When the system is not working, sometimes it is better to take things into your own hands. In Egypt, some entrepreneurs are doing just that by experimenting with new frameworks in education in order to combat the deficiencies of Egyptian classrooms.

Louise Cainkar (LC): This article was developed from a keynote speech I delivered at the Conference on Arab World Migrations and Diasporas, organized by Georgetown University’s Center for Contemporary Arab Studies. When contemplating the keynote, I considered deeply what my particular contribution would be to a room full of multi-disciplinary scholars of Arab migrations and diasporas. I decided to focus on constructing a global context within which all of us—historians, sociologists, anthropologists, scholars of comparative literature, cultural studies, diasporas, and others—could situate our work. Such a context would allow us to converse across disciplines and theoretical frameworks, as well as begin speaking in comparative ways, which I consider useful and important. We know that there are variations and commonalities in the experiences of Arab world migrants and among Arab world diasporas; we should begin to talk about what matters and why it matters.