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Nationalism in Afghanistan: Colonial Knowledge, Education, Symbols, and the World Tour of Amanullah Khan, 1901-1929 Jawan Shir James Madison University

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Nationalism in Afghanistan: Colonial Knowledge, Education, Symbols, and the World Tour of Amanullah Khan, 1901-1929 Jawan Shir James Madison University James Madison University JMU Scholarly Commons Masters Theses The Graduate School Spring 2012 Nationalism in Afghanistan: Colonial knowledge, education, symbols, and the World Tour of Amanullah Khan, 1901-1929 Jawan Shir James Madison University Follow this and additional works at: https://commons.lib.jmu.edu/master201019 Part of the History Commons Recommended Citation Shir, Jawan, "Nationalism in Afghanistan: Colonial knowledge, education, symbols, and the World Tour of Amanullah Khan, 1901-1929" (2012). Masters Theses. 324. https://commons.lib.jmu.edu/master201019/324 This Thesis is brought to you for free and open access by the The Graduate School at JMU Scholarly Commons. It has been accepted for inclusion in Masters Theses by an authorized administrator of JMU Scholarly Commons. For more information, please contact [email protected]. Nationalism in Afghanistan: Colonial Knowledge, Education, Symbols, and the World Tour of Amanullah Khan, 1901-1929 Jawan Shir A thesis submitted to the Graduate Faculty of JAMES MADISON UNIVERSITY In Partial Fulfillment of the Requirements For the degree of Master of Arts History May 2012 Dedication To Afghanistan’s mountains, rivers, trees, and animals; whose existence is more Afghan, whatever ‘Afghan’ means, and more human than nationalism ii Acknowledgements I owe thanks and appreciation to a number of people that provided me helpful and critical support in making this thesis possible. I am grateful for the support and questions of the History Department faculty members and my graduate classmate colleagues. I owe much, intellectually and professionally, to my thesis director, Professor Shah Mahmoud Hanifi. Without Professor Hanifi, I would have never written this thesis (and perhaps would have never tried to know about its subject). My Thesis Committee Members were Professors David Owusu-Ansah and Timothy J. Fitzgerald. Their questions and notes have improved significantly this work. I am thankful to Professor Steven Reich, the coordinator for the Graduate Program. He has been supportive throughout my stay as a graduate student. I would like to also thank Dr. David Jeffery, Dean of the College of Arts and Letters; Dr. Lee Sternberger, Executive Director of the Office of International Programs; and Ms. Pamela Hamilton, the Coordinator of the Adult Degree Program. They all made it financially possible for me to complete my graduate studies at James Madison University. I am also thankful to Hirad Dinavari, the Reference Librarian of the Iranian World at the Library of Congress where he helped me to find Afghanistan’s sources that are not yet catalogued, unfortunately. Although I discussed my thesis throughout the process with my father and I received important intellectual support from him, I am thankful to all of my family members whose distance from me like all distances of Afghanistan was part of what I tried to understand and write in this thesis. iii Table of Contents Dedication………………………………………………………………………………..ii Acknowledgements………………………………………………………………………iii List of Figures…………………………………………………………………………….v Abstract…………………………………………………………………………………..vi I. Introduction……………………………………………………………………….1 - The Argument…………………………………………………………………3 - Defining Nationalism in Afghanistan…………………………………………4 - The Organization……………………………………………………………...7 - Theorizing Nationalism……………………………………………………….8 II. Chapter I: Colonialism and Nationalism in Afghanistan………………………...15 - The Origins of Nationalism in Afghanistan: Colonial Knowledge………….15 - Mountstuart Elphinstone: Baba-ye Afghan Invented ...................................22 III. Chapter II: Studies of Nationalism in Afghanistan………………………………31 - Habibullah Khan, 1901-1919………………………………………………...31 - Amanullah Khan, 1919-1929………………………………………………...41 - The Problems of Studies of Nationalism in Afghanistan…………………….45 IV. Chapter III: Reforms in Education……………………………………………….48 - Conceptualizing Modernity…………………………………………..……...49 - Mohammad Abid: The Indian Muslim Spy, Traveler, Teacher………….…..50 - The Importance of Education…………………………………………….…..55 - Habibya College, 1904……………………………………………………….57 - Curriculum…………………………………………………………...58 - Organization………………………………………………………….69 - Conclusion…………………………………………………………………...76 V. Chapter IV: Symbolizing Afghanistan, 1919-1929……………………….……..78 - Internally Symbolized Afghanistan……………………………………….…79 - Externally Symbolized Afghanistan: ………………………………...……...86 - Amanullah Khan’s World Tour: India, Egypt, and Europe……........89 VI. Conclusion: Nationalism in Afghanistan; A Colonial , and Elite Idea………....112 VII. Bibliography……………………………………………………………………116 iv List of Figures Afghanistan’s and its Surrounding Countries Political Map……………………………...1 Afghanistan’s Current Administrative Divisions………………………………………….2 Habibullah Khan’s Personal Vehicle…………………………………………………….34 Map of Asia, Used in Education System in Afghanistan, 1915-1929…………………...66 Map of Africa, Used in Education System in Afghanistan, 1915-1929…………………67 Map of Europe, Used in Education System in Afghanistan, 1915-1929………………...68 Awards’ Chart for Primary Education………………………………………………...…74 Neshans or Medals……………………………………………………………………….81 Afghanistan’s Flag, 1919-1926…………………………………………………………..83 Afghanistan’s Flag, 1926-1929…………………………………………………………..84 Amanullah Khan’s Approximate Trip Routes, 1927-1928………………………………86 Amanullah Khan Speaking in Jashan-e Isteqlal 1928 in Paghman……………………..110 Amanullah’s Khan Brother, Enyayatullah Khan……………………………………….111 v Abstract Nationalism in Afghanistan has not received attention from the scholars of the country despite its significance, at least locally. Using a post-modernist analysis of nationalism, this thesis will study nationalism in Afghanistan in the context of colonial knowledge, class, and cultural institutions between 1901 and 1929. Chapter one is about colonialism and its impact on nationalism in Afghanistan. In the nineteenth century, colonial activities constructed the political, epistemological, and territorial foundation of Afghan nation. Chapter two shows how previous studies of nationalism in Afghanistan have explained nationalism in the country. As the review of the previous studies of nationalism in Afghanistan will show, the previous explanation is hegemonic and state- centric. Chapter three, the primary findings of this thesis, is a study of the reforms in education and its relationship to development of nationalism in Afghanistan. As a result of the reforms in education, the Afghan state was able to produce and patronize a well- composed class of roshanfekran or elites in Kabul. Chapter four is about the symbols and Amanullah Khan’s eight month world tour that became useful tools of the Afghan state and the nationalists to legitimate their nationalistic programs inside and outside Afghanistan. In the conclusion, the thesis draws attention to its findings, and suggests that further studies of nationalism in Afghanistan will be useful; especially studies that will address the relationships between class, ethnicity, and language and nationalism in Afghanistan. vi Introduction (Figure 1) Afghanistan’s and its Surrounding Countries Political Map 1 1 "Afghanistan Maps - Perry-Castañeda Map Collection - UT Library Online." University of Texas Libraries. http://www.lib.utexas.edu/maps/afghanistan.html (accessed February 22, 2012). 2 (Figure, 2) Afghanistan’s Current Administrative Divisions 2 2 Ibid 3 The Argument This thesis’s argument is twofold. One is that nationalism in Afghanistan was a colonial idea, though the Afghan state and nationalists adopted it locally as an Afghan idea. The creation of an Afghan nation was more a British, Russian, and Persian consensus than an Afghan one. Throughout the nineteenth century and long afterwards, it was these colonial powers, particularly the British, who arranged among themselves to create an Afghanistan. Indeed, the area that is “now known as Afghanistan,” as one study wrote, “had no previous existence as a united, independent political unit” before the beginning of the twentieth century.3 Another study has also concluded that “Afghanistan is in fact a colonial construct in political, economic, and intellectual terms, at least.”4A last but not least argument is made by a scholar of the country that the very labels “Afghan” and “Afghanistan” are constructed by the foreigners, not the Afghans themselves.5 However, Afghan nationalists rejected the argument that Afghanistan was constructed colonially. They claimed that Afghanistan existed as a nation not only in the nineteenth century but also since “man came down from the caves and hills to the fertile banks of rivers and civilized valleys, which the soil of Ariana, the ancient Afghanistan, was one of these valleys.”6 The second part of this thesis’s argument is that nationalism 3 Benjamin D. Hopkins, The making of modern Afghanistan (New York: Palgrave Macmillan, 2008), 11-13. 4 Shah Mahmoud Hanifi, Connecting Histories in Afghanistan: Market Relations and State Formation in a Colonial Frontier (Stanford: Stanford University Press, 2011). 5 Mohammad J. Hanifi, “Editing the Past: Colonial Production of Hegemony Through “Loya Jerga” in Afghanistan,” Iranian Studies. 37, no. 2 (2004), 322 6 Ahmad Ali Kohzad, Tarikh-e Afghanistan: The History of Afghanistan (Kabul: Matb-e Maiwand, 2008), 12. For a similar and more specific assertion by the Afghan nationalists see Mir Ghulam Mohammad Ghobar’s Afghanistan Dar Masir Tarikh: Afghanistan in the Course of 4 in Afghanistan was a state-sponsored and elitist idea. Its practitioners—the nationalists—
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