The Development of Education under the French Protectorate (1881–1956): The Roots of Permanent Duality.

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68407700%3A21230%2F25%3A00388373" target="_blank" >RIV/68407700:21230/25:00388373 - isvavai.cz</a>

Výsledek na webu

<a href="https://shsd.fel.cvut.cz/" target="_blank" >https://shsd.fel.cvut.cz/</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

The Development of Education under the French Protectorate (1881–1956): The Roots of Permanent Duality.

Popis výsledku v původním jazyce

The study examines the formation and institutionalization of educational duality in Tunisia during the French Protectorate (1881–1956), tracing how the colonization project was shaped through language policy, administrative interventions, and ideological notions of modernity and tradition. The study is based on the historical, political and sociocultural facts that shaped the education system in the North African area during French colonial rule. The analysis deals with the deliberately created duality between French secular education and traditional, predominantly Arabic-oriented Tunisian education, which has been used as a tool of cultural and political control. The study traces how the state and colonial administration have gradually institutionalized this duality through differentiated curricula, unequal investment, and social segregation. Research shows that this duality has not only survived periods of colonization, but also affects current postcolonial educational systems, in the form of language tensions, different approaches to education, and the elitization of certain study paths. The aim of the thesis is to identify the key mechanisms of the formation of this duality and to evaluate the long-term impacts of colonial policies on modern educational structures in Tunisia.

Název v anglickém jazyce

The Development of Education under the French Protectorate (1881–1956): The Roots of Permanent Duality.

Popis výsledku anglicky

The study examines the formation and institutionalization of educational duality in Tunisia during the French Protectorate (1881–1956), tracing how the colonization project was shaped through language policy, administrative interventions, and ideological notions of modernity and tradition. The study is based on the historical, political and sociocultural facts that shaped the education system in the North African area during French colonial rule. The analysis deals with the deliberately created duality between French secular education and traditional, predominantly Arabic-oriented Tunisian education, which has been used as a tool of cultural and political control. The study traces how the state and colonial administration have gradually institutionalized this duality through differentiated curricula, unequal investment, and social segregation. Research shows that this duality has not only survived periods of colonization, but also affects current postcolonial educational systems, in the form of language tensions, different approaches to education, and the elitization of certain study paths. The aim of the thesis is to identify the key mechanisms of the formation of this duality and to evaluate the long-term impacts of colonial policies on modern educational structures in Tunisia.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

60301 - Philosophy, History and Philosophy of science and technology

Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Hospodářské dějiny - Economic History

ISSN

0231-7540

e-ISSN

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Svazek periodika

40

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

17

Strana od-do

1-17

Kód UT WoS článku

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EID výsledku v databázi Scopus

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