“Education should be directed in reference to two objects--the good of the individual educated and the good of the world” – Wilbur Fisk, President, Wesleyan University (1831-1839)

  • Study Abroad

    Study Abroad

    Explore opportunities to take your study to the next level, immerse yourself in another culture, or do hands on, experiential learning in a variety of subjects.

  • Fellowships, Internships & Exchanges

    Fellowships, Internships & Exchanges

    Explore opportunities to conduct research, attend graduate school, or teach English after you graduate from Wesleyan. Apply for internships in almost any discipline, some for credit and some not for credit.

  • Language Resources & Technology

    Language Resources & Technology

    Located in Fisk Hall, the Language Resources and Techology area provides support for students, faculty and members of the Wesleyan community involved in the study of languages and related areas.

  • Language & Intercultural Learning

    Language & Intercultural Learning

    Language and Intercultural Learning serves our mission of helping all members of the Wesleyan community achieve the language skills necessary to exercise effectively and responsibly in our increasing interdependent world.

Language learning departments and programs at Wesleyan

Arabic -- Classics -- College of East Asian Studies -- German Studies -- Hebrew -- Romance Languages & Literatures -- Russian, East European & Eurasian Studies -- Other



Nov 6

Decolonizing History: The Fallaga and the Path Erased from Tunisian History

12:00 pm

Speaker : Max Ajl - Cornell University During the mid-1950s, an almostunknown and erased-from-history armed anti-colonial revolt theFellaga/Youssefite rebellion rippled across the Tunisian countryside,sweeping across thewidth and depth of the country, even penetrating urbancores. Max Ajl recovers the historical memory of that revolt, writing the armedstruggle and its repression into the history of theTunisian nationalliberation struggle and its effects on subsequent state-building efforts. In sodoing I locate the place of the rural smallholder and newly landless, whoalthough central tonational liberation would be marginal to post-colonialdevelopment. This story cuts against the grain of dominant post-colonialhistoriography, which depicts a unitary and largely non-violentWestern-oriented national struggle as the agent of independence. Such anarrative is the cement which the party has used to justify both its rule,post-colonial developmentalism, andsubsequent social inclusions andexclusions. My dissertation shows how moments of collective violence, fueled byregional pan-Arab solidarities and materiel, propelled the political partywhich led the liberation movement, the Neo-Destour, to victory and secured thecountrys sovereignty from France. Simultaneously, the repression of thatstruggle led to the exclusion of themarginalized countryside from subsequentstate-formation and economic development plans. Co-sponsors : History Department Sociology Department Moderated Erik Grimmer-Sollem

Sponsor: Hammami, Mohamed-Dhia