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"Mission civilisatrice menjadi motivasi imperialisme Republik III Prancis, tujuan motivasi ini adalah untuk menuntun bangsa terjajah agar mengadopsi budaya Prancis. Salah satu bidang penerapan mission civilisatrice pada bidang pendidikan dengan dasar hukum loi 1881 & 1882, kedua loi ini menjadi dasar pendidikan Prancis yang gratis, wajib, dan sekuler. Vietnam sebagai wilayah jajahan Prancis menjadi tempat penerapan mission civilisatrice ini. Oleh karena itu, perlu diketahui bagaimana Prancis menerapkan mission civilisatrice pada pendidikan di Vietnam. Penelitian ini kemudian berfokus menemukan apakah pendidikan yang diterapkan di Vietnam sudah gratis, wajib, dan sekuler. Tujuan penelitian ini adalah untuk membuktikan apakah mission civilisatrice benar-benar digunakan Prancis untuk memberadabkan orang-orang Vietnam. Sumber data yang digunakan dalam penelitian ini adalah dokumen loi 1881 & 1882 serta peraturan pendidikan umum Indochina 1917. Untuk mencari hubungan kedua dokumen tersebut, penelitian ini menggunakan metode penelitian sejarah (Kuntowijoyo, 2013) dengan metodologi naratif (Kuntowijoyo, 2008). Hasil temuan dari penelitian ini adalah Prancis tidak menerapkan mission civilisatrice secara penuh pada pendidikan di Vietnam berdasarkan loi 1881 & 1882.

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Mission civilisatrice became the motivation of the French Third Republic imperialism, the purpose of this motivation was to guide the colonised nation to adopt French culture. One of the areas of application of mission civilisatrice was the field of education with the legal basis of loi 1881 & 1882, these two loi became the basis of free, compulsory and secular French education. Vietnam as a French colony became the place where this mission civilisatrice was implemented. Therefore, it is necessary to know how France applied mission civilisatrice to the education in Vietnam. This research focuses on finding out if the education implemented in Vietnam is free, compulsory and secular. The purpose of this research is to prove if mission civilisatrice was really used by France to civilise the Vietnamese people. The data sources used in this research are the loi 1881 & 1882 documents as well as the 1917 Indochina General Education Regulations. To find the relationship between the two documents, this research uses historical research method (Kuntowijoyo, 2013) with narrative methodology (Kuntowijoyo, 2008). The findings of this research are that France did not fully apply mission civilisatrice to the education in Vietnam based on loi 1881 & 1882."

"This book explores the Eurasian borderlands as contested 'shatter zones' which have generated some of the world's most significant conflicts. Analyzing the struggles of Habsburg, Russian, Ottoman, Iranian and Qing empires, Alfred J. Rieber surveys the period from the rise of the great multicultural, conquest empires in the late medieval/early modern period to their collapse in the early twentieth century. He charts how these empires expanded along moving, military frontiers, competing with one another in war, diplomacy and cultural practices, while the subjugated peoples of the borderlands strove to maintain their cultures and to defend their autonomy. The gradual and fragmentary adaptation of Western constitutional ideas, military reforms, cultural practices and economic penetration began to undermine these ruling ideologies and institutions, leading to the collapse of all five empires in revolution and war within little more than a decade between 1911 and 1923."

"Investigates the entangled transformations of Russia's Muslim communities from the late eighteenth century through to the First World War."Imperial Russia's Muslims offers an exploration of social and cultural change among the Muslim communities of Central Eurasia from the late eighteenth century through to the outbreak of the First World War. Drawing from a wealth of Russian and Turkic sources, Mustafa Tuna surveys the roles of Islam, social networks, state interventions, infrastructural changes and the globalization of European modernity in transforming imperial Russia's oldest Muslim community: the Volga-Ural Muslims. Shifting between local, imperial and transregional frameworks, Tuna reveals how the Russian state sought to manage Muslim communities, the ways in which both the state and Muslim society were transformed by European modernity, and the extent to which the long nineteenth century either fused Russia's Muslims and the tsarist state or drew them apart. The book raises questions about imperial governance, diversity, minorities, and Islamic reform, and in doing so proposes a new theoretical model for the study of imperial situations"--"

"Martinique and Guadeloupe voted to become overseas departments of France, or DOMs, in 1946, eschewing the trend toward national independence movements during the post-World War II years. For Antilleans, this was the natural culmination of a centuries-long quest for equality with France and a means of overcoming the entrenched political and economic power of the white minority on the islands, the békés. Disappointment with departmentalization set in quickly, however, as the promised equality was slow in coming and Antillean contributions to the war went unrecognized. Champions of departmentalization such as Aime Cesaire argued that the race-blind Republic was far from universal and egalitarian. The French government struggled to stem unrest in a growing population in the Antilles through economic development, tourism, and immigration to the metropole where labor was in short supply. Antilleans fought against racial and gender stereotypes imposed on them by European French and sought to both stem the tide of white metropolitan workers arriving in the Antilles and make better lives for their families in France. Although departmentalization has been criticized as a weak alternative to national independence, the vote was overwhelmingly popular among Antilleans at the time, and such disappointment reflects more on the broken promises of assimilation rather than the misguided nature of the vote itself."

"From Empire to Humanity: The American Revolution and the Origins of Humanitarianism tells the story of a generation of American and British activists who transformed humanitarianism as they adjusted to being foreigners in the wake of the American Revolution. In the decades before the Revolution, Americans and Britons shared an imperial approach to charitable activity. Growing up in the increasingly integrated British Atlantic world, future activists from the British Isles, North America, and the Caribbean developed expansive outlooks and connections. For budding doctors, this was especially true. American independence put an end their common imperial humanitarianism but not their transatlantic ties, their far-reaching visions, or their belief that philanthropy was a tool of statecraft and reconciliation. In the postwar years, with doctor-activists at the forefront, they collaborated in medical philanthropy, antislavery, prison reform, poor relief, educational charities, and more. The nature of their cooperation, however, had changed. No longer members of the same polity, the erstwhile compatriots adopted a universal approach to their beneficence as they reimagined bonds with people who were now legal strangers. The basis of renewed cooperation, universal benevolence could also be a source of tension. With the new wars at the end of the century, activists optimistic cosmopolitanism waned while their practices endured."