Linda T. Darling, PhD

Title: Professor of History
Company: University of Arizona
Location: Tucson, Arizona, United States

Linda T. Darling, PhD, Professor of History at the University of Arizona, has been recognized by Marquis Who’s Who Top Educators for dedication, achievements, and leadership in Middle Eastern and North African studies.

For more than three decades, Dr. Darling has taught Middle Eastern and North African history and culture at the graduate and undergraduate levels. Her passion for the region emerged in the 1970s when the Middle East became a major player in American foreign policy and Dr. Darling recognized a dearth of reliable and unbiased information about it. Dr. Darling holds a Bachelor of Arts in English from the University of Connecticut and began her career as a high school English teacher before continuing her education at the University of Chicago, where she was awarded a Doctor of Philosophy in history. She has traveled extensively through the Middle East, conducting original research in Turkey, Lebanon, Tunisia, and Egypt, and has contributed numerous articles to professional journals and peer-reviewed chapters to books, and is currently writing a social and economic history of the Ottoman Empire.

Since 2013, Dr. Darling has been a professor of history at the University of Arizona School of Middle Eastern and North African Studies. She has been the recipient of numerous prestigious academic grants, including multiple SBSRI financial awards and a fellowship and accompanying sabbatical grant from the Annemarie Schimmel Kolleg at the University of Bonn. Dr. Darling credits much of her success to the education she received at the University of Chicago and to the support and guidance she received from her mentor, Turkish historian Halil Inilcik. She is the current Executive Secretary of IOASEH, an active member of the Middle East Studies Association and past president of the Ottoman and Turkish Studies Association. Dr. Darling looks forward to continuing to teach and returning to in-person learning, and to continue her emphasis on re-examining cultural histories and historiography and supporting non-traditional learners for years to come.

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