education. Questioning the political, economic and socio-cultural basis on which the Egyptian education system is premised can enable us to avoid reproducing its existing problems, and importantly, reconsider the relationship between politics and education under al-Sisi’s Egypt.

中文翻译：

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威权主义，教育和埃及政治社会化的局限性

西西总统宣布2019年为“教育年”，届时将启动一项国家项目以改革教育体系。这些拟议的改革至关重要，但是推动改革的政治及其对al-Sisi政权的影响仍不清楚。在现有文献中，关于教育如何政治化以及如何帮助保护专制政权的讨论在很大程度上被低估了。本文的目的是通过采用将教育视为政治上有争议的领域的葛兰西式方法来鼓励批判性观点。这种方法将教育视为一种霸权手段，能够通过在政治上使民众大众化，接受有利于当权政权的某些知识，态度和行为，从而发展共识。通过分析纳赛尔的教育制度，萨达特（Sadat）和穆巴拉克（Mubarak），我说明了通过服务和使他们的政权和目标合法化而使教育政治化的程度，并概述了阻碍其保护霸权和完全控制教育能力的挑战。质疑埃及教育体系所基于的政治，经济和社会文化基础，可以使我们避免重现其现有的问题，并且重要的是，可以重新考虑艾尔·西西的埃及统治下政治与教育之间的关系。