By Emine Önhan Evered Entitled the POLITICS of LATE OTTOMAN EDUCATION: ACCOMMODATING ETHNO

The Politics of Late Ottoman Education: Accomodating Ethno-Religious Pluralism Amid Imperial Disintegration Item Type text; Electronic Dissertation Authors Evered, Emine O. Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 28/09/2021 12:52:34 Link to Item http://hdl.handle.net/10150/195742 THE POLITICS OF LATE OTTOMAN EDUCATION: ACCOMMODATING ETHNO -RELIGIOUS PLURALISM AMID IMPERIAL DISINTEGRATION by Emine Önhan Evered _____________________ Copyright © Emine Önhan Evered 2005 A Dissertation Submitted to the Faculty of the DEPARTMENT OF HIST ORY In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY In the Graduate College THE UNIVERSITY OF ARIZONA 2 0 0 5 2 FINAL EXAMINING COMMITTEE APPROVAL FORM THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Diss ertation Committee, we certify that we have read the dissertation prepared by Emine Önhan Evered entitled THE POLITICS OF LATE OTTOMAN EDUCATION: ACCOMMODATING ETHNO- RELIGIOUS PLURALISM AMID IMPERIAL DISINTEGRATION and recommend that it be accepted as fulfilling the dissertation requirement for the Deg ree of Doctor of Philosophy _______ ___________________________ __________________ ________ _______ ____ Date : (5/16/2005 ) (Linda T. Darling) _______ ___________________________ __________________ _______ ____________ Date: (5/16/2005 ) (Julia A. Clancy -Smith ) _______ ___________________________ __________________ ________ ___________ Date: (5/16/2005 ) (Laura Tabili ) Final approval and acceptance of this dissertation is contingent upon the candidate’ s submission of the final copies of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend that it be accepted as fulfilling the dissertation requirement. ________________________________________________ Date : (5/16/2005 ) Dissertation Director: (Linda T. Darling ) 3 STATEMENT BY AUTHOR This dissertation has been submitted in partial fulfillment of requirements for an advanced degree at The University of Arizona and is deposited in the University Library to be made available to borrowers under rules of the Library. Brief quotations from this dissertation are allowable without special permission, provided that accurate acknowledgment of source is made. Requests fo r permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the copyright holder. Emine Önhan Evered 4 ACKNOWLEDGEMENTS I would like to acknowledge the assistance of many individuals and institutions towards the completion of this dissertation. At the University of Arizona, I received support from both my committee members and other faculty. My main advisor at the University of Arizona, Linda Darling was a great support for the conceptualization of this project and generously gave up her research time while working on her own projects in Chicago for several summers. My co -advisor Julia Clancy -Smith encouraged me to put my research into a larger context and carefully read my drafts and gave insightf ul suggestions. My third committee member, Laura Tabili also generously gave up her time to read and discuss major themes in my research. Other faculty also helped in various ways. Adel Gamal, my Arabic professor helped to immerse me in Arabic language studies for several years – a knowledge that has always helped me immensely in better reading both my own Ottoman documents and various Arabic sources. Senzil Nawid, my Persian teacher, also helped me to better learn and utilize Persian while dealing with the archival materials. I am very thankful to each one of them for their support during my long tenure as a graduate student at the University of Arizona. This project on Hamidian education was suggested years ago while a graduate student at the Universi ty of Wisconsin -Madison. Professor Kemal H. Karpat, my M.A. advisor, planted the seeds of my curiousity in the topic of Hamidian education during the late -nineteenth century. His insights into late -nineteenth century Middle East were eye - opening, and I benefited from his wealth of knowledge on my topic. A small grant from the Turkish Studies Association enabled me to collect some of the documents in Istanbul. The Center for the Middle East Studies and Charles Smith, the chair of the Near Eastern Studies department, at the University of Arizona also generously supported my work by providing various scholarships to study the languages essential to my research. The director and the employees of the Ba bakanlık Ar ivi in Istanbul were most generous with their help to collect my documents. The employees of the Bayezid Library in Istanbul went out of their way to provide copies of manuscripts and journals. I am grateful for their generosity and help. For my research, I received support from family members as well. My mother and my brother, Muzaffer Önhan, encouraged me to finish from a far away Turkey. Closer to my new home in the United States, my mother -in -law, Barbara Evered, and my sister -in -law, Dana L. Evered were ready to help when I asked, and ev en when I did not ask. I am thankful for their generosity and support. Last but not least, my husband Kyle and our son Augie deserve my heartfelt thanks. Kyle’s intellectual curiosity and guidance throughout the completion of this project was invaluable . Since I met him in a history seminar at UW -Madison twelve years ago, he became a great companion of my life. Our hours -long discussions of history and geography shaped and re -shaped my work. I am grateful for the shared interest and his never -ending support. Our son Augie also gave his support in his own terms; “Mommy, how about you take this weekend off and finish your dissertation?” was his suggestion when I was in the middle of my research and needed several more years to complete translations and analysis. His 5 presence made this work and enjoyeable experience. I am thankful and grateful for the support received from all. 6 TABLE OF CONTENTS LIST OF TABLES 8 ABSTRACT 9 SECTION I: I NTRODUCTORY DISCUSSION 11 CHAPTER 1 – I NTRODUCTION AND LITERATURE REVIEW 12 CHAPTER 2 – EDUCATION IN THE OTTOMAN EMPIRE : A BROAD SURVEY AND DESCRIPTION 22 SECTION II: EDUCATION IN THE CENT ER AND THE IMMEDIATE PERIPHERIES 37 CHAPTER 3 – EDUCATION IN ISTANBUL : G ENERAL THEMES IN EDUCATIONAL ADMINISTRATION 38 CHAPTER 4 – EDUCATION IN ANATOLIA : HAMIDIAN STRUGGLE FO R SURVIVAL 63 SECTION III: EDUCATION IN THE EUROPEAN PROVINCES 75 CHAPTER 5 – EDUCATION IN THE BALKANS: SURVEY OF THE REGION AND ITS EDUCATIONAL ADMINISTRATION 76 CHAPTER 6 – OBSERVATIONS AND RECOMMENDATIONS F ROM THE BALKANS: THE REPORTS OF HÜSEYIN HILMI PAA 85 CHAPTER 7 – CENTER -PERIPHERY STRUGGLES : THE POLITICS OF EDUCATION AND ITS FINANCING IN THE EUROPEAN PROVINCES 121 SECTION IV: EDUCATION IN THE ARAB PROVINCES 141 CHAPTER 8 – EDUCATION IN THE ARAB LANDS: MUALLIM VERSUS TRAVELING ULAMA 142 CHAPTER 9 – SYRIA IN OTTOMAN EDUCATIONAL STRATEGIES DURING THE REIGN OF ABDÜLHAMID II 161 CHAPTER 10 – COLONIAL ENCOUNTERS AND IMPERIAL RESPONSES IN THE ARAB PROVINCES 176 CHAPTER 11 – THE ORPHANED PROVINCES OF HAMI DIAN EDUCATION: I RAQ 223 7 TABLE OF CONTENTS – Continued APPENDIX A – HIGH EDUCATION COMMISSION’S PROPOSAL TO STANDARDIZE SALARIES OF DIRECTORS IN ISTANBUL AND THE PROVINCES (1908) 237 APPENDIX B – 1892 EDUCATION BUDGET FOR THE VILAYET OF BEIRUT 239 APPEN DIX C – 1892 EDUCATION BUDGET FOR THE VILAYET OF SYRIA 240 APPENDIX D – 1892 EDUCATION BUDGET FOR THE VILAYET OF ALEPPO 241 REFERENCES 242 8 LIST OF TABLES TABLE 1: L ISTING OF VILLAGES WITHOUT PRIMARY SCHOOLS IN KOSOVO 119 TABLE 2: HIGH EDUCATION COMMI SSION’S PROPOSAL TO STANDARDIZE SALARIES OF DIRECTORS IN ISTANBUL AND THE PROVINCES (1908) 237 TABLE 3: 1892 EDUCATION BUDGET FOR THE VILAYET OF BEIRUT 239 TABLE 4: 1892 EDUCATION BUDGET FOR THE VILAYET OF SYRIA 240 TABLE 5: 1892 EDUCATION BUDGET FOR T HE VILAYET OF ALEPPO 241 9 ABSTRACT A major factor cited in the collapse of the Ottoman Empire is the emergence of nationalist ideologies and identities among the empire’s ethno-religious minority groups. Such arguments, however, often fail to recognize roles played by the Ottoman state itself in promoting – albeit unwittingly – politicizations of such constructs. By examining Ottoman educational policies during the reign of Sultan Abdülhamid II (1876-1909), it becomes evident that policies intended to co ntain, manipulate, or otherwise affect the conduct of ethno-religious minorities’ identities and/or politics actually promoted their particularization. I ndividualizations of ethno-religious identities in a pluralistic society like the Ottoman Empire thus exacerbated problems of resistance, fragmentation, and secession. This research thus examines Ottoman politics of education vis -à-vis the ethnic and religious minorities of the empire during the nineteenth and early -twentieth centuries. While numerous stu dies have examined ways in which education fostered political cohesion when administered directly or through other governmental institutions, few have examined those examples when such policies failed – or even fostered fragmentation. In considering alter nate cases, one quickly ascertains that while these cases may have been traumatic

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