

{"id":147,"date":"2009-10-21T13:28:58","date_gmt":"2009-10-21T18:28:58","guid":{"rendered":"http:\/\/sites.la.utexas.edu\/mhc\/seminar-10-case-studies-%e2%80%93-islam-in-nationalist-contexts\/"},"modified":"2009-12-07T14:45:33","modified_gmt":"2009-12-07T19:45:33","slug":"seminar-10-case-studies-%e2%80%93-islam-in-nationalist-contexts","status":"publish","type":"post","link":"http:\/\/sites.la.utexas.edu\/mhc\/seminar-10-case-studies-%e2%80%93-islam-in-nationalist-contexts\/","title":{"rendered":"Seminar Ten: Case Studies \u2013 Islam in National(ist) Contexts"},"content":{"rendered":"<p>The second half of the twentieth century witnessed the end of European imperial rule over many parts of the world. In the aftermath of World War II, the network of institutions that had enabled European control over Asian and African societies became increasingly weak and unstable. As a result, movements for political independence blossomed in the colonies, many of which eventually declared themselves to be sovereign, independent nations. Notwithstanding the ending of formal European political rule, these \u201cnew\u201d nations continue, however, to be impacted by the legacy of colonialism. This impact can be discerned in the political, economic and legal institutions they inherited, including even the conception of the nation state which historically originated in Europe. Indeed, as Vali Nasr writes, in the general reading assigned for this session, \u201cthe legacy of colonialism is key in explaining both the diversity and unity of different experiments with state formation in the Muslim World.\u201d (p. 551)<\/p>\n<p>Muslim societies in the post colonial period have witnessed a search for satisfying and legitimate interpretations of Islam in relation to a range of issues including globalization, industrialization, uneven economic development, rapid social change, religious and ethnic pluralism. In this search all sorts of interpretations have been put forward, ranging from progressive to reactionary ones. At a political level, the failure of ideologies such as capitalism, communism, and socialism to deliver social and economic justice have prompted crucial questions concerning the role of Islam in the nation-state. As a result, Islam has sometimes come to be interpreted not simply as a system of religious beliefs, practices, morals and ethics, but as a political ideology underpinning the nation state; an ideology that will solve all the problems facing contemporary Muslim societies. As Reza Aslan aptly points out in his book, <span style=\"text-decoration: underline\">No<\/span> <span style=\"text-decoration: underline\">god but God<\/span>, \u201cIslam has been invoked to legitimize and to overturn governments, to promote republicanism and defend authoritarianism, to justify monarchies, autocracies, oligarchies and theocracies.\u201d He points out that the proponents of each form of government have considered theirs to be the only \u201cauthentically Islamic\u201d formulation, usually legitimizing their formulation by invoking their particular understanding of the state established by the Prophet Muhammad in Medina.\u00a0 As a consequence, he points out, \u201c\u2026.the Islamic state is by no means a monolithic concept. Indeed, there are many countries in the world that could be termed as Islamic states, none of which have much in common with each other\u2026.And yet not only do all these countries view themselves as the realization of the Medinan ideal they view each other as contemptible desecrations of that ideal.\u201d (p.257)<\/p>\n<p>The emergence of political Islam is a recent phenomenon in the intellectual history of Muslim societies and, as such, is clearly rooted in their colonial and post-colonial experience. Islamists, that is, those Muslims who seek to interpret Islam as a political ideology, espouse an exclusivist world-view that denies room for pluralism or diversity of interpretations. They are revisionist or ahistorical in their reading of history (they imagine an ideal past in which Muslims practiced a \u201cpure\u201d Islam) as well as the exegesis of religious texts such as the Qur\u2019an and hadith. Frequently, they identify themselves through \u201cdeclarative\u201d external symbols such as dress and physical appearance. They tend to function well in contexts marked by political, economic and social inequities as well as general religious illiteracy where most people rely on the interpretations of those who have laid claim to some form of religio-political authority.<\/p>\n<p>The readings in Session Ten explore, through the case study method, some of the diverse political, economic and social contexts in which Muslims live today and the different roles that Islam plays in particular nation states.<br \/>\n<!--nextpage--><br \/>\n<strong><span style=\"text-decoration: underline\">Case Study Template:<\/span><\/strong><\/p>\n<p><strong>1<\/strong>.<strong> <span style=\"text-decoration: underline\">Product:<\/span><\/strong><\/p>\n<p>To create the Summer Institute product for Seminar 10, you will each complete a case study using the guidelines outlined below.<\/p>\n<p>Additionally, you will create an electronic product for presentation at this seminar and used again at the summer institute.\u00a0\u00a0 These presentations should be approximately 15-20 minutes in length.<\/p>\n<p><strong> <\/strong><\/p>\n<ul>\n<li><strong>Focus Countries\/Areas:<\/strong> Spain, Pakistan, Turkey, United States,      India, Indonesia, East Africa or another area approved by your district      co-ordinator<strong> <\/strong><\/li>\n<li><strong>Procedures:<\/strong>\n<ul>\n<li>Choose a country.<\/li>\n<li>Read the corresponding case study articles.<\/li>\n<li>Follow the procedures listed in #2-5 below.\n<ul>\n<li>Develop a creative product, using an        electronic format like powerpoint, webquest, imovie, etc., that features        your country.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>2. <span style=\"text-decoration: underline\">Questions<\/span><\/strong>:<\/p>\n<p>What pictures\/information\/stories do the readings portray about the role of Islam within the nation you have chosen that help the reader to develop a view that understandings of Islam are both culturally constructed and ultimately diverse? Can you provide specific instances of the manner in which contexts (political, social, economic etc) impact both the interpretation and expression of religious concepts and beliefs?<\/p>\n<p>What role has the colonial legacy played in the formation of the particular state you have chosen? How has this legacy influenced understandings of religion, particularly Islam?<\/p>\n<p>How have conceptions of the nation-state and nationalism impacted the relationship between religion and politics in the particular nation-state that have you chosen?<\/p>\n<p>During this session you will also be evaluating the Case Study method as a pathway to increased knowledge for personal and classroom use.<\/p>\n<p><strong>3.\u00a0<span style=\"text-decoration: underline\"> Background\/Data<\/span><\/strong>:<\/p>\n<p>What is the context of these readings\/additional data?<\/p>\n<p>Why is the consideration of this context important for a clearer understanding the topic (in this case Islam and ultimately its diversity)?<\/p>\n<p>Do you have enough information to answer the question with<em> some<\/em> feeling of authority?\u00a0 If not, gather some additional material and be sure to cite the works used.<\/p>\n<p><strong>4.\u00a0<span style=\"text-decoration: underline\"> Evaluation<\/span><\/strong>:<\/p>\n<p>Considering the amount, quality, and reach of your information, evaluate the materials that you have so that you may proceed to step 4.<\/p>\n<p>At this point, you may find that you do not have every piece of information that you need to make a completely full and accurate evaluation.\u00a0 What should you consider in making your evaluation?\u00a0\u00a0 What limitations does the information force you to state or acknowledge?<\/p>\n<p>Both contextually and methodologically, how did the case study produce clearer understandings about specific information?<\/p>\n<p><strong>5.\u00a0<span style=\"text-decoration: underline\"> Conclusion with support:<\/span><\/strong><\/p>\n<p>Based on the information in this case study, what is your conclusion with supporting information to the questions about Islam posed in #2?<\/p>\n<p>In developing the conclusion you have done many things:<\/p>\n<p>1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 You read the information provided by the Islamic Studies scholar.<\/p>\n<p>2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0You considered the context and the meaning of that context.<\/p>\n<p>3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 You added to your information with additional data.<\/p>\n<p>4.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 You recognized the limitations and opportunities of your evaluations using a case study which impacted\u00a0 what you knew.<\/p>\n<p>5.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 You answered questions about the content and method.<\/p>\n<p>What does this experience teach you about making decisions with limited information?\u00a0 How can this experience give you greater insight into the TEKS objective that students must learn about how professionals make decision with limited information?<\/p>\n<p>If you have any questions, please check with your district supervisor.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>The second half of the twentieth century witnessed the end of European imperial rule over many parts of the world. In the aftermath of World War II, the network of institutions that had enabled European control over Asian and African societies became increasingly weak and unstable. As a result, movements &#8230;<\/p>\n","protected":false},"author":46,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[349,370,359,372],"tags":[340,357],"class_list":["post-147","post","type-post","status-publish","format-standard","hentry","category-case-studies","category-islam","category-seminar-readings","category-seminars","tag-islam","tag-nationalism"],"_links":{"self":[{"href":"http:\/\/sites.la.utexas.edu\/mhc\/wp-json\/wp\/v2\/posts\/147","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/sites.la.utexas.edu\/mhc\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"http:\/\/sites.la.utexas.edu\/mhc\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"http:\/\/sites.la.utexas.edu\/mhc\/wp-json\/wp\/v2\/users\/46"}],"replies":[{"embeddable":true,"href":"http:\/\/sites.la.utexas.edu\/mhc\/wp-json\/wp\/v2\/comments?post=147"}],"version-history":[{"count":6,"href":"http:\/\/sites.la.utexas.edu\/mhc\/wp-json\/wp\/v2\/posts\/147\/revisions"}],"predecessor-version":[{"id":340,"href":"http:\/\/sites.la.utexas.edu\/mhc\/wp-json\/wp\/v2\/posts\/147\/revisions\/340"}],"wp:attachment":[{"href":"http:\/\/sites.la.utexas.edu\/mhc\/wp-json\/wp\/v2\/media?parent=147"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"http:\/\/sites.la.utexas.edu\/mhc\/wp-json\/wp\/v2\/categories?post=147"},{"taxonomy":"post_tag","embeddable":true,"href":"http:\/\/sites.la.utexas.edu\/mhc\/wp-json\/wp\/v2\/tags?post=147"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}