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Re-Islamization in Higher Education from Above and Below: the Niu Versity of South Florida and Its Global Contexts Terri K

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University of South Florida Scholar Commons Graduate Theses and Dissertations Graduate School 1-16-2008 Re-Islamization in Higher Education from Above and Below: The niU versity of South Florida and Its Global Contexts Terri K. Wonder University of South Florida Follow this and additional works at: https://scholarcommons.usf.edu/etd Part of the American Studies Commons Scholar Commons Citation Wonder, Terri K., "Re-Islamization in Higher Education from Above and Below: The nivU ersity of South Florida and Its Global Contexts" (2008). Graduate Theses and Dissertations. https://scholarcommons.usf.edu/etd/571 This Dissertation is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. Re-Islamization in Higher Education from Above and Below: The University of South Florida and Its Global Contexts by Terri K. Wonder A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Psychological and Social Foundations College of Education University of South Florida Co-Major Professor: Arthur Shapiro, Ph.D. Co-Major Professor: Stephen B. Permuth, Ed.D Abdelwahab Hechiche, Ph.D W. Steve Lang, Ph.D. Date of Approval: January 16, 2008 Keywords: Islamism, Muslim Brotherhood, censorship, academic freedom, human rights © Copyright 2008, Terri K. Wonder Dedication This work is dedicated to the memory of the late Dr. George H. Mayer, USF Professor of History who died in 1999 at the age of 78. In his final month of life, George expressed a wish that I would write about the changes in higher education over the past thirty years. This thesis attempts that but only tacitly. The knowledge of American intellectual history and ideas that he passed on to me during undergraduate school is infused throughout this work. Like the hero in a novel on George’s recommended fiction list, The Glass Bead Game, George was a true master of the game yet understood the fragility of the enterprise. He therefore expressed measured criticism of it. Not a day passes in my life that I do not shed a tear for his departure from this world. Acknowledgements I would like to express my sincerest gratitude for all those people who have endured with me since the 2001 fall semester when consideration of this thesis topic began. Most of them know me well enough to appreciate the shift in consciousness within me that this work produced. These professors, colleagues, friends, and loved ones in Florida, the United States, and around the world are also fully aware of the risk to life and property that this work might and did engender, especially after the summer of 2005 when the first full draft was delivered to my examining committee. From that point onward, the actions of a few people on campus apparently proved some of the findings, although those individuals apparently did not recognize that themselves. Fortunately, with the support of a loving husband, Dr. Raymond E. Wonder, and the assistance of Dr. Arthur Shapiro, Dr. Steven B. Permuth, Dr. Abdelwahab Hechiche, Dr. W.S. Lang, Dr. Howard Johnston, Dr. Erwin V. Johanningmeier, and Dr. Brent Wiseman, civility, due process, thesis governance policy, academic freedom, and civil liberty prevailed for both the committee members and me. I want to thank everyone who did for suffering with me as I refrained from sensationalizing my case in the media and bringing an already wounded institution I love so much to the point of political convulsion. The emotional and financial toll has been tremendous. I hope they will stand with me in the future, as I continue to follow the logic of inquiry wherever it may lead. Table of Contents List of Tables viii List of Appendices ix Abstract x Chapter One Introduction 1 Section 1: Mass Social Movements in Higher Education 1 Islamism and Totalitarianism 4 Islamism’s Borrowing of Totalitarian Symbols and Strategies 6 Islamism, the Social Psychology of Mass Movements, and Problems in Higher Education 9 Problem Statement 18 The Al-Arian Case 20 The Mohamed and Megahed Case 22 Purpose of the Study 24 Research Questions 27 Method 27 Section II: Extended Discussion of Major Themes for Answering the Research Questions 29 Section III: Limitations 33 Section IV: Definition of Terms 36 Section V: Significance of the Study 43 Section VI: Chapter Summary 47 Chapter Two Review of the Literature 49 Introduction 49 Section I: Psychoanalytic Social Psychology of Civilizations and Totalitarian Mass Social Movements 50 “Social Contagion”: Prefatory Remarks 50 Sigmund Freud, Death Instinct, and Society 53 Freud’s Influence on American Social Psychology: Herbert Marcuse 55 Carl Jung and Twentieth-century Totalitarianism 61 Jung’s Essays about a Nation Overtaken by its Shadow 62 The Repression of a Pre-Christian Archetype 63 The Collective Guilt of German Socialism 64 i Section II: Non-psychoanalytic Social Psychology of Mass Social Movements, Islamic Fundamentalism, and Islamist Totalitarianism 67 The Non-Psychoanalytic Frame: Prefatory Remarks 67 Blumer’s General Contributions to the Study of Collective Groups and Their Institutions 68 Hannah Arendt and the Collective Behavior of Totalitarian Movements 71 Ibn Khaldun’s Contributions to Social Psychology: “Group Feeling” Predating Blumer by Six Hundred Years 73 Fundamentalisms: Socio-religious Perspectives on Sacred Terror and Islamism 78 “Introduction: A Sacred Cosmos, Scandalous Code, and Defiant Society” 78 “Accounting for Islamic Fundamentalisms” 79 “Religious Fundamentalisms and the Sciences” 83 “Worldview of Sunni Arab Fundamentalists” 84 “Fundamentalist Impact on Education and the Media” 86 “Reshaping Personal Relations in Egypt” 88 “Fundamentalist Influence in Egypt: The Strategies of the Muslim Brotherhood and the Takfir Groups” 89 “Hizbullah: The Calculus of Jihad” 91 “Terrorism in Democracies: Its Social and Political Bases” 92 “The Moral Logic of Hizballah” 93 “The Western Mind of Radical Islam” 96 Section III: Organizational and Administrative Theory and Practice in Higher Education 99 The Role of Higher Education in Attracting Islamism: Prefatory Remarks 99 Organizational and Administrative Theory in Higher Education 100 Contemporary Issues Regarding Curriculum Planning and Change 116 Section IV: Chapter Summary 124 Chapter Three Methodology 129 Section I: Introduction 129 Section II: Purpose of the Study 131 Types of Scholarship Represented in This Inquiry 133 Research Questions 136 Population Samples 137 Methods of Analysis 138 Textual Analysis: Three Interrelated Levels of Social Movement Discourse 138 ii Examples of World-Historical Discourse in the Study’s Findings 140 Examples of Organizational Discourse in the Study’s Findings 140 Examples of Individual Discourse in the Study’s Findings 141 The Study’s Historiography: Textual Analysis Based on the Assumptions of Foucault, Richards, and Derrida 144 “Will to Truth and Power” Located in the Research Study 149 Other Findings in the Inquiry’s Excursion into “Taboo Discourse” 152 Coding of Collected and Studied Information into a Finished Work 159 Coding and the Study’s Thematic Findings of Characteristics and Conditions of Islamism’s Interplay in Higher Education 160 Explication of Coded Findings: Table 1, “Conditions of Islamism’s Interplay in Higher Education in Selected Locales and at USF and Its Service Area” 161 Explication of Coded Findings: Table 2, “Characteristics of Islamism’s Interplay in Higher Education in Selected Locales and at USF and Its Service Area 165 Methods of Data Collection: Historical-Case Study Research, Archival Documents and Sources, and Observation of Institutional Events 168 Historical-Case Study Research 169 The Global Referent as Overarching History and Case 171 The Local Referent as Part of the “Ebb and Flow” of Its Global Antecedents 173 Archival Documents and Sources 174 Observation of Institutional Events 174 Validity and Reliability: Triangulation of Vision, Purpose, and Methods 175 Vision 177 Purpose 178 Methods 179 Bias and Limitations 181 External Validation of the Findings 181 External Validators 182 Section II: Chapter Summary 185 iii Chapter Four Re-Islamization in Higher Education in Selected Middle Eastern and African Countries: A Prelude to the USF Case 187 Section I: Introduction 187 Research Question 190 Population Samples 190 Section II: Egypt’s Muslim Brotherhood, The Mother of Re-Islamization in Higher Education: Conditions and Characteristics 191 Conditions of Islamism’s Interplay in Higher Education 191 Condition One: The Fall of the Ottoman Caliphate Engenders Ikwhan Ideologies, Strategies, and Legacies 191 Condition Two: Exposure of Salafist Doctrine to Radical Western Ideologies and De-Westernizing Ferment in Western-style Universities 193 Condition Three: Exposure to European Fascism through Strategic Alliance with the Nazis 199 Condition Four: Alternating Attempts to Appease or Repress the Mass Movement 202 Characteristics of Islamism’s Interplay in Higher Education 212 Characteristic One: External and Internal Organizational Networks Run by highly Educated Elites Interacting with Universities and Their Service Areas for Purposes of Re-Islamization from Above and Below 212 Characteristic Two: Codified Education Theory for Purposes of Promoting Monolithic View of Islam and Subverting Universities and Surrounding Society from Above and Below 224 Characteristic Three: “Campus Holy
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