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“Effets Générationnels” Et Contestation Politique Sous Ben Ali. De La Génération Des Années 1990 À Celle Des Années 2000 : Rupture Ou Continuité ?1
“Effets générationnels” et contestation politique sous Ben Ali. De la génération des années 1990 à celle des années 2000 : rupture ou continuité ?1 ‘Generational Effects’ and Political Opposition under Ben Ali. From tHe Generation of tHe 1990s to tHe 2000s: Rupture or Continuity? Larbi CHOUIKHA, Institut de presse et sciences de l’inFormation (IPSI), Université de la Manouba, Tunis (Tunisie) [email protected] Recibido: 25/10/2015. Revisado y aprobado para publicación: 22/12/2015. Para citar este artículo: Larbi Chouikha (2015): ““EFFets générationnels” et contestation politique sous Ben Ali. De la génération des années 1990 à celle des années 2000 : rupture ou continuité ?”, Revista de Estudios Internacionales Mediterráneos, 19, 57-74. Para acceder a este artículo: http://dx.doi.org/10.15366/reim2015.19.004 Résumé : A travers un travail comparatif, dans cet article il s'agit de circonscrire les formes de contestation auxquelles recourait la génération des militants et des opposants au régime de Ben Ali, dans les années 1990, en comparant les moyens et les discours qu'ils développaient à cette époque à ceux qu'avaient commencé à déployer des jeunes à partir de l'année 2000 avec l'émergence d'une nouvelle figure de la contestation : la cyberdissidence. La thèse de la polarisation oppositionnelle de type binaire, voire manichéenne, pour distinguer ces deux générations de militants ne nous semble pas judicieuse. Bien que nous ayons affaire à deux profils de générations de militants, disposant chacun, des moyens et des opportunités spécifiques -
The Case of Tunisia
FIRE: Forum for International Research in Education Vol. 4, Iss. 3, 2018, pp. 95-113 INDIRECT COERCIVE TRANSFER AND EDUCATIONAL COPYING UNDER DICTATORSHIP: THE CASE OF TUNISIA Tavis D. Jules1 Loyola University Chicago, USA Donia Smaali Bouhlila University of Tunis El Manar, Tunisia Abstract The proposed paper seeks to add a different dimension to the educational borrowing, lending, and transfer literature by examining the consequences of educational reforms that are implemented under dictatorships and their lasting impacts. In using Tunisia as an example, we assess the effects of the 2008 Licence-Maitrise-Doctorat ([LMD] Bachelor- Master-PhD) reform under Tunisia’s former dictator, Zine El Abidine Ben Ali (from 1987 to 2011). The use of coercive transfer and subsequent implementation of LMD reforms by Ben Ali’s government were in response to the creation of the European Higher Education Area in 1999 under the Bologna Declaration, which was adopted by twenty-nine European countries. The justification for the indirect coercive transfer of the Bologna model was to ensure the quality of higher education, to encourage student and teacher mobility, to facilitate both the equivalence of diplomas and young people’s integration into the labor market. In what follows, we seek to construct a typology of the consequence of wholesaling adopting a reform without tailoring it to the local needs. In this typology, we account for the processes of policy mobilization, local articulation and ownership, structural factors, and path dependency by discussing the power relations through which indirect coercive transfer occur. In doing this, methodologically, we use a comparative-historical approach to Tunisia’s higher education policy discourse. -
The Cinema of Small Nations
THE Within cinema studies there has emerged a significant body of scholarship CINEMA OF SMALL NATIONS on the idea of ‘National Cinema’ but there has been a tendency to focus on the major national cinemas. Less developed within this field is the analysis of what we might term minor or small national cinemas, despite the increasing significance of these small entities with the international domain of moving image production, distribution and consumption. The Cinema of Small Nations is the first major analysis of small national cinemas, comprising twelve case studies of small national – and sub national – cinemas from around the world, including Ireland, Denmark, Iceland, Scotland, Bulgaria, Tunisia, Burkina Faso, Cuba, Singapore, Taiwan, Hong Kong and New Zealand. Written by an array of distinguished and emerging scholars, each of the case studies provides a detailed analysis of the particular cinema in question, with an emphasis on the last decade, considering both institutional and textual issues relevant to the national dimension of each cinema. While each chapter contains an in-depth analysis of the particular cinema in question, the book as a whole provides the basis for a broader and more properly comparative understanding of small or minor national cinemas, particularly with regard to structural constraints and possibilities, the impact of globalisation and internationalisation, and the role played by economic and cultural factors in small-nation contexts. Key features: • the first major study of a range of small national cinemas • detailed and informative studies of particular small national cinemas from around the globe • an implicit comparative element that reveals major similarities and differences across the case studies EDITED • a strong line up of international contributors including a number & DUNCAN PETRIE of major internationally recognised experts in the field BY METTE HJORT BY METTE HJORT THE CINEMA OF • written in an accessible style to appeal to students, academics and the general reader alike. -
Università Di Pisa
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Electronic Thesis and Dissertation Archive - Università di Pisa UNIVERSITÀ DI PISA CORSO DI LAUREA SPECIALISTICA IN SCIENZE PER LA PACE: COOPERAZIONE ALLO SVILUPPO, MEDIAZIONE E TRASFORMAZIONE DEI CONFLITTI STORIA DEI GRUPPI DI OPPOSIZIONE A BOURGUIBA E LORO EREDITÀ NELLA TUNISIA POST-2011. PROPOSTE PER UNA COOPERAZIONE DAL BASSO CANDIDATA RELATORI Dott.ssa SARA PALLI Prof. ALESSANDRO POLSI Prof. ABDEJLIL BOUGUERRA ANNO ACCADEMICO 2014-2015 2 A coloro che ci hanno lasciato prima del tempo e che vivranno nei loro insegnamenti Al professor Marco Della Pina Alla professoressa Paola Bora A mio padre 3 4 Si ringraziano i militanti dell’associazione Perspectives50 per avermi accolto a braccia aperte e aver condiviso con me le loro storie e i loro scritti; per aver salvato, a costo della loro libertà, gran parte dei documenti e del materiale da loro prodotto tra gli anni ’60 e ’70; per continuare, nonostante le contraddizioni e le difficoltà, a battersi per rompere un silenzio imposto per troppo tempo. Grazie ai tanti e tante che mi hanno aiutato, attraverso il confronto, a comprendere meglio alcuni passaggi svolti in questa tesi. Grazie a Moez Chamkhi, che nonostante la censura e la tortura ha continuato a lottare; che mi ha introdotto tra i militanti più giovani; che mi ha mostrato per primo la geografia delle opposizioni ai regimi in Tunisia; che ha trovato e contattato i protagonisti delle lotte contro Bourguiba perché io potessi parlar loro; che ha tradotto pazientemente dall’arabo ogni documento che fosse necessario. -
Democracy and Tunisia: a Case Study
AD-A283 279 NAVAL POSTGRADUATE SCHOOL MONTEREY, CALIFORNIA LDDT IC AUG 1 7 1994 THESIS DEMOCRACY AND TUNISIA: A CASE STUDY By Jane E. Hoffman June 1994 Thesis Advisor: Ralph H. Magnus Approved for public release; distribution is unlimited. 94-25976 • 9 8 16 152 Form Approved REPORT DOCUMENTATION PAGE OMB No. 0704-0188 Pulibbreporting burden for this collection of irnormation is estimated to average I hour per response, Including the time for reviewing instruction. searching exising data sources. gathering and maintaining the data needed, and completing anr reviewing the collection of information. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to Washingon heaaduarters Services. Directorate for Intormation Operations and Reports. 1215 Jefferson Davis Highitway, Suite 1204. Arlington. VA 22202-4302, and to the Office of Management and Budget. PaperworK Reduction Project (0704 0188) Washington DC 20503. I.AGENCY USE ONLY (Leave blank) 2.REPORT DATE 3.REPORT TYPE AND DATES COVERED I June 1994 Master's Thesis 4.TITLE AND SUBTITLE Democracy and Tunisia: A Case Study 5.FUNDING NUMBERS 6.AUTHOR(S) Jane E. Hoffman 7.PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES) 8.PERFORMING ORGANIZATION Naval Postgraduate School REPORT NUMBER Monterey CA 93943-5000 9.SPONSORING/MONITORING AGENCY NAME(S) AND ADDRESS(ES) 10.SPONSORING/MONITORING AGENCY REPORT NUMBER I 1.SUPPLEMENTARY NOTES The views expressed In this thesis are those of the author and do not reflect the official policy or position of the Department of Defense or the U.S. Government. 12a.DISTRIBUTION/AVAILABILITY STATEMENT 12b.DISTRIBUTION CODE Approved for public release; distribution is unlimited. -
Università Di Pisa
UNIVERSITÀ DI PISA CORSO DI LAUREA SPECIALISTICA IN SCIENZE PER LA PACE: COOPERAZIONE ALLO SVILUPPO, MEDIAZIONE E TRASFORMAZIONE DEI CONFLITTI STORIA DEI GRUPPI DI OPPOSIZIONE A BOURGUIBA E LORO EREDITÀ NELLA TUNISIA POST-2011. PROPOSTE PER UNA COOPERAZIONE DAL BASSO CANDIDATA RELATORI Dott.ssa SARA PALLI Prof. ALESSANDRO POLSI Prof. ABDEJLIL BOUGUERRA ANNO ACCADEMICO 2014-2015 2 A chi se n’è andato prima del tempo e che vivrà nei suoi insegnamenti Al professor Marco Della Pina Alla professoressa Paola Bora A mio padre 3 4 Si ringraziano i militanti dell’associazione Perspectives50 per avermi accolto a braccia aperte e aver condiviso con me le loro storie e i loro scritti; per aver salvato, a costo della loro libertà, gran parte dei documenti e del materiale da loro prodotto tra gli anni ’60 e ’70; per continuare, nonostante le contraddizioni e le difficoltà, a battersi per rompere un silenzio imposto per troppo tempo. Grazie ai tanti e tante che mi hanno aiutato, attraverso il confronto, a comprendere meglio alcuni passaggi svolti in questa tesi. Grazie a Moez Chamkhi, che nonostante la censura e la tortura ha continuato a lottare; che mi ha introdotto tra i militanti più giovani; che mi ha mostrato per primo la geografia delle opposizioni ai regimi in Tunisia; che ha trovato e contattato i protagonisti delle lotte contro Bourguiba perché io potessi parlar loro; che ha tradotto pazientemente dall’arabo ogni documento che fosse necessario. 5 6 Introduzione ............................................................................................................................................... -
Institutional Adjustments and the Dynamics of Authoritarianism in Tunisia (1997–2005) Eric Gobe
Deceptive Liberal Reforms: Institutional Adjustments and the Dynamics of Authoritarianism in Tunisia (1997–2005) Eric Gobe To cite this version: Eric Gobe. Deceptive Liberal Reforms: Institutional Adjustments and the Dynamics of Authoritari- anism in Tunisia (1997–2005). Eberhard Kienle. Democracy Building & Democracy Erosion. Political Change North and South of the Mediterranean„ Saqi, p. 93-111, 2009. halshs-00449084 HAL Id: halshs-00449084 https://halshs.archives-ouvertes.fr/halshs-00449084 Submitted on 20 Jan 2010 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Eric Gobe, “Deceptive Liberal Reforms: Institutional Adjustments and the Dynamics of Authoritarianism in Tunisia (1997–2005)”, in Kienle Eberhard (ed.), Democracy Building & Democracy Erosion. Political Change North and South of the Mediterranean , London, Saqi, 2009, p. 93-111. Deceptive Liberal Reforms: Institutional Adjustments and the Dynamics of Authoritarianism in Tunisia (1997–2005) Eric Gobe * Currently no authoritarian regime south of the Mediterranean is likely to legitimate its rule and action independently of the dominant normative discourse praising democracy. International institutions and organisations, notably the European Union, have made the rule of law and good governance the alpha and omega of their prescriptions and recommendations. -
Indirect Coercive Transfer and Educational Copying Under Dictatorship: the Case of Tunisia
FIRE: Forum for International Research in Education Vol. 4, Iss. 3, 2018, pp. 95-113 INDIRECT COERCIVE TRANSFER AND EDUCATIONAL COPYING UNDER DICTATORSHIP: THE CASE OF TUNISIA Tavis D. Jules1 Loyola University Chicago, USA Donia Smaali Bouhlila University of Tunis El Manar, Tunisia Abstract This paper adds a different dimension to the educational borrowing, lending, and transfer literature by examining the consequences of educational reforms that are implemented under dictatorships and their lasting impacts. In using Tunisia as an example, we assess the effects of the 2008 Licence-Maitrise-Doctorat ([LMD] Bachelor-Master-PhD) reform under Tunisia’s former dictator, Zine El Abidine Ben Ali (from 1987 to 2011). The use of coercive transfer and subsequent implementation of LMD reforms by Ben Ali’s government were in response to the creation of the European Higher Education Area in 1999 under the Bologna Declaration, which was adopted by twenty-nine European countries. The justification for the indirect coercive transfer of the Bologna model was to ensure the quality of higher education, to encourage student and teacher mobility, to facilitate both the equivalence of diplomas and young people’s integration into the labor market. In what follows, we seek to construct a typology of the consequence of wholesaling adopting a reform without tailoring it to the local needs. In this typology, we account for the processes of policy mobilization, local articulation and ownership, structural factors, and path dependency by discussing the power relations through which indirect coercive transfer occur. In doing this, methodologically, we use a comparative-historical approach to Tunisia’s higher education policy discourse.