Posted by Usama Soomro in his blog on is a response to a question that everyone who knows the Middle East pondered about. It is about whether T. E. Lawrence maker or demolisher of the modern Middle East? So here is it is.
There are uncountable hot and cold stories of Turkish, British, and German soldiers, families, and agents of World War I, most of the stories are evident and some of them are unclassified. Here is the story of a 5.5-inch young boy who changed the geography and demography of Arab countries including Saudi Arabia in the first world war. Thomas Edward Lawrence was a British agent, army officer, diplomat, and archaeologist. He was born on the 16th of August in 1888. He is known as a renowned person of first world war. His played a role in espionage during the Sinai and Palestine movement and the Arab rebellion against the Ottoman Empire during the First World War. His activities and association made him popular. In the rebellion against the Ottoman Empire. He made his name public as Thomas Edward Lawrence. His work for the people of Arab and their lands described him vividly in his writings, his deeds and in the historical aspect of history. His fame internationally coined him as Lawrence of Arabia In a film which was released in 1962, that film Lawrence of Arabia is one the great movies of all time. This film is based on his work and activities in wartime. He was a student of archaeology, history, and culture in Jesus oxford college. While studying in Oxford he spent much of his time in studies. He was fond of learning new languages, cultures, history, and religious wars. During his studies British declared the war against the ottoman empire and Germany, he had two brothers, they joined the British royal military. While serving in France they killed. Their death affected him deeply. He served as a junior archaeologist in Carchemish working for the British Museum on archaeological excavations in ottoman Syria in 1910. When the war breaks out in 1914, he joined the army as a second lieutenant. He was employed at the geographical section of war, for office works he was sent to Cairo as a map officer and liaison. His knowledge about Arabs and Arabia helped British intelligence in Cairo. However, behind the Arab mutiny, he united the Arabs to fight for their rights and their land. Until the primary warfare the total region, as well as today’s Asian nation, Syria, Israel, Asian country, Yemen, the petty Persian Gulf Dubai and Egypt, were nominally a part of the Turkish Empire with its capital at urban centre – nominally, as a result of the British Empire in impact ruled Egypt and also the Gulf states, and possessed the port of city. When the Arab rebellion started in 1916 he was posted to undertake dangerous missions inside the territory of enemies. Arabs revolted against the Ottoman Empire because the Ottoman Empire subjugated some Arab states like Syria, Damascus, and Hejaz. Hussain bin Ali started the Arab revolt against Turks. His interest in his academics made him able and his credibility helped him to do all the dangerous missions. He used to disguise himself as a common person for the secret missions. One of his secret missions was stared when the Arab revolt began in 1916. He used Arab nationalism as a weapon, the reality behind the rebellion, were some certain British people who encouraged and supported Arab revolt against the colonial rule of Turks. When he posted to Cairo, he made his mind that he has to join the group who is already fighting against Turks so he decided to join the group of guerilla campaigners, which was lead by Amir Faisal bin Hussain sheriff his father Hussain was the ruler of Hijaz state(now part of Saudi Arabia). Hussain sheriff said to his people that no power on earth can take away the land of Arabs from Arabs. He was guaranteed from the British if the Ottoman Empire demolishes they would be guaranteed self-rule. Hussain sheriff had four sons named as Ali, Abdullah, Faisal, and Zaid. All these four led and fought the Arab revolt with support of British, on the agreement that after the war they would never intervene in the Arab land. He got major success when he bombarded the railway line in Hijaz(province) which was the only source of food, weapon and only route of travelling from Arab to turkey for ottoman empire. After a year of the Arab revolt, Lawrence advised Alfaisal to attack the port of Aqba. Alfaisal assaulted the port and conquered the city of Aqba in 1917 the most strengthening city among the ottoman empire. Aqaba could have been assaulted from the seaside, but the narrow mountainous defiles leading were strongly defended and would have been very difficult to attack. So they did form the backside of the Aqba fort that strategy which was given by Lawrence led Arabs towards victory. What is now in Jordan. Some of the historians say the Lawrence had sexual relations with his friend and assistant named Dahom whom he taught the camera work and from him, he learned the Arabic language but what so ever for the Lawrence he lead to the great Arab revolt, which led Arabs towards sovereignty and independence. Although, In Arab revolt, there were many people apart from Lawrence who led rebellion like Hussain ibn Ali who founded a secret society in Damascus to fight for Arab independence and power. Apart from demolishing railway line in Hijaz and occupying Aqba, he took part in many militant activities one of the activity was carved out in 1918, Arab revolt occupied Damascus. After the accomplishments of his mission in the Middle East, he joined the royal air force. He got his retirement from the royal air force on February 26, 1935. He was returning to home so he can enjoy the retirement. While returning to the home he faced motorcycling accident on May 13 in 1935, which took his life forever.
As militant attacks get closer, Katarina Höije tells the story of a Malian town defiantly continuing its annual tradition of replastering a mosque. Here is :
An Ancient Mud Mosque Annually Restored
Rickety plastic chairs and tables line the winding streets around Djenné’s main square, where the mosque looms over the town’s low mud-brick houses. There are plates of riz au grastasty rice with meat and vegetables—and chilled soft drinks. Ivorian Coupé-Décalé music reverberates on soft mud walls. Djenné, a town of about 35,000 in the central region of Mali, is famous for its traditional mud-brick architecture and its UNESCO-protected mosque. Fifty-two feet (16 meters) high and built on a 300-foot-long (90-meter) platform to protect it from flooding, the mosque is the world’s largest mud-brick building.
Young men and boys run down the front steps of the mosque after dropping off baskets of mud. (Photo: Annie Risemberg, The New Traditional)
Touching up its walls each year—crépissage, the French word for ‘plastering’—is a proud and exuberant ritual that involves the whole town. “The crépissage is the most important event of the year, even bigger than Eid al-Fitr, Tabaski (the Malian equivalent of Christmas), and marking the end of Ramadan,” says Yaro, a 30-year-old lawyer and host of the celebration known as ‘la nuit de veille.’ Sitting under a tarpaulin strung between two neem trees, Yaro watches as the crowds sway through the street.
The partygoers won’t sleep until after the event. The revelry will strengthen them ahead of tomorrow’s big task, Yaro claims, sipping a soft drink. “Tonight we party, and tomorrow we will celebrate our mosque and Djenné’s cultural heritage.” The residents of Djenné come together to put a new layer of clay on their mosque every April, just before the rainy season. The crépissage is both a necessary maintenance task to prevent the mosque’s walls from crumbling and an elaborate festival that celebrates Djenné’s heritage, faith, and community. It’s also an act of defiance.
The increasing instability in Mali’s central region—fueled by inter-tribal conflicts and growing numbers of militant and jihadist groups exploiting the absence of state security forces—now threatens Djenné and its sacred annual ritual. Local militants—some linked to the Group for the Support of Islam and Muslims (JNIM), formed by the 2017 merger of several extremist groups operating in Mali—have invaded towns, destroyed markets, and spread their influence in central Mali.
A group of women carrying water needed for the mud mixture. Men and boys are responsible for bringing the mud to the mosque, while and women and girls are tasked with bringing water from the river. (Photo: Annie Risemberg, The New Traditional)
So far, Djenné and its mosque have been spared, but the security situation in the region continues to deteriorate, and more frequent attacks are being carried out in Djenné’s orbit. “We knew that the militants were getting closer to Djenné,” says town chief Sidi Yéya Maiga at his home the day before the crépissage. This year the town council even took the extraordinary step of debating whether or not to cancel their cherished tradition.
In an act of collective resistance, they decided the show must go on. On the day before the crépissage, Nouhoum Touré, the master among Djenné’s 250 masons, heads down to the riverbank to check on the mud that has been left to soak for 20 days.
The crépissage is the most important event in Mali. (Photo: Annie Risemberg, The New Traditional)
It’s the height of the dry season, and the river has shrunk to shallow puddles and inlets. The round pools that store clay until it’s time for the crépissage look like pockmarks on the riverbed. The mud comes from further down the river and is transported here by trucks and donkey carts. Younger masons then break the blocks into smaller chunks and mix them with water. In the final stages, rice husks are added to the mud, turning it into a soft and sticky paste. The rice works like a glue, holding the mud together and keeping it from cracking as it dries. The young masons then carry the mixture, in wicker baskets, to pits in front of the mosque in preparation for the event.
Early in the morning on the long-awaited day of the crépissage, Djenné’s residents gather by the mosque and wait for Touré to smear the first blob of mud on the wall. This is the starting gun.
There is a roar from the crowd as dozens of young men—some masons, some apprentices—run to the mosque. Smaller groups of boys raise wooden ladders against the mosque wall. Carrying wicker baskets full of dripping-wet clay from the pits next to the mosque, the young men begin scrambling up the façade, using ladders to reach the wooden poles protruding from the walls. Perching perilously on the wooden scaffolding, they pick up large blobs of clay and smear them on the walls.
The Djenné mosque the day before the crépissage. (Photo: Annie Risemberg, The New Traditional)
Nientao, the mosque’s guardian, weaves through the crowd, his pockets filled with sweets for the workers. Thousands of muddy feet trample the paths around the mosque. As the sun begins to rise over Djenné, turning shapeless shadows into dark silhouettes, a group of boys and masons tackle the minarets from the roof of the mosque.
Four hours later, the morning sun shines on the newly plastered mosque. Dark, wet clay patches on the dried mud give it a sickly look. Touré is covered in mud all the way from his plastic sandals, which have miraculously stayed on his feet, to the top of his turban. “I think we did very well,” he says, sitting in the shade of the mosque. “Normally, we re-mud the mosque over two days. This time we managed to get it done in only one day.”
Residents carrying mud, from pits to the mosque ahead of the crépissage. (Photo: Annie Risemberg, The New Traditional)
A little later, there is a crack as the loudspeakers come on, then the sound of Djenné’s mayor, Balfine Yaro, clearing his throat. Everyone looks on in silence as he makes his way to the front of the crowd. He declares Djenneka Raws the winning team. Djelika Kantao and Yoboucaïna have prevailed. For the winners, there is pride, honor, and a cash prize of 50,000 West African francs, or about $90 (€80). “With the money,” says Kantao, beaming with pride, “I will buy new solar panels for the neighborhood, so we no longer have to live in darkness.”
Delve into a world of traditions being kept alive unique individuals through The New Traditional. This story and images are featured in the book.
Any causality with direct effects, between Fossil fuels and the Pandemic has yet to be proven irrelevant.
In any case, we are convinced that the petrol-economies experiencing or going to experience economic and financial difficulties shortly, will not be the end of history. This is in no way the cause of that and vice-versa, but it remains that some linkage of mysterious lineage between the fossil fuels and the pandemic has yet to be proven irrelevant.
To provide any serious analysis and reflections on the Arab and Muslim world, we publish below is a contemporary history of the Middle East as compiled in little more than 600 words. It must be said that the said history is a history of conflicting vested interests that more recently culminated with the advent of the so-called ‘black gold’.
The Middle East, the cradle of civilizations and the three monotheistic religions, will forever stay in the collective consciousness as the blessed land of God and men. After the successive Islamic Caliphates, three essential elements modelled contemporary history of this part of the world: The Ottoman conquest, the British- French rivalries and finally the discovery of the fossil fuels. The Arab Middle East was subject to Ottoman domination since the beginning of the 16th century up to the First World War era. The Turkish rule ended with the Arab revolts and the intervention of the British and French troops. The Treaty of Sèvres in 1920 had to consecrate the dismemberment of the Ottoman Empire. The consequences of this last resulted in a new political configuration of the Middle East: in the northwest, the territories under French mandate: Syria, Lebanon, and other Druze regions, in the south the British mandate of Palestine and Iraq. In the Arabian Peninsula, the emergence of two kingdoms, of Saudi Arabia and Yemen. Three events later changed this map: in 1948 the creation of the Jewish state at the expense of Palestine That seriously amputated the Palestinian territories was Transjordan then formed as the Hashemite Kingdom of Jordan. Finally, the year 1967 saw the birth of the Republic of South Yemen. Between 1915 and 1917 Sykes-Picot Agreement dividing the region into zones of French and British influence. Another highlight of 1917 is the presentation of Lord Walter Rothschild to the British government with Balfour’s famous statement letter. It launched the establishment of a national Jewish homeland in Palestine. It was conditioned by the understanding that no harm to the civil and religious rights of any non-Jewish communities were to be tolerated. This statement bore an internal contradiction that harmed the Jews as much as the Arabs and provoked the bloody events of 1947. For it was not possible to create a Jewish homeland without harming the rights of the indigenous Arab communities. Thousands of Palestinians languished in the campsin general indifference of British andFrench agents. In other terms, Americans, British and the French have always refused to recognize the “Israel Prize” which has served neither the cause of this state nor the prestige of the West. Anglo-French bloody rivalries by interposed Arab revolts continued until the eve of the 2nd World War. The occupation of its territory by the German had to coerce France to freeze its imperial policy in the Middle East. The British intrigues made the position of the French in the Levant untenable to the point of their complete ouster in 1945. Another highlight in the Hejaz, a Bedouin warrior Abdelaziz ibn Saud attacked Mecca, laid down the ruling Hussein and named himself King of the Hejaz in January 1926. The absolute monarchy of Ibn Saud was born and governed to this day. It should be remembered that Cherif Hussein is the head of the illustrious Beni-Hachem family that has ruled Mecca since the 11th century and still doing so far in Jordan. A landmark in the history of the Middle East is the adoption of the Palestine sharing plan on December 1, 1947, providing for the creation of two independent states, one of which Arab and the other Jewish, leaving Jerusalem under UN control. On May 15, 1948, the British mandate ended and evacuated Palestine. On the same day, the Arab armies crossed the newly established border. The result of such assault is to no surprise for anyone. And then the success of the start of operations, this was a debacle Palestine that would shake the Arab world to its foundations. The defeat of Palestine was going to inspire the Arab people by giving a sense of revolt against regimes treated as corrupted by foreign powers. This widespread attitude led to the downfall of some monarchies in favour of republican systems. What paved the way, for the first time, Soviet penetration of the Middle East.
Christmas has become important in the Palestinian territories as these hosting Bethlehem, the town in which Jesus was born, the once a year world festivities beginning in this part of the West Bank could be vitally important to their cause. Dorina-Maria Buda, Professor of Tourism Management, Leeds Beckett University explains in this story of Olive trees, markets and hikes: how the Palestinian West Bank welcomes tourists at Christmas.
There are often marches and demonstrations in support of Palestine in cities around the world, but for those who want to visit the region, a thriving tourism industry has emerged in recent years. “Solidarity tourists” arrive at all times of year to help improve the lives of ordinary Palestinians, with events like olive tree planting in February and olive harvesting in October organised by local Palestinian initiatives such as the Alternative Tourism Group and Joint Advocacy Initiative.
Given Palestine’s place in what is known as the Holy Land – the reputed birthplace of Jesus Christ – one of the busiest seasons for visiting is during the Christmas period. Despite the region’s troubled history, thousands make the trip each year.
Many will take the Masar Ibrahim – meaning the path of Abraham – a 330km-long trail running from the north to the south of the Palestinian West Bank. Tourists are encouraged to stay with local families, as the hiking trail passes through more than 50 communities, including villages that are entirely Muslim, entirely Christian or with mixed communities.
Christmas in Palestine is a season for neighbourly relations among the various communities, and a period to tell stories of the ancestors. During the first week of December, most Palestinian towns light a communal Christmas tree, while local bands and choirs perform, and international tourists are encouraged to take part.
Since September 2019, I’ve been researching tourism in the Palestinian West Bank and trying to understand how people celebrate their ancient heritage amid modern tensions and conflict. This is my second Christmas in the region, and on both occasions, I’ve had the opportunity to stay with a local family in Beit Sahour town, which is part of the Bethlehem area.
Peace and goodwill
Few visitors realise that three Christmases are actually celebrated in Palestine. The Latin churches, which includes Catholic worshippers, recognise December 25 as Christmas Day. But the Greek Orthodox church, which represents the majority of Christians in Palestine and Israel, observes Christmas according to the old Julian calendar created during the time of Julius Caesar in 45 BC. For them, Christmas Day falls on January 7, while the Armenian Patriarchate of Jerusalem marks Christmas and Epiphany together on January 19.
It’s still warm enough to go outdoors, so most visitors at this time of year will explore the beautiful Palestinian landscape. Hiking in the hills of Battir between Bethlehem and Jerusalem takes tourists through a UNESCO heritage site, while in the north part of the country near Ramallah, the hills of Birzeit offer charming views of valleys and hillsides. Christmas markets are also popular and for children, there’s the traditional practice of decorating the al-burbara, a Palestinian dessert, at the Bethlehem Peace Center in celebration of Saint Barbara’s Day on December 4.
Violence flared after US President Donald Trump recognised Jerusalem as Israel’s capital in December 2017. According to one hotel manager in Palestine’s West Bank, the cancellation rate for bookings that month was around 80%. Palestine’s tourism industry seemed to recover in 2018, but the conflict can have a lasting impression that serves to turn away potential tourists.
Local authorities are quick to denounce the risk and insist that Palestine is safe to visit. Anton Salman, the mayor of Bethlehem said:
Bethlehem as a tourist destination is a secure and safe place. We are showing to the world with the lighting of the Christmas Tree ceremony that Bethlehem is a safe place … Tourists can visit and they can have the experience together with Bethlehemites, ours is a welcoming, hospitable community.
Global Trends posted on November 19, 2019, The Dilemma of English-Medium Instruction in International Higher Education written by Philip G. Altbach, Research Professor and Founding Director, and Hans de Wit, Professor and Director at the Center for International Higher Education, Boston College. This article gives us an instead glance at the worldwide debate that is emerging about the role of English and languages in general in higher education. The issue in the MENA region has been de facto settled sometime back, despite resurging questions as to the position of the local language utilisation in the universities. Hence the featured picture above.
WENR would like to congratulate our partners at Boston College’s Center for International Higher Education (CIHE) for its upcoming 100th issue of International Higher Education. Enjoy this advance look into the issue with Philip G. Altbach and Hans de Wit’s article on the increasing global dominance of English-language instruction.
By the mid-twentieth century, English had become the global language of science and scholarship. With the rise of the internet and globalization in the latter years of the century and in the new millennium, this domination has only increased. The top 50 scientific journals are published in English, as are the vast majority of internationally circulated scholarly articles.
The advent of mass student mobility (more than five million students now study outside of their home countries, the majority of whom choose countries where English is spoken) has also increased the attraction of English. An increasingly mobile professoriate, including thousands of postdocs, gravitate to English-speaking universities. In non-English-speaking countries such as Ethiopia, academic programs and even entire universities use English as a language of instruction, or even as the only language of instruction. In Africa, Rwanda moved from French to English as a country and in higher education; and Algeria’s minister of education recently announced a shift from French to English in higher education.
Indeed, most countries now have English-medium universities, branch campuses that use English, or complete graduate programs in English. For example, one can obtain an English-medium Master of Business Administration from more than 30 universities in China. Universities in Russia are offering academic programs in English that target mainly Russian students, who seek such degrees to boost their prospects in local and international job markets. Chinese universities urge their faculty members to publish in prestigious English language journals and offer them handsome financial rewards for doing so—while, at the same time, publishing in Chinese journals yields few benefits. Indeed, the number of journals in English in China is growing exponentially. The same is true in South Africa and other countries. Without question, English will remain the key global scientific language and an important language of instruction for the foreseeable future. Even in these days of nationalism and populism, its role is likely to increase. Countries, institutions, and individuals are seeking to adapt to the impact of global English on academic life worldwide. Yet, at the same time, a worldwide debate is emerging about the role of English and of languages in general in higher education.
Questions Worth Asking
It is worth raising questions concerning the impact of the tide of English. In the broader sense, there is no use in rejecting it; just as globalization is an inexorable force, so is the role of English in higher education.
Language is more than just a means of communication; it is also an aspect of culture. The implications of using English as a key language for higher education in non-English-speaking countries may affect culture and ways of thinking. The French and the Italians, historically protective of their culture, have long resisted the use of English in higher education, but even they have recently yielded. There are now a growing number of English-medium courses in France and Italy, despite intense protests not only by nationalists and advocates of safeguarding their national cultural heritage, but also by academics.
Using English also has implications for research methodology, publication, and academic orientation. This is true for several reasons. The prestigious English-medium journals are edited almost exclusively by academics in English-speaking countries, and these editors rely in large part on reviewers also located in these countries. Even the most internationally minded editors will bring a bias toward the methodologies and academic orientations favored in English-speaking academe, as will most reviewers. Studies show that the journals and articles that are most cited are written in English, disadvantaging academics from non-English-speaking environments in several ways: The academics’ command of the English language will often be imperfect. More important, in general, they will be pressured to conform to the methodological strictures of mainstream English-dominated trends in their disciplines. This may be less consequential in the natural sciences where methodologies may be more universal, but it has considerable salience in the social sciences, where cultural and national realities shape scholarship. And researchers and scholars in all fields may be tempted to orient their research topics toward what will appeal to journal editors and publishers in the dominant English-medium markets.
Another implication, especially for the humanities and social sciences, is that the pressure to publish in English-medium international journals limits opportunities to contribute to the debate in local language media and to contradict fake news. Academics in the Netherlands have argued against this pressure. In International Higher Education No. 88, Winter 2017, Akiyoshi Yonezawa noted that “limited publication in English in these fields is becoming a serious obstacle to the further development of the humanities and social sciences in Japan,” and that “it is unlikely and undesirable that English as an academic language should continue to monopolize fields such as the humanities and social sciences, which are deeply rooted in multilinguistic and multicultural activities and values.”
A consequence of offering English-medium courses and programs in many non-English environments is the poor quality of the instruction offered by many faculty whose command of English may be only rudimentary, or whose ability to teach in the language is limited. This low-quality instruction, often combined with limited English comprehension on the part of many local and non-Anglophone international students, creates an environment where little actual learning is taking place. Additionally, knowledge of and access to current course texts and other materials in English may be limited. In short, offering high-quality programs in English is a complex undertaking that requires a high level of fluency on the part of both faculty and students.
A little-noticed consequence of the rise of global English in universities is the deteriorating status of learning other languages by students in English-speaking countries. Enrollments in “foreign language” courses and programs throughout the English-speaking world have declined, with many students (and faculty) feeling that they can communicate anywhere in the world in English. This trend has also led to declines in courses on world cultures and world civilizations, thus reducing in-depth knowledge of cultures among native English-speaking students. An additional concern is the increasing sophistication of machine translation of academic materials of all kinds, further reducing the perceived need to learn languages other than English.
There is also a consideration about the role of colonial languages in the developing world, particularly in Africa. Local languages are used in public primary and secondary education but, with some exceptions, are not the language of instruction in higher education. The risks of such policies are high and can result in or exacerbate elitism in higher education access, lower quality education and research, lack of alignment with local needs, and the dominance of Western paradigms.
The Debate in the Netherlands
Resistance to the use of English as a language of instruction in the developed world is increasing. In Italy and the Netherlands, academics have gone to court to stop universities from adding more English-taught programs to their course offerings. Arguments vary, from concerns about maintaining the national culture and the quality of education, to claiming that internationalization is a source of revenue that is promoted at the expense of good education for local students. These last two arguments are dominating the current debate in the Netherlands, where there is a general feeling that the spread of English as a language of instruction, with its lack of a strategic approach, has gone too far and become a liability.
The following are among the questions that have been raised:
Why should subject areas such as Dutch literature, history, or law be taught in English?
Are disciplines like psychology taught in English in order to attract international students and compensate for a decline in interest among local students?
Should the substantial contribution that international students make to institutional budgets and to the local and national economy count more than investing in quality education for local students?
Why should local students have to compete with international students for limited student housing?
How does one counteract the declining interest of local students in Dutch language and literature?
The Dutch minister of education, culture, and science along with institutional leaders is caught between the pressure to compete internationally and the imperative of responding to these arguments—as well as those of nationalists in parliament. Finding a compromise is not easy. Other countries, like Denmark and Germany, are having similar debates.
There are no easy solutions to what some are calling “English imperialism.” It is a fundamental reality today that English is the dominant language of science and scholarship, and increasingly of communication, both formal and informal, among students and academics globally. Understanding all the implications of selecting the language of instruction of a program or of an entire institution, including the costs and benefits of that decision, is crucial, and decision makers bear a heavy responsibility.
Privacy & Cookies Policy
Necessary cookies are absolutely essential for the website to function properly. This category only includes cookies that ensures basic functionalities and security features of the website. These cookies do not store any personal information.
Any cookies that may not be particularly necessary for the website to function and is used specifically to collect user personal data via analytics, ads, other embedded contents are termed as non-necessary cookies. It is mandatory to procure user consent prior to running these cookies on your website.