The French Colonial Project was one of contradiction, manipulation and fundamental tension. This friction existed between French Republican ideology and French colonial rule. French Republican ideology stressed the assimilation and integration of French colonial subjects yet failed to deliver on its promise. Rather, colonial rule openly adopted a policy of exclusion. French Republican ideology preached human rights and equality in an effort to appeal to colonial subjects. This was quite successful for decades even as colonial subjects were constantly marginalized and discriminated against. The notion of one France and one French people called for unity. In reality, this belief served only to strengthen the colonies’ loyalty to France. Unity was not in the works. This ideology was a lie, a mere illusion for hopeful subjects who sacrificed both body and soul in the name of France. To the French, it served to justify their colonial rule and imperialism. To the French, this ideology would prolong their colonial conquest that had accrued much debt (Fogarty 16). The French Republican ideology’s “rhetorical and ideological justification” would cover the “blood tax,” the price colonial subjects had to pay with their lives for “living under enlightened French rule,” (Fogarty 16). The film Days of Glory (Bouchareb, 2007) fully captures the contradictions and tensions of race and colonialism during the French Colonial Project. More importantly, it captures the growing pains and betrayal of French colonial subjects.

Days of Glory focuses on the 7^th Algerian Infantry Regiment led by Sergeant Martinez. The Regiment is composed of native North Africans, both Arab and Black, to take part in the invasion of Italy in 1943 and the eventual mainland of France. Specifically, the film focuses on French exclusionary practices involving various violations of human rights through the lives of Corporal Abdelkader, Private Saiid, Private Yassir and Marksman Messaoud. These four each enlist for different reasons but as the rest of the Arabs and Blacks of the Regiment, they fight for France, a land they have never seen, and the possibility of one day being accepted as one of the nation’s own. Despite lingering death and outright discrimination, the Regiment carries on, optimistic that the day will come. But for how long can one remain optimistic and patient as the promises of French Republican ideology continue to proceed unfulfilled. One can only endure so much before tension finally reaches its boiling point. It was at this point in time that colonial demands for inclusion grew to form anti-colonial movements. It was at this point in time that the French Empire began to crumble and fall apart.

Colonial tensions existed as the French set lowered military standards for non-native recruits to further impose and maintain French superiority. In short, these non-native recruits were deemed inferior and thus, highly expendable in war. For example, ten minutes into the film we view the 7^th Algerian Infantry Regiment prepare for battle. Clearly, they lack both adequate training and experience. Sergeant Martinez barks orders and commands not for instruction / military training but for establishing leadership. For example, these new recruits are made to march like mules and sing French anthems to ensure blind loyalty to the French cause. Proper weaponry and ammunition is not made readily available. Messaoud is designated as a marksman as he is able to shoot down a can from long range with the fewest number of attempts. Private Saiid is deemed unworthy of a rifle or machine gun. Instead, he is given a handgun and grenade. He does not know its function or operation and ends up almost killing his unit in friendly fire through misuse. Abdelkader is made Corporal not because he is battle tested but because he has passed a written exam. Sergeant Martinez is disgusted when Abdelkader addresses himself as Corporal, refusing to accept his salute because through his French eyes, Abdelkader is no Corporal. By not providing colonial subjects the proper military training that native Frenchmen received, the French were able to maintain superiority through skill, rank and rank. Additionally, this reduced the threat imposed by colonial subjects, had they turned on France.

Colonial tensions were further bolstered as the French refused to accept their colonial counterparts as equals. Soldiers like Abdelkader were not recognized and rewarded for their talent and hard work. Failures would be wrongly pitted on the shoulders of colonial subjects while French higher ups would take credit for their successes on the battlefield. To this tension, Days of Glory offers a unique juxtaposition between Corporal Abdelkader and Sergeant Martinez. While Abdelkader is a natural leader who has the full support of the Regiment through speech and faith alone, Martinez has to resort to fear tactics, lying and the threat of punishment to control the Regiment. On the battlefield, Abdelkader is crafty and centerfold whereas Martinez fights from behind his line of men. Abdelkader is inexperienced but more than makes up for it by always applying himself to learning military strategy off the battlefield. While Abdelkader is the more successful officer, it is Sergeant Martinez that is celebrated and championed by the military. In one scene, while having successfully liberated the mainland of France during the winter, Abdelkader leads his unit to a decisive victory. Martinez, who unsurprisingly was not in the face of battle, scolds Abdelkader out of jealousy for refusing to follow orders. Meanwhile, Martinez claims credit for this victory and is promoted to Staff Sergeant while Abdelkader walks on by, unacknowledged. During Abdelkader’s final mission he is once again promised promotion and acceptance with the successful defense of Alsace. This time, Abdelkader single-handedly defends the base despite being heavily outnumbered and losing all of his comrades including Staff Sergeant Martinez. French reinforcements soon arrive and a French Colonel claims victory, plastering his face all over French print media. There is no recognition or reward for Abdelkader, not even a thank you. The Colonel refuses to talk to him and another Staff Sergeant takes Abdelkader in to replace a fallen Corporal. This is not new for Abdelkader. He walks this time not optimistic but with anger and anguish clearly visible.

The French did not want colonial subjects to maintain relationships with the native French, let alone intertwine and start families. Fear was present of the “disconcerting possibility of mixed-race offspring,” (Fogarty 203). “Authorities feared that soldiers returning home would spread tales of easy conquests and Frenchwomen of dubious morals.” They were “increasingly worried about diminished respect for Frenchwomen and the society they lived in, and the corresponding destabilizing effect upon colonial rule,” (Fogarty 203). Consequentially, French authorities regulated and censored both outgoing and incoming mail. In one scene we see Messaoud’s love letter to Frenchwoman Irene blocked from being sent. Frustrated from not receiving any letters in return, Messaoud flees the Regiment to visit Irene. Unfortunately, he is then caught and jailed. In another scene, we see Irene unable to find out why Messaoud has not written back. She cannot even inquire if Messaoud is still alive and fighting. Preventing such love interests and relationships was sought to preserve the pure French identity. However, such policy furthered tension as it went against the very notion of one French race and people that colonial subjects truly believed to be true.

“Language defines boundaries of inclusion in and exclusion from the national community,” (Fogarty 135). The ability to speak the French language was used to unify and order colonial subjects in the war effort whereas hindering the ability to read and write in French allowed for the distinct separation between natives and non-natives, thus emphasizing French superiority. Throughout the film, Martinez would mock Abdelkader for learning military strategy through reading books written. In one scene, he envied Abdelkader’s ability to read and write in French as well as his willingness to teach any illiterate soldier. Initially, Saiid is excited at the opportunity to learn from Abdelkader but then soon changes his mind after Martinez gives him a cold stare. To this, Saiid replies that it is too late for him to learn how to read and write. This goes to show that the French acknowledged that language and literacy contributed heavily to national unity. Ironically, the French may have overlooked the fact that simply speaking French could spark anti-colonial demands due to the language’s strong association to “republican values and ideals,” (Fogarty 136).

Days of Glory does well in capturing the growing pains and discrimination of French colonial subjects. The film ends reminding viewers of the present day struggles surviving subjects continue to face. Our heroes, those alive and fallen, have yet to receive their due recognition and reward for their war efforts. Pensions for their service remain unpaid and frozen as colonies have declared their independence from France.

Works Cited:

1. Days of Glory. Rachid Bouchareb. Distributor Weinstein Company. 2006. DVD.
2. Fogarty, R. S. (2013). Race and War in France: Colonial Subjects in the French Army, 1914-1918. Baltimore, MD: The Johns Hopkins Univ. Press.