Grounded Identities: Territory and Belonging in the Medieval and Early Modern Middle East and Mediterranean is a collection of essays on attachment to specific lands including Kurdistan, Andalusia and the Maghrib, and geographical Syria in the pre-modern Islamicate world. Together these essays put a premium on the affective and cultural dimensions of such attachments, fluctuations in the meaning and significance of lands in the face of historical transformations and, at the same time, the real and persistent qualities of lands and human attachments to them over long periods of time. These essays demonstrate that grounded identities are persistent and never static.
Contributors are: Zayde Antrim, Alexander Elinson, Mary Hoyt Halavais, Boris James, Steve Tamari.
The Ottoman Press (1908-1923) looks at Ottoman periodicals in the period after the Second Constitutional Revolution (1908) and the formation of the Turkish Republic (1923). It analyses the increased activity in the press following the revolution, legislation that was put in place to control the press, the financial aspects of running a publication, preventive censorship and the impact that the press could have on readers. There is also a chapter on the emergence and growth of the Ottoman press from 1831 until 1908, which helps readers to contextualize the post-revolution press.
Minority Religions under Irish Law focuses the spotlight specifically on the legal protections afforded in Ireland to minority religions, generally, and to the Muslim community, in particular. Although predominantly focused on the Irish context, the book also boasts contributions from leading international academics, considering questions of broader global importance such as how to create an inclusive environment for minority religions and how to regulate religious tribunals best. Reflecting on issues as diverse as the right to education, marriage recognition, Islamic finance and employment equality,
Minority Religions under Irish Law provides a comprehensive and fresh look at the legal space occupied by many rapidly growing minority religions in Ireland, with a special focus on the Muslim community.
Middle East Studies after September 11: Neo-Orientalism, American Hegemony and Academia will show the long-term implications of current approaches to Middle East scholarship on the internal transformation of Middle Eastern societies. It describes the complex relationship between American academia and state government: a relationship which has influenced and restructured the state, society and politics in the Middle East as well as in the United States. It engages the disciplines of Sociology, Political Science, Anthropology, History and International Studies, while maintaining the epistemological, methodological, and ontological insights of a sociological approach to the Middle East.
Contributors are: Beyazit H. Akman, Mahmoud Arghavan, Dunya D. Cakir, Emanuela C. Del Re, Babak Elahi, Manuela E. B. Giolfo, Shah Mahmoud Hanifi, Merve Kavakci, Tugrul Keskin, Seyed Mohammd Marandi, Ameena Al-Rasheed Nayel, Staci Gem Scheiwiller, Francesco L. Sinatora, Zeinab Ghasemi Tari
In these times of growing insecurity, widening inequities and deepening crisis for civilized governance,
Recognition as Key for Reconciliation offers meaningful and provocative thoughts on how to advance towards a more just and peaceful future. From the intractable Israeli-Palestinian conflict we learn of “thin” and “thick” recipes for solutions. Beyond the Middle East region we learn from studies around the globe: South Africa, Northern Ireland and Armenia show the challenges to genuine recognition of our very human connection to each other, and that this recognition is essential for any sustainable positive security for all of us.
Contributors are Deina Abdelkader, Gregory Aftandilian, Dale Eickelman, Amal Jamal, Maya Kahanoff, Herbert Kelman, Yoram Meital, Victoria Montgomery, Paula M. Rayman, Albie Sachs and Nira Yuval-Davis.
Arabic Instruction in Israel Allon J. Uhlmann confronts two conundrums, namely the persistently poor level of Arabic proficiency among Jewish Arabic students and teachers, and the traumatic alienation of Arab students by university Arabic grammar instruction.
These are not aberrations but rather direct, albeit unintended, systemic consequences of the field of Arabic instruction, where Jewish students encounter Arabic as a dead, hostile language; Jewish hegemony devalues native Arabic proficiency; and Arab students are locked into a fractured educational trajectory – encountering two alienating and mutually unintelligible grammars of Arabic at school and at university.
By tracing systemic variabilities in cognition and learning Uhlmann exposes hitherto misrecognised dynamics that hinder Arabic instruction in Israel, thereby offering new avenues for possible change.