ab s t rac tMiddle Eastern Studies, modern foreign languages and Islamic Studies have been recognized by the UK government as strategically important subjects in higher education. Motivated by government concerns about lack of knowledge about the Middle East and the radicalization of British Muslims, this designation has complex implications for the teaching and learning of Arabic language and Islamic Studies. Factors influencing the teaching of these disciplines in the UK are characterized by connections and disconnections which are historical, political, geographical and motivational.

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This article explores the collection and exhibition practices surrounding the Exposition du Sahara (1934), an exhibit organized at a key moment in the transformation of the Mus ee d'Ethnographie du Trocad ero into France's modernized anthropological museum, the Mus ee de l'Homme. Through an analysis of archival material and exhibit publications, the article traces how the institutionalization of ethnographic collecting practices was shaped by interactions between museum personnel and collectors on the ground, and by the organizers' desire to make the Exposition du Sahara, and the Mus ee d'Ethnographie itself, simultane-museum anthropo lo gy