A Frenchwoman S Imperial Story

Eugénie Luce was a French schoolteacher who fled her husband and abandoned her family, migrating to Algeria in the early 1830s. By the mid-1840s she had become a major figure in debates around educational policies, insisting that women were a critical dimension of the French effort to effect a fusion of the races. To aid this fusion, she founded the first French school for Muslim girls in Algiers in 1845, which thrived until authorities cut off her funding in 1861. At this point, she switched from teaching spelling, grammar, and sewing, to embroidery—an endeavor that attracted the attention of prominent British feminists and gave her school a celebrated reputation for generations. The portrait of this remarkable woman reveals the role of women and girls in the imperial projects of the time and sheds light on why they have disappeared from the historical record since then.

This edited volume reflects on how the “transnational” features in education as well as policies and practices are conceived of as mobile and connected beyond the local. Like “globalization,” the “transnational” is much more than a static reality of the modern world; it has become a mode of observation and self-reflection that informs education research, history, and policy in many world regions. This book examines the sociocultural project that the “transnational turn” evident in historical scholarship of the last few decades represents, and how a “transnational history” shapes how historians construct their objects of study. It does so from a multinational perspective, yet with a view of the different layers of historical meanings associated with the concept of the transnational.

This book draws on recent deconstructions around the idea of ‘femininity’ as a social, racial and class construct and explores the diversity of spaces that may be defined as educational that range from institutional contexts to family, to professional outlooks, to racial identity, to defining community and religious groupings. It explores how notions of femininity change across time and place, and within individual lives. Such changes take place at the interface of external forces and individual agency. The application of the notion of ‘femininity’ that assumes a consistent definition of the term is interrogated by the authors, leading to a discussion of the rich possibilities for new directions in research into women’s lives across time, place, and individual life histories.

Maghrebi literature published in the first half of the twentieth century is a subject that seldom receives focused scholarly treatment. This is partly due to limited availability of the books, some of which were printed in as few as fifty copies. Zahia Smail Salhi tracked down these rare works and put them in the spotlight for the first time here. Through close textual analysis and in-depth engagement with religious and socio-political contexts, Smail Salhi determines whether these texts belong to a collective formation we may call 'Occidentalism'. In so doing, this book reintegrates the pre-1945 Maghrebi novels into the history and study of modern Arabic literature.

A history of the French schools that pioneered female education in Ottoman Iraq’s Jewish communities. During the late nineteenth and early twentieth centuries, the Alliance Israélite Universelle (AIU), a Paris-based Jewish organization, founded dozens of primary schools throughout the Middle East. Many were the first formal educational institutions for local Jewish children. In addition to providing secular education, the schools attempted to change local customs and “regenerate” or “uplift” communities. Educational Oases in the Desert explores the largely forgotten history of the AIU’s schools for girls in Ottoman Iraq. Drawing on extensive archival research, Jonathan Sciarcon argues that teachers viewed female education through a gendered lens linked to their understanding of an ideal modern society. As the primary educators of children, women were seen as society’s key agents of socialization. The AIU thus concluded that its boys’ schools would never succeed in creating polished, westernized men so long as women remained uneducated, leading to the creation of schools for girls. Sciarcon shows how headmistresses acted not just as educators but also as models of modernity, trying to impart new moral and aesthetic norms onto students.

Gender, Imperialism and Global Exchanges presents a collection of original readings that address gendered dimensions of empire from a wide range of geographical and temporal settings. Draws on original research on gender and empire in relation to labour, commodities, fashion, politics, mobility, and visuality Includes coverage of gender issues from countries in Africa, the Americas, Europe, and Asia between the eighteenth to twentieth centuries Highlights a range of transnational and transregional connections across the globe Features innovative gender analyses of the circulation of people, ideas, and cultural practices

New ideas of security spelled the end of piracy on the Mediterranean Sea during the nineteenth century. As European states ended their military conflicts and privateering wars against one another, they turned their attention to the 'Barbary pirates' of Algiers, Tunis and Tripoli. Naval commanders, diplomats, merchant lobbies and activists cooperated for the first time against this shared threat. Together, they installed a new order of security at sea. Drawing on European and Ottoman archival records – from diplomatic correspondence and naval journals to songs, poems and pamphlets – Erik de Lange explores how security was used in the nineteenth century to legitimise the repression of piracy. This repression brought European imperial expansionism and colonial rule to North Africa. By highlighting the crucial role of security within international relations, Menacing Tides demonstrates how European cooperation against shared threats remade the Mediterranean and unleashed a new form of collaborative imperialism.

This book offers a new interpretation of the rich narratives of Arab secularism, contending that secularism as a set of ideas and a social movement is destined to loom large on the political and legal horizon of most Arab states. Youssef M. Choueiri provides a study of three moments in the development of secularism in the Arab World, the Machiavellian, the Alfierian and the Gramscian. It is within such a scope that secularism in its interaction with state-building projects, women’s emancipation and religion is treated as an intellectual current and a discursive entity embedded in the political process of its diverse societies. Through the chapters, Choueiri demonstrates how secularism occupies a pivotal presence in the religious and political life of the Arab world, exploring such interrelated configurations as indigenous contributions, diverse reforms and the impact of Western states. He concludes that secularism has become a moral prerequisite and a required vehicle in creating the necessary conditions for the success of democracy in the Middle East. Narratives of Arab Secularism tackles the complexity and contemporary ramifications of the subject in a way that no previous single study has been able to. It will be relevant to both students and academics dealing with topics related to the Middle East including religion, politics, anthropology and history.