British And French Colonialism In Africa Asia And The Middle East PDF Download

In the period between the mid-nineteenth century and the outbreak of the First World War, much of what is now called the Middle East, most of North Africa, and much of Central Asia, came under different forms of colonial rule, and most of those parts of the area which were not formally colonised were subject to the pressures of varying degrees of informal empire', on the part of Britain, France, Italy and Russia. In addition, with the exception of Morocco, the entire region either had been, or still was, nominally part of the Ottoman or Qajar empires. These two geopolitical units had been in existence, in the case of the Ottomans, since the late thirteenth century, and in the case of the Qajars, since 1779, and were to come to an end in 1924 and 1925 respectively. In the aftermath of the First Word War, a form of colonialism of a rather different kind, and ultimately of state creation, came into being in the Levant' after the defeat of the Ottomans by Britain and France. The former Arab Ottoman provinces were assigned to Britain and France as mandates from the newly created League of Nations, Britain taking responsibility for Iraq, Palestine and Transjordan, and France taking responsibility for Lebanon and Syria. For some time, the practice of colonialism, its various different manifestations in different parts of the world, independence, nationalist and anti-colonial movements, the process of decolonisation and the colonial legacy' - the effect that the practice has had on the post-colonial' or successor states - have been topics of keen academic interest and inquiry, as well as the subjects of university courses. For example, a number of US universities teach courses on British and French colonialism in the Middle East c. 1798-1971', and more general World History courses on the process of decolonisation. As far as the Middle East and North Africa are concerned, a wealth of literature has been produced on colonialism (and nationalism, in some sense the reverse side of the coin), and a collection of the best of this material would appeal to a wide range of students.