Educational reforms and identity shifts in Tunisia: Between Islamist pressures and institutional reactions (1956–2002).

This article examines the impact of major educational reforms in Tunisia since independence in 1956 on national identity construction, focusing particularly on the 1991 Charfi reform. It analyzes how shifts from an Arab–Muslim identity framework toward a Mediterranean-oriented identity have been reflected in history curricula, textbooks, and teaching practices, highlighting the selective incorporation of Tunisia's pre-Islamic heritage and gender equality narratives. Despite official efforts to promote a pluralistic and secular national identity through education, including the revalorization of historical figures like Alyssa (Dido) and Al-Kahina, the article notes persistent tensions and uneven adoption of these reforms among educators, influenced by Islamist pressures and political contestation. The study underscores textbooks as key ideological tools in shaping citizenship and identity, while emphasizing the ongoing negotiation of Tunisia's complex, layered identity in post-revolutionary contexts and the challenges of implementing inclusive, critical pedagogies.