The Event of Ghadir in the Writings of Egyptian Historians during the Medieval Period: A Historical and Analytical Reading

Authors

  • Lec. Dr. ilham hamad issa University of Kufa/ Kufa Studies Center

DOI:

https://doi.org/10.36327/ewjh.v2i37.24754

Keywords:

The Fatimid State , Al-Mu'izz li-Din Allah, Al-Ghadir

Abstract

The Egyptian school is considered one of the most prominent historical schools that documented the history of the Islamic nation. It directed its focus toward its cultural and intellectual heritage, emphasizing the recording of major events that significantly impacted both Muslims specifically and society in general. Among these pivotal events is the Incident of Ghadir, which sparked widespread debate among historians. Some affirmed its occurrence, asserting its authenticity and its significance in establishing the legitimacy of Imam Ali’s (peace be upon him) leadership and Imamate. Others narrated the event but with interpretations that denied its political and religious implications. Meanwhile, a third group ignored it entirely, possibly due to sectarian motives, political influence, or the nature of the sources they relied upon, which did not grant the event the importance it deserved—whether as a divine decree or as a political milestone in shaping the leadership of the nascent Muslim community.

The significance of this research lies in examining the perspectives of Egyptian historians on the Incident of Ghadir during the medieval period, analyzing its position in Islamic history, and exploring its religious, social, and political ramifications. Additionally, the study aims to assess the seriousness of Egyptian historians in portraying the event in its true magnitude, its presence in their historical writings, and the credibility of their narrations, following a historical-analytical approach.

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Published

2026-07-28

How to Cite

Lec. Dr. ilham hamad issa. (2026). The Event of Ghadir in the Writings of Egyptian Historians during the Medieval Period: A Historical and Analytical Reading. Journal of the College of Education for Girls for Humanities, 2(37), 193-220. https://doi.org/10.36327/ewjh.v2i37.24754

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