Colloquium co-organized with CAREP (Centre arabe de recherche et d'études politiques de Paris).
Since the end of the 18th century, if we take into account Volney's trip to Egypt and Syria, the human and social sciences (SHS) in the West have been interested in the Arab world. Different approaches can be defined as either the verification of theoretical hypotheses in the field, or, on the contrary, the formulation of theoretical hypotheses based on fieldwork. Each of these approaches is fraught with risks : on the one hand, to impose other realities on these societies; on the other, to adopt uncritically the discourse of these societies on themselves. These biases have been circumvented by the development of comparative approaches between several societies, including European ones.
The Arab revolutions of 2011 led to a reappraisal of these different approaches, insofar as they did not allow for a prediction of these movements and could not provide an immediate intelligibility of them (Bennani-Chraïbi and Fillieule, 2012).
Moreover, few European researchers have examined the impact of these uprisings on Arab SHS (Catusse, Signoles and Siino, 2015). On the other hand, on the side of the actors involved, the 2011 uprisings brought out analyses rooted in the realities on the ground and gave Arab researchers a voice once again in the production of narratives about their own societies (Bayat, 2021).
In this context, thinking about SHS in the Arab world means first and foremost considering the transfer of skills between knowledge born in the West and its production in the field. Added to this is the difficult question of the relationship between authoritarian regimes and the production of knowledge. At the same time, the state itself has become a producer of the statistical information it needs to manage its affairs, and has needed to interpret these data. Arab social sciences and humanities thus found themselves caught between theoretical models largely borrowed from outside (which differed according to their milieu of origin) and state controls seeking to limit the role of social sciences and humanities to the mere technical and political exploitation of statistical data.
Can we then speak of " SHS arabes " as an entity in its own right ? Indeed, the production of ideas and knowledge in the field of SHS in Arab countries varies greatly from one country to another. In the Gulf countries, for example, the Anglo-Saxon heritage is very marked, whereas in the Maghreb countries, the French conception of SHS is more in evidence (El Kenz, 2006). The result is a fragmented research landscape, disconnected not only from societal concerns, but also from the university, the emblematic place of knowledge production in SHS. For at least the past two decades, other forms of knowledge production, such as think-tanks and scholarly associations, have been gaining ground. In the Mashreq region, for example, private funders play a major role in the financing of SHS, encouraging the emergence of consultant-experts rather than the development of fundamental research.
This trend towards private funding of research accelerated in the wake of the events of September 11 2001, with the idea that the social sciences should be politically " useful ". Following the failure of American attempts to democratize first Afghanistan and then Iraq " from the outside ", there is a growing willingness on the part of foreign donors and foundations to fund SHS training in Arab countries, with the aim of creating a " knowledge society " (UNDP, 2003). The emergence in 2006 of the Arab Council for Social Sciences (ACSS) in Beirut, funded by the Ford Foundation and Canada's International Development Research Center, is a case in point.
At the same time, initiatives funded and run exclusively by Arab players have also emerged, as witnessed by the creation of the Arab Center for Research and Policy Studies in Doha in 2010, paving the way for new academic networks. These are increasingly structured around transnational " communities " of researchers. While an analysis of funding channels undermines a strictly North-South reading of , it also highlights the reproduction of structural inequalities, and even the emergence of new asymmetries between local and international researchers. This redefinition of the conditions of SHS production also implies the need for researchers to adopt standardized normative frameworks and principles ( ethic ) that curb creativity and academic freedom.
Thinking about SHS in the Arab world also requires reflection on the reception of notions forged in the West and transferred to the Arab context. In this respect, the example of gender studiesillustrates the extent to which feminist thought has been appropriated and re-appropriated locally. Some researchers take on board these ideas from the West ; they often even act as spokespeople for them. Still others prefer a situated use of these concepts (Mahmood, 2005).
The reception of these paradigms on Arab soil also depends on the language in which the knowledge is produced, for behind language always lie issues of power and domination (Bourdieu, 2014). The diversity of SHS languages in the Arab world raises questions about the " linguistic quarrels " within the scientific community, to the point of causing terminological and conceptual divergences. This is why the completion of Arabization in higher education and research remains a central concern, in order to promote the unity of " SHS arabes " on the one hand, and their international dissemination on the other. For the more Arabic establishes itself as a research language, the better it will be translated and disseminated (Jacquemond, 2007).
In the age of globalization and the development of information and communication technologies, the dissemination of Arabic SHS must also cope with the digital age. The arrival of online databases is all the more important to study, as their vocation is to democratize access to knowledge. Although new Arabic-language databases have emerged in recent years, Arabic-language productions are still poorly represented in those frequently used in the West.
However, these technological developments in research should not blind us to the fact that the circulation of knowledge still depends on access to libraries, archives and forums for scientific discussion and exchange, which we need to develop and encourage through the mobility of students and researchers, as well as scientific cooperation between research institutions.
Beyond these questions, the interest of this colloquium is obviously to underline the importance of SHS in the construction and knowledge of the Arab worlds and the complex relationships they maintain with the Other, in particular the West.
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