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" Navigating Nationalist Waters: "
John, Elise Michele-Ange Laura
Ambaras, David
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Latin Dissertation
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| Language of Document
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English
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| Record Number
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1106304
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| Doc. No
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TLpq2384821079
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| Main Entry
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Ambaras, David
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John, Elise Michele-Ange Laura
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| Title & Author
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Navigating Nationalist Waters:\ John, Elise Michele-Ange LauraAmbaras, David
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| College
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North Carolina State University
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| Date
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2019
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| student score
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2019
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| Degree
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M.A.
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| Page No
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131
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| Abstract
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The social and cultural revolution that transformed Egypt at the turn of the twentieth century centered around the topic of education. This thesis will add to the existing literature on this topic by dialectically placing the ruling elite and civic groups in conversation together as they struggled over the disciplining/liberating tensions surrounding education. Education became a political platform from which the different voices played out. Lord Cromer, as consul-general of Egypt from 1882 to 1907, used education as a means to discipline the Egyptian population in order to maintain stability, which was critical to colonial rule. Similarly, Christian missionaries and the ulama at Al-Azhar University used disciplining tactics as well, but with a different intent. Meanwhile, the intelligentsia, civic groups and certain nationalists actively resisted the attempts of the governing elite to enforce educational disciplinary control. Indeed, Lord Cromer believed education unnecessary for the lower-classes or for Egyptian women. The British did not want the fellahin causing problems for the colonial administration or women causing social unrest by entering the public sphere. Accordingly, Lord Cromer made education inaccessible for the average Egyptian and blocked educational reforms for women. Conversely, elite Egyptian nationalists believed the fellahin and women should have access to a limited education, yet not to the extent that it would disrupt the Egyptian economy or the Egyptian family. As such, there was some overlap with how the British and Egyptian nationalists viewed education. With the use of memoirs, press articles, private correspondence, public speeches, pamphlets and a host of secondary works, this thesis explores and illustrates how the state and civic society struggled over education. Despite the elites restricting access to higher learning, both feminist groups and the Muslim Brotherhood worked within patriarchal societal norms and at times outside of them in an attempt to achieve agency and liberate both the self, and ultimately, the nation.
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Middle Eastern history
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