ABSTRACT

This review outlines the historiography of education in the Middle East, focusing on events from the nineteenth century through the 1980s, and on Bilad al-Sham, mainly Jordan, Palestine and Israel, Iraq, and Northern Africa, including Egypt and Türkiye. Modernisation and nationalism were the main lenses through which educators, researchers, and students viewed the significance of their schooling in the late nineteenth- and twentieth-century Middle East. Scholars likewise take these frameworks as key to understanding the importance of education in the region’s history. This review suggests that historians ought to recognise the saliency of previous frameworks for the actors who lived them while analysing the region beyond those limits. It advocates incorporating education more consistently into other fields, such as histories of the environment and race. It recommends that historians of education include those fields in their own work, while following historical actors, texts and ideologies across regimes and borders.

摘要

这篇评论概述了中东的教育史，重点关注从 19 世纪到 80 年代的事件，以及 Bilad al-Sham，主要是约旦、巴勒斯坦和以色列、伊拉克，以及包括埃及和土耳其在内的北非。现代化和民族主义是教育工作者、研究人员和学生看待 19 世纪末和 20 世纪中东学校教育重要性的主要视角。学者们同样将这些框架视为理解教育在该地区历史中的重要性的关键。这篇评论表明，历史学家在分析超越这些限制的地区时，应该认识到先前框架对于生活在这些框架中的参与者的重要性。它主张将教育更一致地融入其他领域，例如环境和种族的历史。它建议教育史学家将这些领域纳入自己的工作中，同时跨越政权和国界追随历史行动者、文本和意识形态。