Ottoman Continuities and the Development of Modern Education in Tunisia

Episode 223: Ottoman Continuities and the Development of Modern Education in Tunisia This project traces the changing role of Ottomanism in relation to the emergence of modern educational institutions in Tunis. The development of the Tunisian education system demonstrated continuous Ottoman links, despite colonial co-optation over time. The social milieus formed in modern educational spaces facilitated ties to the Ottoman Empire. In short, this is a regional history rooted in a single city, which challenges colonial and nationalist historiographies. Over time, modern education led to a democratization in forms of belonging to the Ottoman Empire. It was no longer only court elites who had access to other statesmen, but rather those educated in the new schools who negotiated changing notions of being Ottoman in Tunis.  The first school aimed at modernizing education was founded in 1840: the Bardo Military Academy. This school created a modernized army, including a modernized Mamluk class, whose members would shape education reform later as well. Those educated there formed an inner circle of reformists around Khayreddine Pasha (though he himself was not a Bardo graduate). Here, Mamluks, as well as local Arabs, were educated in a way that emphasized bodily discipline, modern sciences, and European languages. This school was modeled on European military schools, but retained a distinctively Ottoman shape, just like its parallel institution in Istanbul. It was a product of the reforms of Ahmed Bey and, further, was clearly influenced by ideas from modernizing reforms like the Nizam-i Cedid and the Tanzimat. By 1875, the new Mamluk class played a key role in founding the Sadiki School. This institution, though later co-opted by French colonial interests, represented a distinctly Tunisian-Ottoman mode of modern education from the outset. The short-lived Ottoman language program at Sadiki represented an early democratization of the language outside of the Beylical Palace. More importantly, as a result of Sadikian education, French became a language of cross border communication between Arabs and Turks as well. When the first generation of Sadikians grew up, they became the nucleus of the Young Tunisian Party, modelled on the Young Turk Party. Beyond the walls of official schools, Sadikians generated a great deal of educational opportunities through two main institutions: first, the Khaldounia, an institution that aimed to teach modern subjects to Zaytounians.; and second, the Sadiki Alumni Association, which hosted many lectures and extracurricular activities outside of the tight control of the French colonial cultural project. In these spaces, Pan-Islamist ideas flourished. Even as ethnic difference between Turks and Arabs became a cornerstone of colonial propaganda in the 1910s, many of those educated in these spaces maintained the notion that Turks and Arabs were brothers sharing a common cause. Education was further a gendered issue, and one that became tied to moral questions articulated in an Ottoman-Islamic idiom. The first Franco-Arabic school for girls, located on Rue du Pacha, was founded in 1900. It featured a curriculum modelled largely on the Sadiki School, though moderated to produce mothers rather than civil servants. Though run by the wife of a French colonial official, this school and schools like it which followed were far from purely colonial institutions. In conferences and in the press, Tunisians emphasized the importance of educating girls, arguing that it was a religious matter. The education of girls became a matter of preserving an Umma that was rapidly changing shape as the Ottoman Empire came to an end over the early decades of the twentieth century.  Between 1840 and 1923, various educational institutions played key roles in renegotiating what Ottoman belonging meant in Tunis. Despite French colonial rule extending through most of this timeline, many Tunisians maintained a sense of being part of the Ottoman Empire. Initially the domain of statesmen, being Ottoman gradually became a more accessible identity to broader swaths of Tunisians because of changes to the education system.  Erin Kelleher is a Ph.D. candidate at the University of Texas at Austin in the Department of Middle Eastern Studies. Focusing on social and cultural history, her work looks at on the relationship between Ottomanism and education reform in Tunisia from the mid-nineteenth century into the early twentieth century. She spent the 2024-2025 academic year as an AIMS fellow based in Tunis, Tunisia. Previously, she spent a year in Meknes, Morocco as a CASA fellow and spent several summers studying Modern and Ottoman Turkish in Istanbul. She holds an MA in Near Eastern Languages and Civilization from the University of Washington. This podcast was recorded on the 7th of May 2025 at the Centre d’Études Maghrébines à Tunis (CEMAT) with the historian Luke Scalone. We thank Bacem Affès, composer and oud soloist, for his interpretation of « Isteftah » in the introduction and conclusion of this podcast. Production and editing: Lena Krause, AIMS Development and Digital Resources Liaison.