Once hailed as 'the eternal state', the Ottoman Empire was in decline by the end of the nineteenth century, finally collapsing under the pressures of World War I. Yet its legacies are still apparent, and few have had more impact than those of its schools and educational policies. "Empire and Education under the Ottomans" analyses the Empire's educational politics from the mid-nineteenth century, amidst the Tanzimat reform period, until "The Young Turk Revolution in 1908". Through a focus on the regional impact of decrees from Istanbul, Emine O. Evered unravels the complexities of the era, demonstrating how educational changes devised to strengthen the Empire actually hastened its demise. This book is the first history of education in the Ottoman Middle East to evaluate policies in the context of local responses and resistance, and includes the first published English translation of the watershed 1869 Ottoman Education Law. A stimulating and impressively-researched study, it represents an important new addition to the historiography of the Ottoman Empire and will be essential for those researching its lasting legacy.

This book argues that the periodic ceremonial intrusion into the everyday lives of people across the Ottoman Empire, which the annual royal birthday and accession-day celebrations constituted, had multiple, far-reaching and largely unexplored consequences. On the one hand, it brought ordinary subjects into symbolic contact with the monarch and forged lasting vertical ties of loyalty to him, irrespective of language, location, creed or class. On the other hand, the rounds of royal celebration played a key role in the creation of new types of horizontal ties and ethnic group consciousness that crystallized into national movements and, after the empire's demise, national monarchies.

Robert College of Constantinople is the oldest American school still in existence in its original location outside the borders of the United States. The history of the College includes 160 years of originality, innovations and astonishing development that impacted the history of Armenia, Bulgaria, Greece, the Ottoman Empire and the United States of America.

The Ottoman-Jewish story has long been told as a romance between Jews and the empire. The prevailing view is that Ottoman Jews were protected and privileged by imperial policies and in return offered their unflagging devotion to the imperial government over many centuries. In this book, Julia Phillips Cohen offers a corrective, arguing that Jewish leaders who promoted this vision were doing so in response to a series of reforms enacted by the nineteenth-century Ottoman state: the new equality they gained came with a new set of expectations. Ottoman subjects were suddenly to become imperial citizens, to consider their neighbors as brothers and their empire as a homeland. Becoming Ottomans is the first book to tell the story of Jewish political integration into a modern Islamic empire. It begins with the process set in motion by the imperial state reforms known as the Tanzimat, which spanned the years 1839-1876 and legally emancipated the non-Muslims of the empire. Four decades later the situation was difficult to recognize. By the close of the nineteenth century, Ottoman Muslims and Jews alike regularly referred to Jews as a model community, or millet-as a group whose leaders and members knew how to serve their state and were deeply engaged in Ottoman politics. The struggles of different Jewish individuals and groups to define the public face of their communities is underscored in their responses to a series of important historical events. Charting the dramatic reversal of Jews in the empire over a half-century, Becoming Ottomans offers new perspectives for understanding Jewish encounters with modernity and citizenship in a centralizing, modernizing Islamic state in an imperial, multi-faith landscape.

How do terms used to describe migration change over time? How do those changes reflect possibilities of inclusion and exclusion? Ella Fratantuono places the governance of migrants at the centre of Ottoman state-building across a 60-year period (1850-1910) to answer these questions. She traces the significance of the term muhacir (migrant) within Ottoman governance during this global era of mass migration, during which millions of migrants arrived in the empire, many fleeing from oppression, violence and war. Rather than adopting the familiar distinction between coerced and non-coerced migration, Fratanuono explores how officials' use of muhacir captures changing approaches to administering migrants and the Ottoman population. By doing so, she places the Ottoman experience within a global history of migration management and sheds light on how six decades of governing migration contributed to the infrastructures and ideology essential to mass displacement in the empire's last decade.

A study of the period of armed conflict following the collapse of the Ottoman Empire in the Middle East.

Did religion disappear with modernization and the secularization reforms that changed the relation between religion and state throughout the European empires and nation states from late nineteenth century onwards? Or was religion rather transformed becoming a part of the new social and national imaginaries on the road from European empires to African, Middle Eastern, European Union- and Post-Soviet nation states? What are the historical roots behind the divisions of state, church and education that characterized the late nineteenth and during the twentieth century? What has been the role of education in this context, both with regard to political reforms targeting the education systems and with regard to broader public enlightenment efforts and modernization of the state? Connecting scholars across the fields of history and historical sociology of education, church history and historical religion research and political history, and covering the time span from the early modern period and up until the present, this volume explores how education reform has functioned as an arena for the political project of secularization and in which way this contributed to transforming and revitalizing religion.

This book represents a major study of the development and present state of education in Turkey. Turkey offers a unique context for studying education because of the tensions that exist between secularization and Islam, top-down social engineering and democratization, and economic growth and social justice. Education in Turkey brings together some of the leading educationalists in Turkey, as well as a number of scholars from other disciplines. The topics covered include the development and structure of primary, secondary, vocational and adult education, the role of education in shaping citizenship and national identity, human capital, economic growth and educational inequalities. This significant volume will be of particular interest to policy makers as well as researchers and students in education, economics, politics, and Turkish studies.

This handbook offers a global view of the historical development of educational institutions, systems of schooling, ideas about education, and educational experiences. Its 36 chapters consider changing scholarship in the field, examine nationally-oriented works by comparing themes and approaches, lend international perspective on a range of issues in education, and provide suggestions for further research and analysis. Like many other subfields of historical analysis, the history of education has been deeply affected by global processes of social and political change, especially since the 1960s. The handbook weighs the influence of various interpretive perspectives, including revisionist viewpoints, taking particular note of changes in the past half century. Contributors consider how schooling and other educational experiences have been shaped by the larger social and political context, and how these influences have affected the experiences of students, their families and the educators who have worked with them. The Handbook provides insight and perspective on a wide range of topics, including pre-modern education, colonialism and anti-colonial struggles, indigenous education, minority issues in education, comparative, international, and transnational education, childhood education, non-formal and informal education, and a range of other issues. Each contribution includes endnotes and a bibliography for readers interested in further study.