Political and Intellectual Transformations in Tunisia, Algeria, and Libya from Ottoman Rule to Western Colonial Occupation

Abstract

This research seeks to highlight the political and intellectual transformations experienced by the countries of the Maghreb (Tunisia, Algeria, and Libya) during the period of Ottoman rule and the subsequent Western colonialism that targeted them at the end of the nineteenth century and the beginning of the twentieth century. For nearly three centuries, these regions were under the rule of the Ottoman Empire as dependent provinces (Eyalets), which protected them from Christian invasions within the context of the Islamic–Christian conflict in the Mediterranean basin.

However, the central Ottoman authority adopted a policy of marginalization toward these peripheral regions while benefiting from their resources. This situation led these regions to demand internal autonomy and the management of their affairs independently from the Ottoman Turks. Consequently, their relationship with the Ottoman Empire became largely symbolic, represented mainly by the mention of the Ottoman Sultan in Friday sermons and the payment of annual taxes.

In Algeria, the country was ruled by the Deys, who were elected by the leaders of the Janissary army and were responsible for managing the political, military, and financial affairs of the state until Algeria fell under French colonial rule. A similar situation existed in Tunisia, where the Beys ruled alongside the Muradid dynasty until the country came under French colonial control. As for Tripoli (Tripolitania), it experienced numerous disturbances and revolts due to the oppression of the Janissaries, until power eventually passed to the Qaramanli family. Later, Italy invaded Libya in 1911.

Western colonialism pursued a repressive policy toward these societies, monopolizing their resources, impoverishing their populations, marginalizing their economies, and weakening their social structures by involving them in various wars. This situation had a significant impact on intellectual life, which varied from one country to another, and contributed to shaping new cultural features. Colonial authorities sought to erase the Arab-Islamic identity and promoted ignorance by eliminating traditional educational institutions such as zawiyas and kuttabs, which had long been responsible for teaching the Qur’an and the Arabic language. At the same time, they attempted to impose Western culture as an alternative. Nevertheless, the introduction of modern education later contributed to the revival of intellectual and cultural life in these countries at the beginning of the twentieth century.