Writing the Muslim life in Russia, 1880s-1920s Islamic education and the formation of the autobiographical genre

This dissertation examines autobiographies (Turkic: tärjemä-i hälem) of Russian Muslims written from the 1880s to the 1920s. The authors, representing different generations and political views, from reformists and secularists to conservatives and isolationists, shared a common cultural and social background: all were men of letters educated in madrasas with similar curricula and social norms. And their student experiences are key themes in most autobiographies. 
The emphasis on education was not only based on personal stories. I argue that autobiography became a prominent way for educated Muslim men to discuss and express both individual and collective Muslim identities during the late 19th and early 20th centuries. Education emerged as a crucial theme in public discourse, allowing those involved to assert leadership roles by highlighting their educational roles. Broadly, the focus on education as shaping individual and community life was heavily influenced by development and progress discourses, introduced through Ottoman and Russian translations and European intermediaries. Just as an educated person can improve their circumstances through effort, entire communities and nations can achieve a notable position globally if they value education and are led by virtuous, dedicated individuals. This work explores how these Muslim figures narrated their paths toward Muslim leadership.