Colonial Law and Educational Transformation in Algeria: The Impact of French Legislation (1870–1940)

Abstract

This article examines the role of French colonial legislation in shaping and transforming the educational landscape of Algeria between 1870 and 1940. It argues that education was not merely a civilizing mission, as portrayed in colonial discourse, but rather a strategic instrument of domination, assimilation, and social restructuring. Through an analysis of key legal texts, administrative policies, and institutional practices, the study shows how French laws systematically reconfigured indigenous education, marginalized traditional systems of learning, and created a dual educational structure that reinforced social and cultural inequalities.
Adopting a historical-analytical approach, the article draws on archival sources, colonial decrees, and contemporary accounts to explore the tensions between colonial objectives and local responses. The findings reveal that French legislation simultaneously expanded access to schooling while restricting its transformative potential for Algerians, thereby giving rise to an educated minority aligned with colonial interests. The study contributes to broader debates on colonial rule, education, and cultural hegemony, offering a nuanced understanding of how legal frameworks operated as mechanisms of control in colonial contexts.