56 research outputs found
Sharīʻa, Islamism and Arab support for democracy
The Arab Spring and its aftermath reignited the debate over the relationship between Islamism and democracy. This analysis improves upon previous research by demonstrating the crucial contribution which a more precise understanding of the multiple meanings of the concept of Sharīʻa can have on our assessment of the future of democracy in the Arab world. While support for the Sharīʻa-conformity of laws has a positive impact on the preference for democracy, the insistence that Sharīʻa represents the word of God as opposed to the human attempt to interpret it reduces support for democracy. These findings are of considerable significance for academics and policy-makers interested in the future of democracy in the Arab world as it suggests that generic expressions of support for Sharīʻa are less relevant in explaining support for democracy than what Arab women and men consider to be its essence
An analysis of material consumption culture in the Muslim world
In this paper, we examine the notion of material consumption culture in Islamic societies. We differentiate between institutionalised religion and religion as culture. We contest the Orientalist portrayal of Islam as a fanatic ideology opposed to Western Modernityâs features of secularism, individualism, and pluralism. With reference to the Qurâanic text, we discuss that such qualities are embedded with Islam. We do not interpret the Qurâan from a theological perspective; rather, we seek to demonstrate the possibilities of its multiple interpretations. We argue that, in their everyday life consumption practices, Muslims (re)interpret religious guidelines in different ways and refer to Islam, as a transcendental set of guidelines, to make better sense of their cultural practices in different ways. We summarise our discussion by highlighting the importance of analysing the culture of consumption from the lens of insiders and offer directions for future research
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Consumer acculturation theory: (crossing) conceptual boundaries
Consumer acculturation theorists have developed an insightful body of literature about the ways in which migrants adapt to foreign cultures via consumption. The present paper revisits 14 key studies from this field to highlight its most important contributions, critique its conceptual boundaries, and present cases of conceptual border crossings that indicate an emerging need for a broader conceptualization of the phenomenon. The paper closes by introducing a model that frames consumer acculturation as a complex system of recursive socio-cultural adaptation, and discusses its implications for future research
Against the epistemicide. : Itinerant curriculum theory and the reiteration of an epistemology of liberation
Echoing Ettore Scola metaphor âBruti, Sporchi & Cativiâ, this chapter challenges how hegemonic and specific (or so called) counter hegemonic curriculum platforms â so connected with Western Eurocentric Modernity â have been able to colonize the field without any prudency to âfabricateâ and impose a classed, raced and gendered philosophy of praxis, as unique, that drives the field to an ideological surrealism and collective suicide. Such collective suicide framed by a theoretical timesharing unleashed by both dominant and specific counter dominant platforms that tenaciously controlled the circuits of cultural production grooms the field as a ghetto, flooded with rudeness, and miserable ambitions, a theoretical caliphate that wipes out any episteme beyond the Western Eurocentric Modern terrain, insolently droving to sewage of society the needs and desires of students, teachers and the community. Drawing from key decolonial thinkers, this chapter examines the way Western eugenic curriculum of modernity created an abyssal thinking in which âthis sideâ of the line is legitimate and âthe other sideâ has been produced as ânon-existentâ (Sousa Santos B, Another knowledge is possible. Verso, London, 2007). The paper suggests the need to move a post-abyssal curriculum that challenges dominant and counter dominant traditions within âthis sideâ of the line, and respects âthe otherâ side of the line. The paper challenges curriculum studies to assume a non-abyssal position one that respects epistemological diversity. This requires an Itinerant Curriculum Theory (Paraskeva JM, Conflicts in curriculum theory: Challenging hegemonic epistemologies. Palgrave Macmillan, London, 2011), which is a commitment and a ruthless epistemological critique of every existing epistemology
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Cultural trauma and the politics of access to higher education in Syria
This paper takes interest in the relationship between the politics of HE access pertaining to longstanding practices of patrimonial authoritarian politics and between the narration of collective trauma. Building on an empirical study of Syrian HE during war, we suggest that a narrative disjuncture within HEIs has a damaging impact not only upon the educational process, HE reconstruction and reform but also upon the very possibility of social reconciliation. This is especially true when access to education and post-graduation opportunities are directly linked with patrimonial favouritism; widespread social inequalities in access and retention; a violent turn in the purging of oppositional academics; a severely exacerbated brain drain linked to political views; and significantly sparser employment opportunities. Building on the study findings we show how these challenges are linked to ethico-political positioning vis-Ă -vis the mass movement of 2011 and related cultural trauma narratives. In closing we suggest that understanding the relationship between HE access and cultural trauma, and the mechanisms of power and narrative reproduction resultant from the politicisation of HE access in such contexts, can inform decision-making on HE reconstruction and future reform, as well as further research on HE under dictatorship and conflict, in important ways.British Council and SOROS foundation to Council for At Risk Academic
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