{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/95572"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/95572","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Negotiating modernity: education and translation in nineteenth century Egypt","abstract":"Between the French and British occupations, Muhammad Ali Pasha (r. 1805-48) and his successors ruled Egypt as an autonomous Ottoman province. In order to establish and maintain that autonomy from both Ottoman and European imperial interests, Muhammad Ali sought European technical expertise to aid in the rapid modernization of the country – reorganizing the military, building new infrastructure, and reforming the civil service. Establishing a state-of-the- art education system was fundamental to this process, and yet it remains a neglected subject in contemporary historical scholarship on the modernization project initiated under Pasha’s rule. The dissertation focuses on two institutions that served as the original sites where European knowledge was transmitted and translated: the first student missions to France (1826-49) and the School of Languages in Cairo (1836-51). Using archival documents, correspondence, and published records in both French and Arabic, it uncovers the complicated mediations integral to the acquisition of this expertise through the missions, in the context of defensive modernization against European encroachment. The dissertation further explores how those educated in the student missions used their experiences to choose and localize useful knowledge. It also traces the ways in which Egyptians envisioned a hybridized government and religious education system by advocating for this new knowledge in educational practice and intellectual life through an examination of debates published in the first Egyptian educational journal Rawdat al-Madaris al-Misriyya (The Garden of the Egyptian Schools). By investigating the role played by those in favor of the inclusion of indigenized European knowledge, it highlights the implications of early nineteenth century Egyptian experiments with education on larger literary, religious, philosophical, and political trends in the Middle East in the latter half of the nineteenth century.","abstract_html":"Between the French and British occupations, Muhammad Ali Pasha (r. 1805-48) and his successors ruled Egypt as an autonomous Ottoman province. In order to establish and maintain that autonomy from both Ottoman and European imperial interests, Muhammad Ali sought European technical expertise to aid in the rapid modernization of the country – reorganizing the military, building new infrastructure, and reforming the civil service. Establishing a state-of-the- art education system was fundamental to this process, and yet it remains a neglected subject in contemporary historical scholarship on the modernization project initiated under Pasha’s rule. The dissertation focuses on two institutions that served as the original sites where European knowledge was transmitted and translated: the first student missions to France (1826-49) and the School of Languages in Cairo (1836-51). Using archival documents, correspondence, and published records in both French and Arabic, it uncovers the complicated mediations integral to the acquisition of this expertise through the missions, in the context of defensive modernization against European encroachment. The dissertation further explores how those educated in the student missions used their experiences to choose and localize useful knowledge. It also traces the ways in which Egyptians envisioned a hybridized government and religious education system by advocating for this new knowledge in educational practice and intellectual life through an examination of debates published in the first Egyptian educational journal Rawdat al-Madaris al-Misriyya (The Garden of the Egyptian Schools). By investigating the role played by those in favor of the inclusion of indigenized European knowledge, it highlights the implications of early nineteenth century Egyptian experiments with education on larger literary, religious, philosophical, and political trends in the Middle East in the latter half of the nineteenth century.","abstract_has_math":false,"creators":["Prakash, Archana G."],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"History","degree_department":null,"school":null,"contributors":["Cuno, Kenneth M.","Ghamari-Tabrizi, Behrooz","Prochaska, David","El Shakry, Omnia","Kalmbach, Hilary"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-03-01T17:01:18Z","date_published":"2017-03-01T17:01:18Z","updated_at":"2026-07-22T22:26:37Z","subjects":["Education","Egypt","19th century"],"languages":["en"],"rights":["Copyright 2016 Archana Prakash"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/95572","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Cuno, Kenneth M.","Ghamari-Tabrizi, Behrooz","Prochaska, David","El Shakry, Omnia","Kalmbach, Hilary"]},{"key":"dc:creator","label":"Author","values":["Prakash, Archana G."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2017-03-01T17:01:18Z","2019-03-02T10:15:24Z","2016-11-17","2016-12"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["History"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education","Egypt","19th century"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2016 Archana Prakash"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/95572"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Between the French and British occupations, Muhammad Ali Pasha (r. 1805-48) and his successors ruled Egypt as an autonomous Ottoman province. In order to establish and maintain that autonomy from both Ottoman and European imperial interests, Muhammad Ali sought European technical expertise to aid in the rapid modernization of the country – reorganizing the military, building new infrastructure, and reforming the civil service. Establishing a state-of-the- art education system was fundamental to this process, and yet it remains a neglected subject in contemporary historical scholarship on the modernization project initiated under Pasha’s rule. The dissertation focuses on two institutions that served as the original sites where European knowledge was transmitted and translated: the first student missions to France (1826-49) and the School of Languages in Cairo (1836-51). Using archival documents, correspondence, and published records in both French and Arabic, it uncovers the complicated mediations integral to the acquisition of this expertise through the missions, in the context of defensive modernization against European encroachment. The dissertation further explores how those educated in the student missions used their experiences to choose and localize useful knowledge. It also traces the ways in which Egyptians envisioned a hybridized government and religious education system by advocating for this new knowledge in educational practice and intellectual life through an examination of debates published in the first Egyptian educational journal Rawdat al-Madaris al-Misriyya (The Garden of the Egyptian Schools). By investigating the role played by those in favor of the inclusion of indigenized European knowledge, it highlights the implications of early nineteenth century Egyptian experiments with education on larger literary, religious, philosophical, and political trends in the Middle East in the latter half of the nineteenth century.","Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2018-12-01","The student, Archana Prakash, accepted the attached license on 2016-11-16 at 15:20.","The student, Archana Prakash, submitted this Dissertation for approval on 2016-11-16 at 15:24.","This Dissertation was approved for publication on 2016-11-17 at 09:03.","DSpace SAF Submission Ingestion Package generated from Vireo submission #10256 on 2017-02-28 at 14:41:33","Made available in DSpace on 2017-03-01T17:01:18Z (GMT). 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Using archival documents, correspondence, and published records in both French and Arabic, it uncovers the complicated mediations integral to the acquisition of this expertise through the missions, in the context of defensive modernization against European encroachment. The dissertation further explores how those educated in the student missions used their experiences to choose and localize useful knowledge. It also traces the ways in which Egyptians envisioned a hybridized government and religious education system by advocating for this new knowledge in educational practice and intellectual life through an examination of debates published in the first Egyptian educational journal Rawdat al-Madaris al-Misriyya (The Garden of the Egyptian Schools). By investigating the role played by those in favor of the inclusion of indigenized European knowledge, it highlights the implications of early nineteenth century Egyptian experiments with education on larger literary, religious, philosophical, and political trends in the Middle East in the latter half of the nineteenth century.","Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2018-12-01","The student, Archana Prakash, accepted the attached license on 2016-11-16 at 15:20.","The student, Archana Prakash, submitted this Dissertation for approval on 2016-11-16 at 15:24.","This Dissertation was approved for publication on 2016-11-17 at 09:03.","DSpace SAF Submission Ingestion Package generated from Vireo submission #10256 on 2017-02-28 at 14:41:33","Made available in DSpace on 2017-03-01T17:01:18Z (GMT). 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