Nabil Alawi

Prompted by the scarcity of studies on the attitudes of people towards pet (companion) animals in most Arab countries and inspired by their previous research on the attitudes towards animals in Palestine and Norway, the researchers conducted this study to measure the attitudes of university students in Oman with reference to religious observance. A total of 217 students at Sultan Qaboos University in Oman responded to the Pet Attitude Scale (PAS) combined with questions regarding religious observance. The findings revealed somewhat less positive attitudes toward companion animals among the Omani students than the Palestinian students. Despite the general high degree of religious observance among Omani students, the study showed no significant correlation between religiosity and attitudes towards animals among Omani students. Some difficulties connected with the use of self-report questionnaires and the possibilities to investigate attitudes versus actual behavior are also discussed.

This study investigates and compares attitudes of 205 Palestinian and Norwegian university students toward companion animals (pets) using the Pet Attitude Scale. In order to provide some background for the Palestinian attitudes toward nonhuman animals, we discuss canonical Islamic texts on their treatment, as well as the present situation for animal protection in the Middle East. The findings from the survey suggest differences between Palestinian and Norwegian students; however, both groups showed predominately positive attitudes.

Despite the severe social, health, political and economic impacts of the outbreak of Covid-19 on Palestinians, we contend that one positive aspect of this pandemic is that it has revealed the perils and shortcomings of the teacher-centered, traditional education which colonizes students’ minds, compromises their analytical abilities and, paradoxically, places them in a system of oppression which audits their ideas, limits their freedoms, and curtails their creativity. While Israeli occupation has proven to be an obstacle in the face of the Palestinian government’s attempt to combat and contain the Corona crisis, on-line education, the sole arena that escapes this colonial system, has forced many instructors to give up their domination over the process of education and to create a more collaborative atmosphere of education that is based on dialogue, research and flexibility of the curriculum content. This study is designed to gauge English literature students’ responses to this mode of digital learning. We interviewed a hundred students from six English literature programs between March and August, 2020. Thus, through critically examining students’ answers, and by drawing on Freire’s concepts of banking education, consciousness and dialogue, we propose that online education is an important step towards the decolonization of education and a call for a paradigm shift on the account that the existing paradigm of traditional education is stifling students’ creativity and critical thinking.