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8 Middle E. L. & Governance 1 (2016)

handle is hein.journals/measterna8 and id is 1 raw text is: MIDDLE EAST MIDDLE EAST LAW AND GOVERNANCE 8 (2016) 1-31 LAWAND INTERDISCIPUNAY GOVERNANCE JOURNAL BRILL brillcom/melg The Question of Education in the 2014 Tunisian Constitution: Article 39 and its Ambiguous Values Oren Fliegelman Princeton University onf@princeton.edu Abstract Despite Tunisia's remarkable transition from dictatorship to democracy following the Tunisian Revolution, only a few of the hotly debated articles in the country's new constitution have been analyzed by scholars. This article examines one of those under- analyzed constitutional provisions: Article 39, on education, whose language on reli- gious and national values was repeatedly contested throughout the two-year drafting process. Using internal National Constituent Assembly documents and delegate vot- ing records, the article explains how the education article transformed dramati- cally throughout drafting, ending in a controversial last-minute compromise accepted on the final day of voting. It provides insight on the broader constitution, which has been criticized for inconsistency, by showing how opposing interests largely amended the article's language into ambiguity. It also shows that the NCA can be used as a model for exploring the convoluting impact quick votes in a constitution-making body's plenary assembly can have on work produced by the body's specialized committees. Keywords Tunisia - Tunisian constitution - education - constitution-making - Islamism - Arab Spring i Department of Politics, Princeton University. I would like to thank Dr. Mirjam Kiinkler for her insightful comments. They were invaluable, especially in helping expand the article's scope. © KONINKLIJKE BRILL NV, LEIDEN, 2016 DOI 10.1163/18763375-00801002

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