We Do Not Have Borders. Keren Weitzberg

Чтение книги онлайн.

СКАЧАТЬ to Arabs. Rather, it was a divine medium of instruction.¹⁵⁸

      British officials and their Somali subjects also held differing understandings of what constituted proper education. Most Somalis in this era viewed Western schooling as akin to Christian evangelism (not an unwarranted conclusion given how many schools were run by missionaries). One Somali elder, who had been sent to Hargeisa by his parents to be educated, described enduring taunts from his peers in British Somaliland, who called him a Christian.¹⁵⁹ Ali Bule of Garissa explained that people did not want to study in colonial schools because they thought they would become Christian.¹⁶⁰ These sentiments did not reflect a wholesale rejection of education, but rather a repudiation of colonial and secular approaches to schooling. Many Somalis attended dugsi (Qur’anic school) and some furthered their education at Islamic universities or under the guidance of religious sheikhs.¹⁶¹ Moreover, those who did see the value of British schooling often demanded instruction in Arabic and English, a language that offered them obvious benefits within the structures of colonial power. Haji Farah Omar, who was educated in India, where he fell under the influence of Gandhian philosophy, shunned the new curriculum not because it was Western or un-Islamic, but because it was based on an inferior “adapted” curriculum.¹⁶²

      Like the Isaaq leaders of Kenya, Somali leaders in British Somaliland fought a reduction in status by asserting their foreign origins and making reference to a broader geographic horizon beyond the colonial state. According to R. E. Ellison, the superintendent of education, the qadi (judge) of Hargeisa informed the administration: “We Somalis are Arabs by origin and we like to consider ourselves as still being of the Arabic race. We can never consent to our being considered as Africans. We are afraid that if our sons are taught to write Somali they will . . . forget that they are really Arabs.”¹⁶³ Omar also argued that Somalis were “Arabs” and that Arabic, the language of religious instruction and legal contracts, could not be considered a “foreign language.”¹⁶⁴ In July 1938, an article appeared in the Arabic newspaper Al Shabaab, which was published in Cairo. According to a government translation, the author (whom protectorate officials posited to be Haji Farah Omar) decried British attempts “to suppress the Arabic language . . . to build an iron wall between the Somalis, the Arab nations and the Moslems, in order that there should not be any connection between them.”¹⁶⁵ The British protectorate administration feared they had inadvertently fostered a Pan-Arab and Pan-Islamic nationalism.

      Mobilizing through the juridical categories of empire led to a confusing patchwork of different legal identities. Isaaq and Somali leaders in different territories adopted their own localized strategies, which points to the contingent, situated, and strategic nature of identity politics. Yet their tactics also reflected broader discursive changes afoot across the Empire and the Muslim world. The strategies of leaders in Somaliland foreshadow epistemic shifts in Islamic education and reveal the links between colonial racialization and emergent forms of Pan-Arab nationalism. As Talal Asad argues, the idea of an Arab nation represented “a major conceptual transformation by which” the notion of an umma was “cut off from the theological predicates that gave it its universalizing power” and “made to stand for an imagined community that is equivalent to a total political society, limited and sovereign.”¹⁶⁶ These moments thus highlight powerful new ways of mapping one’s place across the region and the globe.

      NON-NATIVE STATUS COMING UNDONE

      Конец ознакомительного фрагмента.

      Текст предоставлен ООО «ЛитРес».

      Прочитайте эту книгу целиком, купив полную легальную версию на ЛитРес.

      Безопасно оплатить книгу можно банковской картой Visa, MasterCard, Maestro, со счета мобильного телефона, с платежного терминала, в салоне МТС или Связной, через PayPal, WebMoney, Яндекс.Деньги, QIWI Кошелек, бонусными картами или другим удобным Вам способом.

/9j/4StyRXhpZgAATU0AKgAAAAgADAEAAAMAAAABBwgAAAEBAAMAAAABCowAAAECAAMAAAAEAAAA ngEGAAMAAAABAAUAAAESAAMAAAABAAEAAAEVAAMAAAABAAQAAAEaAAUAAAABAAAApgEbAAUAAAAB AAAArgEoAAMAAAABAAIAAAExAAIAAAAgAAAAtgEyAAIAAAAUAAAA1odpAAQAAAABAAAA7AAAASQA CAAIAAgACAAtxsAAACcQAC3GwAAAJxBBZG9iZSBQaG90b3Nob3AgQ1M2IChNYWNpbnRvc2gpADIw MTc6MDc6MDYgMTI6MTY6NTMAAAAABJAAAAcAAAAEMDIyMaABAAMAAAABAAEAAKACAAQAAAABAAAH CKADAAQAAAABAAAKjAAAAAAAAAAGAQMAAwAAAAEABgAAARoABQAAAAEAAAFyARsABQAAAAEAAAF6 ASgAAwAAAAEAAgAAAgEABAAAAAEAAAGCAgIABAAAAAEAACnoAAAAAAAAAEgAAAABAAAASAAAAAH/ 2P/iDFhJQ0NfUFJPRklMRQABAQAADEhMaW5vAhAAAG1udHJSR0IgWFlaIAfOAAIACQAGADEAAGFj c3BNU0ZUAAAAAElFQyBzUkdCAAAAAAAAAAAAAAAAAAD21gABAAAAANMtSFAgIAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAEWNwcnQAAAFQAAAAM2Rlc2MAAAGE AAAAbHd0cHQAAAHwAAAAFGJrcHQAAAIEAAAAFHJYWVoAAAIYAAAAFGdYWVoAAAIsAAAAFGJYWVoA AAJAAAAAFGRtbmQAAAJUAAAAcGRtZGQAAALEAAAAiHZ1ZWQAAANMAAAAhnZpZXcAAAPUAAAAJGx1 bWkAAAP4AAAAFG1lYXMAAAQMAAAAJHRlY2gAAAQwAAAADHJUUkMAAAQ8AAAIDGdUUkMAAAQ8AAAI DGJUUkMAAAQ8AAAIDHRleHQAAAAAQ29weXJpZ2h0IChjKSAxOTk4IEhld2xldHQtUGFja2FyZCBD b21wYW55AABkZXNjAAAAAAAAABJzUkdCIElFQzYxOTY2LTIuMQAAAAAAAAAAAAAAEnNSR0IgSUVD NjE5NjYtMi4xAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AABYWVogAAAAAAAA81EAAQAAAAEWzFhZWiAAAAAAAAAAAAAAAAAAAAAAWFlaIAAAAAAAAG+iAAA4 9QAAA5BYWVogAAAAAAAAYpkAALeFAAAY2lhZWiAAAAAAAAAkoAAAD4QAALbPZGVzYwAAAAAAAAAW SUVDIGh0dHA6Ly93d3cuaWVjLmNoAAAAAAAAAAAAAAAWSUVDIGh0dHA6Ly93d3cuaWVjLmNoAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAGRlc2MAAAAAAAAALklF QyA2MTk2Ni0yLjEgRGVmYXVsdCBSR0IgY29sb3VyIHNwYWNlIC0gc1JHQgAAAAAAAAAAAAAALklF QyA2MTk2Ni0yLjEgRGVmYXVsdCBSR0IgY29sb3VyIHNwYWNlIC0gc1JHQgAAAAAAAAAAAAAAAAAA AAAAAAAAAABkZXNjAAAAAAAAACxSZWZlcmVuY2UgVmlld2luZyBDb25kaXRpb24gaW4gSUVDNjE5 NjYtMi4xAAAAAAAAAAAAAAAsUmVmZXJlbmNlIFZpZXdpbmcgQ29uZGl0aW9uIGluIElFQzYxOTY2 LTIuMQAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAdmlldwAAAAAAE6T+ABRfLgAQzxQAA+3MAAQT CwADXJ4AAAABWFlaIAAAAAAATAlWAFAAAABXH+dtZWFzAAAAAAAAAAEAAAAAAAAAAAAAAAAAAAAA AAACjwAAAAJzaWcgAAAAAENSVCBjdXJ2AAAAAAAABAAAAAAFAAoADwAUABkAHgAjACgALQAyADcA OwBAAEUASgBPAFQAWQBeAGMAaABtAHIAdwB8AIEAhgCLAJAAlQCaAJ8ApACpAK4AsgC3ALwAwQDG AMsA0ADVANsA4ADlAOsA8AD2APsBAQEHAQ0BEwEZAR8BJQErATIBOAE+AUUBTAFSAVkBYAFnAW4B dQF8A

СКАЧАТЬ