ENGL 6695: TOPICS in POSTCOLONIAL LITERATURE

ENGL 6695: TOPICS in POSTCOLONIAL LITERATURE MUSLIM IMMIGRATION, CITIZENSHIP, and MULTICULTURALISM SPRING 2015

Instructor: Esra Mirze Santesso, Ph.D. Office: Park Hall 334 Class: F 12:20-3:20 pm / Park Hall 327 Email: [email protected] Office Hours: MW 11:00- 12:30 and by appointment

Course Description:

"Terrorists are also walking in unopposed; our southwestern border is littered with Arabic papers and Islamic prayer rugs." Jim Gilchrist, founder of Minutemen Project

“The increasing tendency towards seeing people in terms of one dominant ‘identity’ (‘this is your duty as an American’, ‘you must commit these acts as a Muslim’, or ‘as a Chinese you should give priority to this national engagement’) is not only an imposition of an external and arbitrary priority, but also the denial of an important liberty of a person who can decide on their respective loyalties to different groups (to all of which he or she belongs).” Amartya Sen, The Idea Of Justice

As migration becomes an increasingly global phenomenon, more and more immigrant- receiving countries around the world find themselves embroiled in the same debates over immigration and citizenship; this is especially true for Muslim immigrants, who are “doubly othered” in the West because of their racial and religious difference. In the West, the Muslim ummed is regularly treated as an uncomplicated collective identity defined by a history of oppression, gender inequality, political manipulation, and anti-Western sentiment; these sorts of representations—which became commonplace after the terrorist attacks of 9-11—all hint at a reductive view of Muslim subjectivity and a disinterest in moderate positions within that faith community. As Muslim emigration to the West continues to increase, a new generation of literary authors have taken it upon themselves to revise some of these misconceptions and develop strategies that will encourage their audience to recognize Muslims as a legitimate minority with certain rights and freedoms in a multicultural society.

1 With this in mind, this course will consider examples from contemporary anglophone literature which are motivated by a desire to complicate the monolithic representation of the Muslim immigrant. We will investigate, in theory and in literature, a variety of identity- affiliations, from national citizenship to transnational communities, and look at the way these affiliations complicate other social and political allegiances. Our discussions will also consider the dangers of Islamophobia as well as Islamopolitics, which equally contribute to the ghettoization (and occasionally the radicalization) of the Muslim. Finally, this course will consider the nature of postcolonial, postmodern, and “postnational” immigration (see the trip itinerary below). What is the significance of immigration to the American condition, and is it changing? What role do authors have to play in the debate over immigration? Do religious groups fall into special categories, or should they be considered on precisely the same grounds as all other immigrants? What rights do immigrants have, and which ones must they surrender? To aid in answering these questions, this class will take a field trip to New York and Washington, D.C., to visit sites and organizations dedicated to the immigrant question, and speak with people who are shaping the future of immigration in America.

Course Objectives:  To develop a vocabulary of key concepts in postcolonial studies  To study the formation of Muslim diasporic communities in the West  To differentiate between cultural and theological practices of Islam as represented in local and transnational formations  To identify a range of Muslim subject positions—be they secular, moderate, fundamentalist, or extremist  To examine gender ideology in Islam, in particular, the contested symbol of the veil in defining female agency  To read critically and write analytically

Reading List: Sefi Atta, Everything Good Will Come Tahmima Anam, The Good Muslim Monica Ali, Brick Lane Leila Aboulela, Minaret Shelina Janmohamed, Love in a Headscarf Ayad Akhtar, American Dervish Jennifer Zobair, Painted Hands Maryam Sullivan, The Size of a Mustard Seed Nell Freudenberger's The Newlyweds

Recommended Theoretical Readings: Kwame Anthony Appiah, “The Ethics of Individuality” Richard Kearny, Introduction to Strangers, Gods, and Monsters Hannah Arendt, “The Public and the Private Realm” Edward Said, Orientalism Homi Bahbha, The Location of Culture

2 Gayatri Spivak, “Can the Subaltern Speak?” Moustafa Bayoumi, How Does It Feel to Be a Problem?: Being Young and Arab in America Tariq Modood, “Muslims and the Politics of Difference” Ananda Abeysekara, excerpt from The Politics of Postsecular Religion Miriam Cooke, “Deploying the Mulsimwoman” Leila Ahmed, Women and Gender in Islam Fatima Mernissi, Beyond the Veil Wendy Brown, Regulating Aversion: Tolerance in the Age of Identity and Empire Slavoj Zizek, “Tolerance as an Ideological Category” Bhikhu Parekh, Rethinking Multiculturalism Claire Chambers, British Muslim Fictions Peter Morey and Amina Yaqin, Framing Muslims

Assignments and Requirements:

Essays: You will be asked to write one short paper, and one standard research article.

Weekly Reading Response: Each week, you are required to write a short response to the reading assignment. These responses should not simply summarize the readings; rather, they should focus on a topic/question/problem identified in the text, and provide an insightful reflection.

Class Presentation: Once during the semester, you will be responsible for leading the class discussion on a topic of your own choosing.

Participation: You must keep up with the reading for this course, and participate regularly and consistently in class discussions. Some weeks will require more preparation than others, so I suggest you pace yourself accordingly. Always bring the assigned text to class.

Attendance: I expect all students to come to every meeting, including the field trips.

Grading Scale:

4.00 (92-100) = A 2.30 (78-79) = C+ 3.70 (90-91) = A- 2.00 (70-77) = C 3.30 (88-89) = B+ 1.70 (68-69) = C- 3.00 (82-87) = B 1.00 (60-67) = D 2.70 (80-81) = B- 0.00 ( < 60) = F

A = High quality work and performance well beyond minimum requirements; leadership or substantial contributions to class discussion. B = Consistent or improving work; commitment beyond minimum requirements; frequent participation in discussion. C = Generally competent work that meets minimum course requirements; regular attendance. D = Work that is extremely uneven in quality or suggests incompetence; irregular attendance and participation. F = Incomplete or incompetent work; infrequent attendance.

3 Grade Distribution:

Essay 1 25% Essay 2 40% Presentation 15% Participation 20%

NOTE: All required written work and both examinations must be completed in a timely manner in order to pass this course. Failure to turn in either of the two required essays will result in an F grade.

TRIP ITINERARY

I. New York Ellis Island: Students will have the opportunity to explore this historic gateway passed through by over 12 million immigrants and overlooked by the Statue of Liberty. Students will also be led on a tour through the Ellis Island Immigration Museum, where they can view artifacts and photographs, as well as the Immigrant Wall of Honor and passenger logs.

Manhattan: By visiting the Park51 Islamic Community Center, also referred to as the “Ground Zero Mosque,” students will be exposed to the controversy surrounding its proposed construction just blocks from the September 11th Memorial site. Additionally, students will be encouraged to engage in the center’s call for interfaith dialogues as part of its many multi-faith aspects.

(Students will be led through various neighborhoods--Kensington; Midwood; Borough Park; Sunset Park; Jackson Heights; Boerum Hill; Cobble Hill; Flatbush—in order to explore vibrant Muslim communities in Brooklyn or Queens).

II. Washington, D.C. American-Arab Anti-Discrimination Committee 1990 M Street, NW Suite 610 Washington DC, 20036 http://www.adc.org/about-us/

By learning about the objectives of the American-Arab Anti-Discrimination Committee, students will be exposed to how the grassroots organization both combats stereotypes and discrimination and defends the civil rights and liberties of Arab Americans. Students will also be introduced to the ADC’s campaign to promote a greater and more nuanced understanding of Arab history and culture by influencing the education system.

American Civil Liberties Union 4301 Connecticut Ave NW, Suite 434 Washington, DC 20008-2368 http://aclu-nca.org/

4 This visit to the American Civil Liberties Union Washington, D.C. headquarters will acquaint students with the nonprofit entity’s many goals, including the freedom of speech, just treatment for immigrants, the right to privacy, and promoting the freedom of religion.

Americans United for Separation of Church and State 1301 K Street NW, Suite 850, East Tower Washington, DC 20005 https://www.au.org/

Focusing on one of the ACLU’s agendas, the Americans United for Separation of Church and State office will expose students to the work of those lobbying to ensure the regulation of the Constitution’s Establishment Clause. As part of our visit to this nonprofit group, students will gain an understanding of and appreciation for an evolving relationship between the government and religious entities.

Other Possible Washington, DC Venues:

The Leadership Conference on Civil and Human Rights 1629 K Street NW, 10th Floor Washington, DC 20006 www.civilrights.org

CAIR Coalition (Capital Area Immigrants’ Rights) 1612 K Street NW, Suite 204 Washington, DC 20006 http://www.caircoalition.org/

The Becket Fund for Religious Liberty 3000 K St. NW, Suite 220 Washington, D.C. 20007 http://www.becketfund.org

III. Atlanta

National Center for Civil and Human Rights 55 Ivan Allen Jr. Boulevard, Suite 510 Atlanta, GA 30308 http://www.cchrpartnership.org/

Bringing an end to our course will be the National Center for Civil and Human Rights in Atlanta, where students will engage with historical artifacts and stories dedicated to raising the profile of both civil and human rights across the globe. The Center’s relative proximity to the University of Georgia likewise presents numerous opportunities to students interested in pursuing internships and careers in this important field.