Academic literature on the topic 'Hassaniyya Arabic'

Sahrawi communities in the Western Saharan region of northwest Africa have experienced a series of radical shifts over the past century from decentralized nomadic tribal organization to colonial rule under the Spanish Sahara (1884-1975) and annexation by Morocco and Mauritania in 1975. The international dispute over the future of the Western Sahara remains unresolved between the Moroccan government that administers the territory and the Sahrawi opposition that seeks self-determination under the leadership of the Polisario Front. In this context, this dissertation explores the lived experience and social memory of Sahrawis affected by conflict, diaspora, and urbanization over the past thirty-five years by examining multivocal expressions of ethnic and gender identity, nationalism, and citizenship in personal narratives and oral poetry in Hassaniyya Arabic. Through modes of everyday speech and verbal performances, Sahrawis living in the undisputed region of Morocco and the disputed Western Sahara exhibit varying political allegiances linked to tribal and national affiliations and political economic factors. Pro-independence activists negotiate public and clandestine aspirations for an independent state with the realities of living under Moroccan administration while refugees in Algeria employ performance genres to appeal for political and humanitarian support in the international community and maintain communication in the Sahrawi diaspora. Intergenerational perspectives between Sahrawis born before and after the 1975 cleavage reveal key divergences between the older generation that retains an active memory of nomadic livelihoods and pre-national tribal organization, the middle generation affected by a massive shift to urban residence and compulsory postcolonial nationalism, and the younger generation raised primarily in urban environments and refugee camps. Across generations, Sahrawi women have retained a prominent role in maintaining tribal and family ties and serving as leaders in nationalist and social movements.

Cette thèse, intitulée "L’enseignement traditionnel en Mauritanie : rôle éducatif et perspectives d’évolution", porte sur l’histoire et la situation actuelle de ce type d’enseignement, notamment de sa principale institution : la mahadra. La première partie du travail comprend une présentation de la Mauritanie dans ses différentes dimensions (géographique, historique, socio-culturelle, linguistique…), puis l’étude du système éducatif traditionnel en Mauritanie à l’époque précoloniale et coloniale, et celle du rôle de la mahadra dans la préservation de l’identité culturelle du pays. Dans une seconde partie, il est question de l’enseignement traditionnel depuis l’indépendance du pays jusqu’à nos jours. Il s’agit de passer en revue l’état de ce type d’enseignement et d’examiner l’évolution des politiques menées par les pouvoirs publics dans ce domaine. Nous analysons la situation actuelle de l’enseignement traditionnel, s’agissant aussi bien des écoles ou instituts publics et privés que des mahadras. Enfin, dans la troisième et dernière partie, il est question de l’interprétation des résultats d’une enquête que nous avons réalisée en février - juillet 2011 dans certaines mahadras et autres institutions de l’enseignement traditionnel et de l’interaction entre enseignement moderne et système traditionnel. Sont également étudiées les expériences et études réalisées dans ce domaine depuis l’introduction des médersas, au début du XXe siècle, jusqu’à nos jours
The present study, entitled "Traditional teaching in Mauritania: educational role and perspective of evolution", is about history and nowadays situation of the traditional Islamic teaching in this country. The first part of the work includes a presentation of Mauritania in its various geographical, historical, socio-cultural and linguistic dimensions. The traditional education system in pre-colonial period as well as colonial period is discussed in this part; the role of mahadra in the conservation of the cultural identity of the country is highlighted. In the second part, traditional teaching and other different kinds of teaching are described since the independence of the country until now. We examine the evolution of the policies carried out by the public authorities in this field. The present situation of the traditional education, as well as that of other public and private institutes, is then discussed. Finally, in the third and last part, we give an interpretation of the results of the survey we conducted in February - July 2011 in some mahadras and institutions of traditional education. We analyze also the interactions between public school and traditional system, in the light of some experiments and studies carried out in this field since the introduction of the medersas, in the beginning of the XXth century, until now