La Mission Civilisatrice, Le Bourguibism, and La Sécuritocratie: Deciphering Transitological Educational Codings in Post-Spaces--The Case of Tunisia

Autor/in	Jules, Tavis D.
Titel	La Mission Civilisatrice, Le Bourguibism, and La Sécuritocratie: Deciphering Transitological Educational Codings in Post-Spaces--The Case of Tunisia
Quelle	In: Current Issues in Comparative Education, 22 (2020) 1, S.5-22 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-1615
Schlagwörter	Educational History; Educational Change; Postcolonialism; Political Influences; Economic Factors; Social Change; Political Power; Foreign Countries; Educational Policy; Policy Formation; Comparative Education; Government Role; Foreign Policy; Islam; National Security; Educational Development; Tunisia; France + Suchen Sie Ihr Suchwort? History of education; Bildungsgeschichte; Bildungsreform; Post colonialism; Postkolonialismus; Political influence; Politischer Einfluss; Ökonomischer Faktor; Sozialer Wandel; Politische Macht; Ausland; Politics of education; Bildungspolitik; Politische Betätigung; Vergleichende Erziehungswissenschaft; Außenpolitik; National territory; Security; Staatsgebiet; Sicherheit; Bildungsentwicklung; Tunesien; Frankreich
Abstract	This article builds upon Robert Cowen's (1996) work on educational coding in transitological settings and post-spaces by deciphering the efficacy of political and economic compressions in Tunisia from the French protectorate period to the 2011 post-Jasmine revolution. First, I diachronically decrypt and elucidate the specific experiences and trajectories of Tunisia's transitologies, while paying attention to the emergence of specific synchronically educational moments. It is suggested that educational codes during transitory periods are framed by political compressions and preconceived philosophies of modernity. It is postulated that four educational codings can be derived in Tunisia's post-spaces: (1) the protectorate code defined by la Mission Civilisatrice (the civilizing mission); (2) the post-protectorate code defined by le Bourguibisme (Bourguibism); (3) the post-Bourguibisme code defined by la Sécuritocratie (securitocracy) in the form of the national reconciliation; and (4) the post-Sécuritocratie period defined by the National Constituent Assembly (NCA) -- as economic and political power is compressed into educational forms. I situate educational patterns within the Tunisian context to illustrate how educational codings shape post-spaces across these four transitory periods. [For Robert Cowen's "Last Past the Post: Comparative Education, Modernity and Perhaps Post-modernity," see EJ533103.] (As Provided).
Anmerkungen	Teachers College, Columbia University. International and Transcultural Studies, P.O. Box 211, 525 West 120th Street, New York, NY 10027. e-mail: info@cicejournal.org; Web site: http://www.tc.columbia.edu/cice
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01