The Long Sixties in the Middle East and North Africa a Seminar

Behrooz Moazami e-mails: [email protected]@gmail.com Loyola University New Orleans Office & office hours: Bobet-432: T,TR: 5-6 P.M. Department of History and by appointment Fall 2019: HIST-A394-001, HIST-H394-033 Tel: 504-865-2162 T, TR: 11 AM - 12:15 P.M, Bobet Hall 214B

The Long Sixties in the Middle East and North Africa A Seminar

During the "global sixties" massive political movements shook the foundation of political, social, and cultural history of the twentieth century. Now, with the perspective of more than five decades, we are in a position to reflect upon this historical moment with a critical eye and study its origins and development. This seminar distinguishes itself from the Euro-American centric views in historiography of the 60’s and aims to expose the interconnectedness of the political contentions that swept through the world and the Middle East and North Africa at this time and to trace its immediate and long-term consequences. It also reflects on its legacies for the today’s world and the troubled MENA region.

The seminar starts by looking at “the long sixties” and problematizes it as a global movement. What elements constituted it as a global movement? What an inclusive non-western experience of the sixties might look like? What unique characteristics could distinguish this phase of the global movements from previous historical examples? How did this global movement start, form and diffuse? What were its main goals? Did the sixties achieve its goals?

With these questions in mind we will study this global moment but mainly focusing on the Middle East and North Africa. The Algerian and Egyptian revolutions are analyzed, and the political movements in Palestine, Turkey, and Iran, and the Lebanese Civil war are viewed either as a part of this revolutionary wave or being influenced by it. By exploring this broad spectrum of events and movements, we will try to understand how and why the secular and political discourse of the long sixties metamorphosed into a religious one during the 1979 revolution in Iran. Through reading, discussion and comparative analysis, we will formulate a nuanced and informed view of the legacy of the sixties for the Middle East and beyond.

This is an advance reading and writing intensive experimental research seminar that requires active preparation of students in each session and participation in the class discussions. All participants are expected to complete their assignments on time. This course is also a part of the MEPS program and prepares the students to participate in the 12th Annual Students Peace Conference in the Spring of 2020 (MARCH 30-APRIL 2).

Expected Student Learning Outcomes:

• Students will be able show their capacity for intellectual and spiritual growth by becoming familiarized with the principal social, political, and cultural forces shaping one of the most important moments in the recent world history.

• Students will be able to make informed analytical arguments by making sense of the changing nature of the global struggle for freedom and justice by focusing on the MENA region.

• Students will be able to show proficiency in critical reading and analysis and develop skills in understanding the complexities of history by engaging in research, writing and presenting written and oral historical argumentations.

1 • Students will be able to show their fullest capacity as a conscious world citizen by being familiarized with the complexities of world history and embody the legacy of this historical moment based on social justice and peace essential to the Jesuit and liberal arts education.

Readings:

All the readings, including the background and additional readings, are posted on the cporse blackboard and they are chosen from the following books and journals:

Books:

Byrne, Jeffrey James. 2016. Mecca of Revolution: Algeria, Decolonization, and the Third World Order. Oxford University Press.

Chen Jian, Martin Klimke, Masha Kirasirova, Mary Nolan, Marilyn Young, Joanna Waley- Cohen. 2018. The Routledge Handbook of the Global Sixties: Between Protest and Nation Building. Routledge (London, New York).

Cleveland, William L & Martin Bunton. 2016. A History of Modern Middle East. Colorado: Westview Press.

Dawisha, Adeed. 2003. Arab Nationalism in the Twentieth Century: From Triumph to Despair. Princeton University Press.

Fanon, Frantz (1963). The Wretched of the Earth of National Consciousness. New York: Grove Press. Gamal Abdel Nasser. 1958. The Philosophy of the Revolution, Mondiale Press, Cairo. (The entire booklet)

Hobsbawm, Eric. 1994. The Age of Extremes: The Short Twentieth Century, 1914–1991. New York: Vantage Books.

Kazziha, Walid W. 2016. Palestine in the Arab Dilemma. Routledge (London, New York).

Mahler Anne Garland. 2018. From the Tricontinental to the Global South: Race, Radicalism, and Transnational Solidarity. Duke University Press Marcuse, Herbert. 2004. The New Left and the 1960s: Collected Papers of Herbert Marcuse, Volume 3. Routledge (London, New York).

Maziar, Behrooz (2000). Rebels with a Cause. I.B. Tauris.

Sayigh, Yazid (2004). Armed Struggle and the Search for State. Oxford University Press.

Strain. Christopher B. 2016. The Long Sixties: America, 1955–1973. Wiley-Blackwell Journal Articles:

AbuKhalil, As'ad. 1999. “George Habash and the Movement of Arab Nationalists: Neither Unity nor Liberation,” Journal of Palestine Studies, Vol. 28, No. 4, pp. 91-103.

Barcia, Manuel. 2009. “Locking horns with the Northern Empire: anti-American imperialism and the Tricontinental Conference of 1966 in Havana.” Journal of Transatlantic Studies Vol. 7, No. 3, September, pp. 208-217

Ergun Aydinglou (Mehmet Salâh). 1983. “The Turkish working class and socialist movement in perspective.” Khamsin: Journal of revolutionary socialists of the Middle-East.

Giedeon Levy. (April 15, 2018).” This Biography Makes It Clear: The Founder of the Palestinian Popular Front Was Right”, Haaretz

Habash, George and Mahmoud Soueid 1998. “Taking Stock. An Interview with George Habash,” Journal of Palestine Studies Vol. 28, No. 1, pp. 86-101

Jameson, Fredrick. 1984. “Periodizing the 60s.” Social Text, No. 9/10, The 60's without Apology, pp. 178-209. Duke University Press

Mansfield, Peter. 1973. “Nasser and Nasserism,” International Journal, Vol. 28, No. 4, The Arab States and Israel. pp. 670-688

Matin-asgari, Afshin. 2011 [1992]. “CONFEDERATION OF IRANIAN STUDENTS, NATIONAL UNION,” Encyclopedia Iranica.

Sadeghi-Boroujerdi, Eskandar. 2018. “The origins of Communist Unity: anti-colonialism and revolution in Iran’s tri-continental moment.” British Journal of Middle Eastern Studies Volume 45 – Issue 5. Pages 796-822

Samin, Ahmet (1981). The Tragedy of the Turkish Left, New Left Review, 81. pp. 60-85.

Shalim, Avi (2003). “Dogged by destiny” review of Dawisha’ Arab Nationalism in the 20th Century: From Triumph to Despair in Guardian (March 29, 2003).

Sohrabi, N. (2019). “Remembering The Palestine Group: Global Activism, Friendship, And The Iranian Revolution.” International Journal of Middle East Studies, 51(2), 281-300.

Wallerstein Immanuel, and Sharon Zukin. 1989. “1968, Revolution in the World-System: Theses and Queries,” Theory and Society. Vol. 18, No. 4. pp. 431-449

Young, R. (2006). Postcolonialism: From Bandung to the Tricontinental. Historein, 5, 11-21.

The background reading:

Owen, Rogers. 2004. State Power and Politics in the Making of the Modern Middle East. Taylor and Francis.

The book explores the history of individual Middle Eastern states from the fall of the Ottoman Empire to the present day, as well as examining the key political issues that have dominated the region. It explores key themes such as Arab nationalism, economic restructuring, political Islam, political parties, the military, the role of non-state actors and the possibility of bringing democracy to the region. It also provides a deep study on the history of Iran and Turkey.

3 The course is organized into five broad historical themes, each characterizing the major trends or issues:

Part I: The "Global Sixties" – The Spaces and Connections Part II: Conceptualization of the "Global Sixties" Part III: The Nationalism and Making of the Third World Part IV: The Arab Nationalism and the Question of Palestine Part V: The Middle Eastern Left: Iran, and Turkey

Classes: Tuesday, August 20 Introduction The course adventure and challenges! https://www.youtube.com/watch?v=URK6qoF7GNs&t=279s (please watch this before the first day of the class) What are we studying? How do we study it? How we can make the class beneficial for all despite its challenges?

Part I: The "Global Sixties" – The Spaces and Connections

Thursday, August 22 The Global Sixties The Routledge Handbook of the Global Sixties, (pp, Xix-10, pp. 27-39), From the Tricontinental to the Global South, (pp.1-19), blackboard* Tuesday, August 27 The American Long Sixties The Long Sixties: America, 1955–1973 (The first two chapters)

Thursday, August 29 A New Stage The Long Sixties: America, 1955–1973 (Chapters 3 and 4) Tuesday, September 3 Formation of New Social Actors The Long Sixties: America, 1955–1973 (Chapters 5, 6, and 7) Thursday, September 5 National Liberation and anti-Imperialist Movements Young, R. (2006) pp, 11-21 Manuel Barcia (2009, pp. 208-217)

Tuesday, September 10 The Sixties: The Years that Shaped a Generation (no classes, you watch the film on your own) https://www.youtube.com/watch?v=jTspDh6C3yY The first round of the position papers due

Part II: Conceptualization of the "Global Sixties"

Thursday, September 12 Reflections on September 11 (the 18th anniversary) – Class discussions Periodization? Fredric Jamesom, (1984), pp. 178-209.

4 Tuesday, September 17 The Golden Age of Capitalism and Revolts Hobsbawm (1994, pp. 255-371).

Thursday, September 19 1968 Revolution in the World-System Immanuel Wallerstein and Sharon Zukin (1989, pp. 431-449).

Tuesday, September 24 Liberation from Affluent Society and The New Left Marcuse (2004, pp, 76-86, pp. 100-17, pp. 122-127)

HOW TO WRITE A PAPER OR A PROPOSAL –A handout

The second round of the position papers due

Part III: The Nationalism and Making of the Third World

Thursday, September 26 The Algerian Revolution Jeffrey James Byrne (2016, pp, 1-13, pp, 14-67). Tuesday, October 1 The Battle of Algeria (no classes, you watch the film on your own) https://www.youtube.com/watch?v=f_N2wyq7fCE

Thursday, October 3 On Violence Frantz Fanon (1961, pp. 1-52) Tuesday, October 8 Algeria as a Model? Jeffrey James Byrne (2016, pp, 68-112) Thursday, October 10 Egypt, and the Middle East in the Age of Nasser Cleveland (286-305, 307-348) Tuesday, October 15 No Classes: Fall Break

Thursday, October 17 ` Nasser and Nasserism Mansfield (1973, pp. 670-688) Tuesday, October 22 The Egypt’s Philosophy of Revolution Gamal Abdel Nasser (1958), The entire booklet, particularly chapters 1 and 2.

The Third round of the position papers due

Part IV: The Arab Nationalism and the Question of Palestine

Thursday, October 24 Defining Arab Nationalism Dawisha (2002, pp. 1-13)

5 Avi Shlaim (2003) review of Dawisha’ Arab Nationalism in the 20th Century: From Triumph to Despair https://www.theguardian.com/books/2003/mar/29/featuresreviews.guardianrevi ew Research Proposal Due Tuesday, October 29 The Palestinian Question Cleveland (pp. 226-255) Thursday, October 31 Armed Struggle – A Historical Framework Sayig (2000, pp.1-23) Tuesday, November 5 Years of Revolution, 1967-1972 – Myth or Reality Sayig (2000, pp.141-153, pp. 195-216) Thursday, November 7 From Nationalism to Leftism: George Habash As'ad AbuKhalil (1999, pp. 91-103), Giedeon Levy, https://www.haaretz.com/middle-east- news/palestinians/.premium-biography-makes-it-clear-this-palestinian-leftist- leader-was-right-1.5994244 Additional Reading: George Habash and Mahmoud Soueid (1998, pp. 86-101) Tuesday, November 12 Palestinian and the Lebanese Civil War Kazziha (2016, pp.39-64)

The fourth round of the position papers due

Part V: The Middle Eastern Left: Iran, and Turkey Thursday, November 14 Iranian Students and the Global Sixties Manijeh Nasrabadi, Afshin Matin-asgari, Additional Reading: Afshin Matin-asgari (2011) http://www.iranicaonline.org/articles/confederation-of-iranian-students Tuesday, November 19 Regional Solidarity Sohrabi,. (2019, pp. 281-300). Sadeghi-Boroujerdi (2018) pp.796-822 Thursday, November 21 The Guerrilla Movement Maziar (2000, 34-73) Tuesday, November 26 Virtual Classroom The first draft of final paper due (to be emailed to me on the time of the class)

Thursday, November 28 Thanksgiving – No classes

Tuesday, December 3 The Turkish Left Ergun Aydinglou (Mehmet Salâh). 1983. http://libcom.org/library/turkish-working-class-socialist-movement-perspective

6 Ahmet Samim (1981, p. 60-85) https://newleftreview.org/issues/I126/articles/ahmet-samim-the-tragedy-of- the-turkish-left

The fifth round of the position papers due

Thursday, December 5 Reflections on the legacy of the sixties

FINAL PAPER (Hardcopy) December 10th (2 – 4 pm)

Requirements and grading:

Position papers— 20 points

Students are required to prepare 4 two-page, double-spaced position papers throughout the semester; each assignment has 5 points. Please note that there are five rounds of position papers but you only reqyired to write four/ The four commentaries should be brought to the class at the time of discussion of that topic (NO DIGITAL COPY, NO LATE PAPERS). Late position papers will not be accepted unless the instructor is notified by telephone of an emergency.

The position papers should present a) a summary of what you think are the contributions and arguments of the authors, b) a critical evaluation of the readings, and c) a question for general discussion. Please insert your full name on the text along with the course number + the number of the review + your surname.

Presentation in class — 10 points

Each student should make an oral presentation of her or his choice of the readings after the course picks up its momentum. This presentation should be centered on discussion of the topic (not summary) and end with a question for general discussion and should not exceed 10 minutes. To be able to accommodate all, we might need to form a group of two students for certain sessions (no more than total of 15 minutes for both). These presentations are based on assigned readings and hopefully extra research. I strongly suggest the use of power point for presentations.

Participation in class discussions — 10 points

Each student shall bring a typed questions from the readings to the class for discussion. Please have your name on the question. This will also be used to verify your attendance. Students’ participation in class discussion is mandatory and lack of participation will be penalized by not counting the 10% of grade.

Research proposal for the final paper—25 points

A research proposal will be due on the date announced on the syllabus. It should not be more than three pages long and should contain a preliminary bibliography and a clear research agenda. Any topic related to the seminar may be chosen for research with the instructor’s approval. Students may choose to collaborate on research proposals and consequently the final papers. Indeed, I encourage that but the contribution of each person should be clear and approved from the outset. A guide for writing the research proposal and the final paper will be distributed previously.

7 The final paper— 35 points

The final paper should not exceed 12 pages (double-spaced, including full bibliography). Extra Credits – 5 points:

Throughout the semester you could earn a one time extra 5 points by writing a two-page paper or project on a related topic. It could be a review of a film, an exhibition, a book, or report of a relevant conference, events with my prior approval). This extra writing assignment should be reflective of your ability to reflect, to report and to write clearly.

To earn the extra 5 points, you should attend the event or watch the movie or read the book and write a report addressing the following: 1) What did you learn from the event? 2) What is your personal opinion of the topic? 3) Did you enjoy it and why? Or did you not enjoy the event and why?

This extra writing assignment should be reflective of your ability to reflect, to report and to write clearly.

Option: You have the option of taking Mid-Term and Final essay exams rather than writing the research paper at exact the same time that research proposal and final paper are due. The Mid-Term exam will have 25 points while your final exam will have 35 points of your final grade.

Attendance: More than three absences without proper justifications will lower the grade by one letter point. For example, if your overall work would have received an “A” for the course, it will be lowered to an “A-.”

Late Work Policy: No late position papers will be accepted. More than two late position papers will be penalized a point. This is also the case for the research proposal and final papers. For example, if your paper would have received an “A” on the deadline, the next day it will receive a “A-“ and after two days B+.

In exceptional circumstances the assignment could be rescheduled. You must notify me within 24 hours of the missed opportunity, stating the reason for your absence. If the excuse is acceptable, your make-up assignment will generally be scheduled for the earliest possible time. As a rule, I discourage any make-up assignments. Recreational activity never constitutes a valid excuse.

Grading Scale: 94-100 = A 4.00 90-93 = A- 3.70 86-89 = B+ 3.30 83-85 = B 3.00 80-82 = B- 2.70 77-79 = C+ 2.30 72-76 = C 2.00 70-71 = C- 1.70 67-69 = D+ 1.30 60-66 = D 1.00 59 and below = F 0.00

In Case of Emergency:

8 In the event of a hurricane evacuation, I will post announcements and assignments to Blackboard. Please note my alternative e-mail account: [email protected] We will continue the class in the case of emergency.

Revision of the Syllabus: I reserve the right to revise this syllabus at any point once this course is in progress. I will inform students of any changes as soon as possible.

“Plagiarism—the use of another person’s ideas or wording without giving proper credit—results from the failure to document fully and accurately. Ideas and expressions of them are considered to belong to the individual who first puts them forward. Therefore, when you incorporate ideas or phrasing from any other author in your paper, whether you quote them directly or indirectly, you need to be honest and complete about indicating the source to avoid plagiarism. Whether intentional or unintentional, plagiarism can bring serious consequences, both academic, in the form of failure or expulsion, and legal, in the form of lawsuits. Plagiarism is a violation of the ethics of the academic community.”

William G. Campbell, Stephen V. Ballou, and Carole Slade, Form and Style: Thesis, Reports, Term Papers, 6th Edition (Boston: Houghton Mifflin, 1982), p. 52.

For more information on plagiarism and how to avoid it, go to: http://www.indiana.edu/~wts/wts/plagiarism.html

Excellent Online Reference Materials https://aub.edu.lb.libguides.com/LebaneseCivilWar (excellent resources on the Lebanese Civil War) http://www.bartleby.com/strunk/ (Unlimited access to the information and book on the web) Research It (Almost everything) Onelook (dictionaries, specialized and general) Roget's Internet Thesaurus Information Please Almanac Cambridge Biographical Encyclopedia http://vlib.iue.it/history/index.html (WWW-VL History Central – Catalogue – European University Institute, Florence, Italy) http://chnm.gmu.edu/worldhistorysources/whmfinding.php (A guide to one of the best online primary source archives in world history) http://chnm.gmu.edu/worldhistorysources/framingessay1.html (How to use primary sources via the internet) http://www.fordham.edu/halsall/index.html The Internet History Sourcebooks are collections of public domain and copy-permitted historical texts presented cleanly (without advertising or excessive layout) for educational use.

*** Interesting Web Links on the Middle East http://www.albany.edu/history/middle-east/ (a comprehensive site with interesting links) http://www.nmhschool.org/tthornton/mehistorydatabase/mideastindex.htm (easily accessible and informative resource with link to daily news and analysis)

A wonderful list of internet resources (including useful introductions) for Islamic Studies, compiled by Dr. Alan Godlas, Associate Professor of Islam, Department of Religion, The University of Georgia: http://www.uga.edu/islam/history.html

Historical maps of Muslim-ruled lands: http://ccat.sas.upenn.edu/~bvon/pages/maps.html http://palestine-studies.org/final/en/ (The most comprehensive link for Palestinian Studies) http://www.crisisgroup.org/home/index.cfm?id=1096&l=1 (Highly informative reports produced by International Crisis Group. It consists of analyses of long and short-term factors that feed violent conflict in the Middle East). http://www.1001sites.com (daily English translations of ME press) http://www3.haaretz.co.il/eng (Ha’aretz, the leading Daily Israeli’s English newspaper) http://almashriq.hiof.no (covers most Arab countries, and includes good maps) http://gulf2000.columbia.edu (devoted to Persian Gulf countries) http://merip.org (maintained by Middle East Report) http://assr.org (Arab Social Science Research) http://ahram.org.eg/weekly (weekly English edition of al Ahram newspaper--Egypt) http://menic.utexas.edu/menic.html (Univ. of Texas-Austin--with great links) http://www.fas.harvard.edu/~mideast (great links) http://www.arab.net (comprehensive links to information on the ME) http://www.nybooks.com/nyrev (New York Review of Books) http://www.aljazeera.com (English website of Al Jazzeerah Broadcasting) http://www.iraqbodycount.net (on the Iraqi’s war casualties) http://www.war-times.org/ (Bringing a race, class, and gender perspective to issues of war and peace)