Reading Resource on Sykes-Picot Agreement (Signed in May 1916)

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May 19, 2016 Syria
Reading Resource on Sykes-Picot Agreement (Signed in May 1916)

Reading Resource on Sykes-Picot Agreement (Signed in May 1916)

By : Jadaliyya Reports

As the one-hundred year anniversary of the infamous Sykes-Picot Agreement falls this May 2016, Jadaliyya takes this oppertunity to highlight a two-part article by Sara Pursley published in both English and Arabic.

Using the case study of Iraq, Pursley draws on her own research to highlight what about Sykes-Picot was implemented and not implemented as part of the post-World War I settlment in the Middle East. In doing so, she also sheds light on the historical processes through which the borders of Iraq with Saudi Arabia, Syria, and Turkey were created. Of course, the elephant in the room throughout all contemporary deployments of Sykes-Picot is that of the "artificial state" as a general condition of the region and in which Iraq typically serves is the example par excellence. To this point, Pursley makes a powerful argument about the common assumptions shared by British colonailist, Iraqi nationalists, the Islamic State, and many contemporary analysts, as well as why such framing falls short of the historical record and experience.

In Enlish:

"Lines Drawn On An Empty Map": Iraq`s Borders and the Legend of the Artificial State (Part 1)

"Lines Drawn On An Empty Map": Iraq`s Borders and the Legend of the Artificial State (Part 1)

In Arabic:

خطوط مرسومة على خريطة فارغة: حدود العراق وأسطورة الدولة المصطنعة الجزء الأول 

خطوط مرسومة على خريطة فارغة: حدود العراق وأسطورة الدولة المصطنعة الجزء الثاني 

 

 

 
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Inaugural Issue of Journal on Postcolonial Directions in Education

Postcolonial Directions in Education is a peer-reviewed open access journal produced twice a year. It is a scholarly journal intended to foster further understanding, advancement and reshaping of the field of postcolonial education. We welcome articles that contriute to advancing the field. As indicated in the editorial for the inaugural issue, the purview of this journal is broad enough to encompass a variety of disciplinary approaches, including but not confined to the following: sociological, anthropological, historical and social psychological approaches. The areas embraced include anti-racist education, decolonizing education, critical multiculturalism, critical racism theory, direct colonial experiences in education and their legacies for present day educational structures and practice, educational experiences reflecting the culture and "imagination" of empire, the impact of neoliberalism/globalization/structural adjustment programs on education, colonial curricula and subaltern alternatives, education and liberation movements, challenging hegemonic languages, the promotion of local literacies and linguistic diversity, neocolonial education and identity construction, colonialism and the construction of patriarchy, canon and canonicity, indigenous knowledges, supranational bodies and their educational frameworks, north-south and east-west relations in education, the politics of representation, unlearning colonial stereotypes, internal colonialism and education, cultural hybridity and learning  in  postcolonial contexts, education and the politics of dislocation, biographies or autobiographies reflecting the above themes, and deconstruction of colonial narratives of civilization within educational contexts. Once again, the field cannot be exhausted.

Table of Contents

  • Furthering the Discourse in Postcolonial Education, by Anne Hickling Hudson & Peter Mayo
  • Resisting the Inner Plantation: Decolonization and the Practice of Education in the Work of Eric Williams, by Jennifer Lavia
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  • Review of The Politics of Postcolonialism: Empire, Nation and Resistance, by Tejwant Chana
  • Review of Actionable Postcolonial Theory in Education, by Joseph Zanoni
  • AERA Postcolonial Studies and Education SIG: Business Meeting, by Joseph Zanoni 

[Click here to access the articles of the issue.]