The role of the school and the teacher in the promotion of national identity: the stage of recovery and reconstruction – something for the fatherland – ✍️ Mr. Salah is strange
Today, Sudan faces a major challenge which is not limited to the reconstruction of what has been destroyed by war, but also extends to the restoration of the social fabric which has been torn and remodeling of a national identity capable of absorbing diversity and difference. At this precise stage, the Sudanese school and the Sudanese teacher emerge as one of the most reliable pillars of this noble objective. The school is not only an institution to teach reading, writing and calculation, but is rather an arena for the formation of generations, consciousness training and the consolidation of national values.
The program is the cornerstone of any education system, and in Post-War Sudan, the program must be more than a group of academic materials. It should be reconsidered to become a mirror that reflects the rich and diversified history of Sudan and improves the values of citizenship, common affiliation and tolerance. This can be embesved by Integrating the History and Heritage of Sudan, So Sudanese History Must Be Taught from a understanding perspective that reflects the ethnic, cultural and religious diversity, with a focus on the period of unity and cooperation, INTEAD OF Focusing on conflict, and local language, the language is a bowl of identity, and the classical arabic language must be taught as a understanding national language, while encourage the study of local Sudanese languages, which reflects respect for cultural diversity and the need to focus on civil education and citizenship: the program must include documents concerned by civil education, students teach their rights And homework as citizens and encourage them to participate positively in their society.
The teacher is not only a transmission of knowledge, but rather models. In the Recovery Phase, The Sudanese Teacher has a double role, in Terms of Embodying the Values of Unity, the Teacher Must Be a Model in His Behavior and Interaction With Students, Respect for All, Regardless of Their Backgrounds, Enhances The Values of Coxistence and Tolerance, and Provide Ways to Facilitate Dialogue, The Teacher Create A Safe and Open Class Environment, encourages Students to Express Their Opinions and Ideas, and Manage Dialogues Popular On Diversity Issues and National Unity, Besides Developing Capacities, teachers need specialized training to allow them to deal with the psychological effects of the war on students and to provide them with the necessary tools to improve critical thinking, the ability to solve problems and teamwork.
Despite the importance of this role, the education sector in Sudan faces major challenges, such as the destruction of schools, the displacement of teachers and the lack of resources. But these challenges can be transformed into possibilities of rebuilding schools as a symbols of hope, and the process of reconstruction of schools can be an opportunity to involve local communities, which improves their feeling of property and belonging, and benefit from technology, so that distance education can be used, to reach students in distant fields, and provide educational resources that improve national identity.
Investing in education is not only a financial expenditure, but rather an investment in the future of Sudan. The school and the teacher, in cooperation with family and civil society, can form a new generation of Sudanese, believe in diversity, appreciate unity and effectively contribute to the construction of a new Sudan, dominated by love and coexistence.
The Sudanese who are in Egypt are an important part of Sudanese society abroad, and the role of Sudanese education in Egypt is of particular importance in the preservation of the national identity of young generations. The expected role of these institutions can be summarized in the preservation of Sudanese programs. Sudanese schools in Egypt must continue to teach Sudanese programs, in particular in the subjects of history, geography and the Arabic language, to preserve cultural and cognitive ties with the fatherland.
Schools Can Organize Cultural and Social Events, Such As Celebrating Sudanese National Holidays, Organizing Artistic Exhibitions, and Poetry Evenings, Which Enhance Awareness of the Rich Sudanese Heritage, and link the new generation to the Sudane Reality, So Schools Can Work to Link In Sudan, and encourages them to contribute to relief and reconstruction efforts, which enhances their sense of Belonging and Responsibility Towards Their Country, Sudanese Schools can cooperate with schools and Egyptian universities exchange experiences and establish joint activities, which improve the values of understanding and cooperation between the two fraternal peoples.
In short, Sudanese education in Egypt is a vital role in preserving Sudanese national identity, the connection of the new generation to their roots and qualifying them to be ambassadors of their homeland abroad and contributors active in its construction in the future.
