Remembering French Algeria Amy L
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“Dangerous Vagabonds”: Resistance to Slave
“DANGEROUS VAGABONDS”: RESISTANCE TO SLAVE EMANCIPATION AND THE COLONY OF SENEGAL by Robin Aspasia Hardy A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in History MONTANA STATE UNIVERSITY Bozeman, Montana April 2016 ©COPYRIGHT by Robin Aspasia Hardy 2016 All Rights Reserved ii DEDICATION PAGE For my dear parents. iii TABLE OF CONTENTS 1. INTRODUCTION .................................................................................................... 1 Historiography and Methodology .............................................................................. 4 Sources ..................................................................................................................... 18 Chapter Overview .................................................................................................... 20 2. SENEGAL ON THE FRINGE OF EMPIRE.......................................................... 23 Senegal, Early French Presence, and Slavery ......................................................... 24 The Role of Slavery in the French Conquest of Senegal’s Interior ......................... 39 Conclusion ............................................................................................................... 51 3. RACE, RESISTANCE, AND PUISSANCE ........................................................... 54 Sex, Trade and Race in Senegal ............................................................................... 55 Slave Emancipation and the Perpetuation of a Mixed-Race -
The Ideological Origins of the French Mediterranean Empire, 1789-1870
The Civilizing Sea: The Ideological Origins of the French Mediterranean Empire, 1789-1870 The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Dzanic, Dzavid. 2016. The Civilizing Sea: The Ideological Origins of the French Mediterranean Empire, 1789-1870. Doctoral dissertation, Harvard University, Graduate School of Arts & Sciences. Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:33840734 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA The Civilizing Sea: The Ideological Origins of the French Mediterranean Empire, 1789-1870 A dissertation presented by Dzavid Dzanic to The Department of History in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the subject of History Harvard University Cambridge, Massachusetts August 2016 © 2016 - Dzavid Dzanic All rights reserved. Advisor: David Armitage Author: Dzavid Dzanic The Civilizing Sea: The Ideological Origins of the French Mediterranean Empire, 1789-1870 Abstract This dissertation examines the religious, diplomatic, legal, and intellectual history of French imperialism in Italy, Egypt, and Algeria between the 1789 French Revolution and the beginning of the French Third Republic in 1870. In examining the wider logic of French imperial expansion around the Mediterranean, this dissertation bridges the Revolutionary, Napoleonic, Restoration (1815-30), July Monarchy (1830-48), Second Republic (1848-52), and Second Empire (1852-70) periods. Moreover, this study represents the first comprehensive study of interactions between imperial officers and local actors around the Mediterranean. -
The Quest for Algerian Linguistic Independence
AWEJ for Translation & Literary Studies, Volume 4, Number2. May 2020 Pp.105-119 DOI: http://dx.doi.org/10.24093/awejtls/vol4no2.8 The Quest for Algerian Linguistic Independence Abdelhamid Bessaid Department of English Language, Faculty of Foreign Languages King Khalid University, Abha Kingdom of Saudi Arabia Abstract The paper focuses on the eternal conflict between the existing languages in Algeria as a whole, starting from Berber language varieties through Tamazight to Arabic, then French, and the struggling issue in the Algerian linguistic network. It also examines the existing relationship between the patterns of Arabic language in Algeria, since it was considered as a foreign language until 1947, chiefly through, highlighting the relationship between Classical Arabic among Algerian society, and the language policy (Arabization) pursued since wrenching independence and the linguistic repercussions of the colonization period on Algerian Arabic. In this respect, among other findings, a foremost issue raised to highlight such a critical phenomenon; and that later leads to question the different realities between the Algerian National Constitution and daily practices among users. In other words, the new generation speakers face a natural barrier communicating with post-independence schooled generation. In this sense, the former represents the 'Arabization' policy pursued in Algeria; whereas, the latter is 'francophone,' considering the linguistic as well as the sociolinguistic repercussions that might outcome such contact in a country famed by the use of French among its diplomats as a language of instruction and discourse, whether as a formal discourse or informal speech. The research methodology is based on early retrospect works to denote such cross- conflicting status raised as a significant issue. -
The Example of the Algerian War
L2 Journal, Volume 4 (2012), pp. 83-101 Teaching Difficult Topics: The Example of the Algerian War ELIZABETH KNUTSON United States Naval Academy E-mail: [email protected] While history as critical discourse differs importantly from the more subjective narratives of collective memory, even historians vary in their accounts and analyses of past events. This article argues for the need to include a spectrum of voices and text types when teaching history in the context of foreign language study, taking the example of “official stories,” collective memories, and historical accounts of the Algerian War of 1954-62. In addition to presenting varied views and text genres, the argument is made for the importance of teaching the controversies that arise around difficult topics, even many years after the fact. Teaching different sides of a difficult story and its unresolved conflicts is a form of realism that respects students’ intelligence and fosters their self-awareness as cultural subjects. Examples of a multiple perspectives approach are drawn from two textbooks published in France, with additional suggestions for classroom materials and activities at various instructional levels. _______________ INTRODUCTION In the words of Fréderic Abécassis, co-author of Pour une histoire franco-algérienne, “l’histoire est polyphonique” [history is polyphonic] (cited by Nuyten 2010, p. 57). While history as critical, reflective discourse differs importantly from the more subjective narratives of collective memory, which reflect the perspective of a particular group (Wertsch, p. 127), even historians themselves vary in their accounts and analyses of past events. This paper argues for the need to include a spectrum of voices and text types when teaching difficult historical topics in the context of foreign language study. -
ALGERIA 23 April 2020 Ref
ALGERIA 23 April 2020 Ref.: 1058/DACM/BF/2020; Your ref.: EC 6/3-20/46 of 18 March 2020. Re: Adherence to relevant ICAO Annex 9 – Facilitation Standards; and Actions taken by member States to reduce the spread of the novel coronavirus (COVID-19) by air transport and to protect the health of air travellers and aviation personnel. Madam, In reply to your letter in reference regarding actions taken by States to reduce the spread of coronavirus (COVID-19) by air transport, I have the honour to inform you of the actions implemented by the State of Algeria in this respect: As soon as the first cases of coronavirus appeared in Wuhan, China and South Korea, the Prime Minister issued instructions to the Ministers of the Interior, Transport and Health for the coordinated implementation of an alert system at airports with flights to and from China, to be able to detect carriers of the virus and implement the usual preventive measures. Operations to repatriate Algerian nationals abroad began on 2 February 2020 with a flight from Wuhan to Algiers, and repatriation flights are still underway at this time. With the spread of the virus and the declaration by the World Health Organisation (WHO) of the coronavirus COVID-19 pandemic as well as the first cases in Algeria, further instructions were given to the aforementioned sectors concerned in order to reinforce the preventive sanitary controls at all border checkpoints including by air, in close coordination with the competent ministry departments. The coordination framework comprises the following: - Creation of a COVID-19 watch and alert cell in the Transport Ministry that monitors the spread of the virus nationally and internationally, and implementation of orders by public authorities, and; - Creation of a multi-sector ad hoc prevention committee for monitoring and fighting the spread of COVID-19 which functions as a national crisis cell for the daily monitoring of measures implemented in the sectors and constraints and difficulties encountered. -
The French Revolution in the French-Algerian War (1954-1962): Historical Analogy and the Limits of French Historical Reason
City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 9-2016 The French Revolution in the French-Algerian War (1954-1962): Historical Analogy and the Limits of French Historical Reason Timothy Scott Johnson The Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/1424 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] THE FRENCH REVOLUTION IN THE FRENCH-ALGERIAN WAR (1954-1962): HISTORICAL ANALOGY AND THE LIMITS OF FRENCH HISTORICAL REASON By Timothy Scott Johnson A dissertation submitted to the Graduate Faculty in History in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York 2016 © 2016 TIMOTHY SCOTT JOHNSON All Rights Reserved ii The French Revolution in the French-Algerian War (1954-1962): Historical Analogy and the Limits of French Historical Reason by Timothy Scott Johnson This manuscript has been read and accepted for the Graduate Faculty in History in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy Richard Wolin, Distinguished Professor of History, The Graduate Center, CUNY _______________________ _______________________________________________ Date Chair of Examining Committee _______________________ -
Hodgkin Lymphoma in the West of Algeria: Panorama Of
Blood of & al L n y r m u p o h J Journal of Blood & Lymph Alsuliman T, et al., J Blood Lymph 2014, 4:2 ISSN: 2165-7831 DOI: 10.4172/2165-7831.1000120 Research Open Access Hodgkin Lymphoma in the West of Algeria: Panorama of Characteristics, Initial Work-up, Survival and Risk Factors Distribution Tamim Alsuliman1, Amine Bekadja1*, Abdessamed Arabi1, Hadj Touhami2, Fatiha Mekkous-Touhami2, Zahia Zouaoui3,Asma Hadjeb3, Naima Mesli4, Nadia Houti4, Nemra Mehalhal5, Aissa Bachiri6 and Rachid Bouhass1 1Department of Hematology and Cell Therapy, EHU-Oran University Hospital Establishment, Oran, Algeria 2Department of Hematology, CHU-Oran University Hospital Center, Oran, Algeria 3Department of Hematology, CHU-Bel Abbes, University Hospital Center, Sidi Bel Abbes, Algeria 4Department of Hematology, CHU-Tlemcen, University Hospital Center, Tlemcen, Algeria 5Department of Hematology, EPH-Mascara Public Hospital Establishment, Mascara, Algeria 6Department of Hematology, HMRUO, Algeria *Corresponding author: Amine Bekadja, Department of Hematology and cell therapy, EHU-Oran University Hospital Establishment, Oran, Algeria, Tel: 00213773844988; Fax: 0021341421636; E-mail: [email protected] Rec date: Feb 24, 2014, Acc date: Mar 17, 2014, Pub date: Mar 19, 2014 Copyright: © 2014 Bekadja A, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Abstract Introduction: The principal object of this study is to represent - in maximum accuracy- the real status of Hodgkin’s lymphoma in west of Algeria, we think also it serves as an adequate indicator for the epidemiological characteristics of HL patients and as an overview of these patients treatment and survival in Algeria. -
I Cowboys and Indians in Africa: the Far West, French Algeria, and the Comics Western in France by Eliza Bourque Dandridge Depar
Cowboys and Indians in Africa: The Far West, French Algeria, and the Comics Western in France by Eliza Bourque Dandridge Department of Romance Studies Duke University Date:_______________________ Approved: ___________________________ Laurent Dubois, Supervisor ___________________________ Anne-Gaëlle Saliot ___________________________ Ranjana Khanna ___________________________ Deborah Jenson Dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Romance Studies in the Graduate School of Duke University 2017 i v ABSTRACT Cowboys and Indians in Africa: The Far West, French Algeria, and the Comics Western in France by Eliza Bourque Dandridge Department of Romance Studies Duke University Date:_______________________ Approved: ___________________________ Laurent Dubois, Supervisor ___________________________ Anne-Gaëlle Saliot ___________________________ Ranjana Khanna ___________________________ Deborah Jenson An abstract of a dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Romance Studies in the Graduate School of Duke University 2017 Copyright by Eliza Bourque Dandridge 2017 Abstract This dissertation examines the emergence of Far West adventure tales in France across the second colonial empire (1830-1962) and their reigning popularity in the field of Franco-Belgian bande dessinée (BD), or comics, in the era of decolonization. In contrast to scholars who situate popular genres outside of political thinking, or conversely read the “messages” of popular and especially children’s literatures homogeneously as ideology, I argue that BD adventures, including Westerns, engaged openly and variously with contemporary geopolitical conflicts. Chapter 1 relates the early popularity of wilderness and desert stories in both the United States and France to shared histories and myths of territorial expansion, colonization, and settlement. -
The Arab Bureau, Land Policy, and the Doineau Trial in French Algeria, 1830-1870
“It is Not in a Day That a Man Abandons His Morals and Habits”: The Arab Bureau, Land Policy, and the Doineau Trial in French Algeria, 1830-1870 by K.A. Bowler Department of History Duke University Date:___________________ Approved: ______________________________ William Reddy, Supervisor ______________________________ Malachi Hacohen ______________________________ Akram Khater ______________________________ Donald Reid ______________________________ Alex Roland Dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of History in the Graduate School of Duke University 2011 ABSTRACT: “It is Not in a Day That a Man Abandons His Morals and Habits”: The Arab Bureau, Land Policy, and the Doineau Trial in French Algeria, 1830-1870 by K.A. Bowler Department of History Duke University Date:___________________ Approved: ______________________________ William Reddy, Supervisor ______________________________ Malachi Hacohen ______________________________ Akram Khater ______________________________ Donald Reid ______________________________ Alex Roland An abstract of a dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of History in the Graduate School of Duke University 2011 Copyright 2011 by K.A. Bowler Abstract This dissertation revises influential scholarship on nineteenth-century French colonial policy in Algeria. After French troops conquered Algeria in 1830, French civilian and military administrations competed for control. There were two major points of conflict between the civilian and military administrative branches: the extent to which the French should adopt or tolerate pre-existing political and social norms; and, most important, the process by which Europeans acquired and settled the land belonging to the indigenous population. In general, the military, especially the Arab Bureau, advocated a tolerance for and acceptance of local legal and social customs and supported a slow process of European colonization. -
BRITAIN and ALGERIA, 1945-1965 by Geoffrey Barei Thesis Submitted in Partial Fulfilment of the Requirements for Degree of Doctor
BRITAIN AND ALGERIA, 1945-1965 By Geoffrey Barei Thesis submitted in partial fulfilment of the requirements for degree of Doctor of Philosophy. (History) University of London School of Oriental and African Studies 2003 ProQuest Number: 10672941 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a com plete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest ProQuest 10672941 Published by ProQuest LLC(2017). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States C ode Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346 Acknowledgements Throughout various stages of this thesis, many people have made valuable criticisms and suggestions, and I am extremely grateful for their assistance. First, I would particularly like to express my extreme gratitude to Dr Michael Brett who supervised and guided this research throughout all its stages, and read the draft manuscript with great patience and made invaluable constructive comments and criticisms. Special thanks also go to lecturers and students of the History Department of the School of Oriental and African Studies (SOAS) for the friendly help and advice they have given me throughout my years there. Of special mention, is the introductory course on research methods by Professor Richard Rathbone. Indeed, it was worth attending the sessions. -
The Maghreb Since 1830 Option Offered to As Part of M.Phil. Modern Middle Eastern Studies Course Provider: Dr Michael Willis, St
The Maghreb Since 1830 Option offered to as part of M.Phil. Modern Middle Eastern Studies Course Provider: Dr Michael Willis, St Antony’s Tel: 284 753 [email protected] This course constitutes a study of the Maghreb since the early part of the nineteenth century focusing on the part of the region covered by the modern states of Algeria, Tunisia and Morocco. Through a series of weekly lectures and tutorials students will receive grounding in the fundamental historical themes and developments of the region over the past two hundred years. The year 1830 has been chosen as a starting point because it marks the first incursion by the European colonial powers into the region with the French conquest of Algiers and its hinterland. The course focuses on the impact of European colonialism and its aftermath identifying how the pre-colonial societies were affected by and how they reacted to European control and what sort of states and societies they sought to establish in the aftermath of colonialism. Emphasis will be given to political developments but the economic and social dimensions of the period will also be examined. The course aims to identify some of the main specificities of the region’s recent history whilst at the same time establishing certain common historical themes with the Middle East region as well as with other parts of the developing world (e.g. colonialism and nationalism). Essay topics will include ones focusing on specific states as well as ones addressing the region as a whole. Organisation of Teaching The primary teaching vehicle for the course will be a weekly 90 minute tutorial at a time to be arranged. -
Settler Colonialism and French Algeria
[Introduction] Settler colonialism and French Algeria Article (Accepted Version) Barclay, Fiona, Chopin, Charlotte and Evans, Martin (2018) [Introduction] Settler colonialism and French Algeria. Settler Colonial Studies, 8 (2). pp. 115-130. ISSN 2201-473X This version is available from Sussex Research Online: http://sro.sussex.ac.uk/id/eprint/66063/ This document is made available in accordance with publisher policies and may differ from the published version or from the version of record. If you wish to cite this item you are advised to consult the publisher’s version. Please see the URL above for details on accessing the published version. Copyright and reuse: Sussex Research Online is a digital repository of the research output of the University. Copyright and all moral rights to the version of the paper presented here belong to the individual author(s) and/or other copyright owners. To the extent reasonable and practicable, the material made available in SRO has been checked for eligibility before being made available. Copies of full text items generally can be reproduced, displayed or performed and given to third parties in any format or medium for personal research or study, educational, or not-for-profit purposes without prior permission or charge, provided that the authors, title and full bibliographic details are credited, a hyperlink and/or URL is given for the original metadata page and the content is not changed in any way. http://sro.sussex.ac.uk Introduction: Settler colonialism and French Algeria Fiona Barclay, University of Stirling, UK. Charlotte Chopin, University of London Institute in Paris, France. Martin Evans, University of Sussex, UK.