Tavis D. Jules - Educational Transitions in Post-Revolutionary Spaces: Islam, Security, and Social Movements in Tunisia

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This five-year research project was made possible with several grants and assistance from several individuals and institutions. Dr. Jules is particularly appreciative to Professor Peter Schraeder, who introduced him to Tunisia in 2011 and is grateful for the initial funding under the Tunisian Research Fellowship. The Office of the Provost at Loyola University Chicago provided the second round of funding for this research under the Stimulating Multidisciplinary Research at Loyolas Lakeside Campuses.

Dr. Jules is beholden to the Office of Research Services (ORS) at Loyola University Chicago who funded several research and data collection trips to Tunisia. Special thanks to Tracy Foxworth who has worked tirelessly during the past five years in ensuring that my numerous requests were taken care of in a timely manner. Le Centre dEtudes Maghrbines Tunis (CEMAT), in particular Laryssa Chomiak, has been instrumental in securing early access to research sites and taking the time to sit with several research assistants and Dr. Jules on several occasions to provide in-depth contextual information that was invaluable in assisting our team in understanding the Tunisian context. Colleagues at Universit de la Manouba, Faculty of Letters, particularly Professor Mounir Khelifa, provided invaluable assistance during the early days of this research project and Dr. Jules is appreciative for their collaboration. Dr. Jules is indebted to the various Deans at the School of Education, Loyola University Chicago, who have been instrumental in supporting this research during the last five years.

Several research assistants in Tunisia were instrumental in collecting, transcribing, and translating archival and interview data as well as providing research support; we are particularly beholden to Yosra Chatti, Chari Souhir, and Yosr El Benna. We are grateful to Dina S. Paulson for her editorial support.

We are grateful for the several graduate students at Loyola University Chicago, Landis Fryer, Devin Moss, Briellen Griffin, and Michel Mesterharm, who have contributed time, research support, and editorial assistance to this project.

Finally, Dr. Jules is grateful to his friends who have been supportive, Hakim M. A. Williams, Lara Smetana, Kristin and Jason Davin, Susan and Gary Graham, Said Darwish, Mustapha Boufares, and the Ben Othmen Family. Teresa Barton is grateful for the support from faculty from the School of Education at Loyola University Chicago and to her partner, Anthony Bushik.