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 Modernity’s features of secularism, individualism, and pluralism. With reference to the Qur’anic text, we discuss that such qualities are embedded with Islam. We do not interpret the Qur’an 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

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

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 “Bruti, Sporchi & Cativi”, this chapter challenges how hegemonic and specific (or so called) counter hegemonic curriculum platforms – so connected with Western Eurocentric Modernity – have been able to colonize the field without any prudency to “fabricate” 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 ‘this side’ of the line is legitimate and ‘the other side’ has been produced as ‘non-existent’ (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 ‘this side’ of the line, and respects ‘the other’ 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