Abstract
There is little dispute that the school plays a major role in the narrative of the modern nation. It is one of the central institutions expected to service the state’s ambition to inculcate in its society a sense of citizenship, loyalty, and general obedience. It is also connected to the process of building a collective identity, both by disseminating a common narrative about historical claims and by codifying the national language. In this respect, scholars have assumed that the early efforts to expand education to previously “uneducated” communities is at the heart of the requisite modernization process and thus a logical source for much of what we today associate with ethnonational identity. Accompanying these associations is the logical assumption that such investments in education necessarily had the important socioeconomic, cultural, and, finally, political impact on targeted communities.1
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Notes
For more detail on how late Hamidian era reformers trusted education to direct the empire’s people toward progress (terakkiyat) and the community of civilization (daire-i medeniyyete), see Mahmut Cevat bin Nafi’s post-Ottoman study (1922: 102–106). For a comprehensive summary of Istanbul’s activities up to 1903, see the Education Ministry Yearbook: Salname-i Nezareti Maarifi Umumiye (Istanbul: Asir Matbaasi, 1321).
By 1892, Luarasi was able to establish schools in the villages of Luaras (his hometown), Selenicë, Vodicë, and Treskë with the assistance of Bucharest-based Nikolla Naço (Schirò 1904: 88) and Nuçi Naçi, “Shkolla shqipe ne Korçë,” Diturija (March 1, 1927): 170.
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© 2011 Isa Blumi
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Blumi, I. (2011). Learning the Wrong Lesson: Local Challenges to Educational Reform. In: Reinstating the Ottomans. Palgrave Macmillan, New York. https://doi.org/10.1057/9780230119086_6
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DOI: https://doi.org/10.1057/9780230119086_6
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