Agency, Identity and Ecumenicalism in the American Missionary Schools of Tripoli, Lebanon
When the American Protestant Mission in Syria entered the educational arena of nineteenth-century Tripoli, its administrators founded long-lasting educational institutions primarily for the purpose of converting souls to Protestant Christianity. Secondarily, missionaries sought to impose ideas of ge...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Taylor & Francis
[2019]
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| In: |
Islam and Christian-Muslim relations
Year: 2019, Volume: 30, Issue: 3, Pages: 279-301 |
| Further subjects: | B
Lebanon
B Missionaries B Education B Tripoli B ecumenicalism B Christian-Muslim relations |
| Online Access: |
Volltext (Resolving-System) |
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| 520 | |a When the American Protestant Mission in Syria entered the educational arena of nineteenth-century Tripoli, its administrators founded long-lasting educational institutions primarily for the purpose of converting souls to Protestant Christianity. Secondarily, missionaries sought to impose ideas of gender and class on their students. Through previously unexamined memoirs, school records, and missionary writings, this article offers a microhistorical analysis of the Tripoli Girls' School (est. 1873) and the Tripoli Boys' Boarding School (est. 1904). This study begins by situating the schools within the broader context of an increasingly peripheralized and predominantly Sunni Muslim city, showing that the geographical, social, and educational environment of Tripoli shaped and was shaped by the boarding schools. It explores two trends within the Tripoli schools, namely, the professionalization' of female students, and the reification of class divisions, as Tripoli was integrated into a system of global capitalism. Finally, it moves beyond narratives of secularization' and argues that students played a significant role in shifting the emphasis of missionary education away from religious conversion to an educational model of interreligious cooperation that saw Muslims and Christians as partners in a syncretic endeavour. | ||
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