Self-Assertive Interdependence in Arab Culture
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Arabic Music. It Began Something Like This : "The Arabs Are Very
ARAP.IC MUSIC \\y I. AURA WILLIAMS man's consideratinn of Ininian affairs, his chief cinestions are, IN^ "\Miat of the frture?" and "What of the past?" History helps him to answer lioth. Dissatisfied with history the searching mind asks again, "And Ijcfore that, what?" The records of the careful digging of archeologists reveal, that many of the customs and hahits of the ancients are not so different in their essence from ours of today. We know that in man's rise from complete savagery, in his first fumblings toward civilization there was an impulse toward beauty and toward an expression of it. We know too, that his earliest expression was to dance to his own instinctive rhythms. I ater he sang. Still later he made instruments to accompany his dancing and his singing. At first he made pictures of his dancing and his instruments. Later he wrote about the danc- ing and his instruments. Later he wrote about the dancing and sing- ing and the music. Men have uncovered many of his pictures and his writings. From the pictures we can see what the instruments were like. We can, perhaps, reconstruct them or similar ones and hear the (luality of sound which they supplied. But no deciphering of the writings has yet disclosed to rs what combinations or sequences of sounds were used, nor what accents marked his rhythms. While one man is digging in the earth to turn up what records he may find of man's life "before that," another is studying those races who today are living in similar primitive circumstances. -
Middle Eastern Music and Dance Since the Nightclub Era
W&M ScholarWorks Arts & Sciences Book Chapters Arts and Sciences 10-30-2005 Middle Eastern Music and Dance since the Nightclub Era Anne K. Rasmussen William and Mary, [email protected] Follow this and additional works at: https://scholarworks.wm.edu/asbookchapters Part of the Ethnomusicology Commons Recommended Citation Rasmussen, A. K. (2005). Middle Eastern Music and Dance since the Nightclub Era. Anthony Shay and Barbara Sellers-Young (Ed.), Belly Dance: Orientalism, Transnationalism, And Harem Fantasy (pp. 172-206). Mazda Publishers. https://scholarworks.wm.edu/asbookchapters/102 This Book Chapter is brought to you for free and open access by the Arts and Sciences at W&M ScholarWorks. It has been accepted for inclusion in Arts & Sciences Book Chapters by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. B E L L .v C)ri enta ·l•i S.:I_I_ Transnationalism & Harem Fantasy FFuncling�orthe publication ofthis v\olume w\ as pro\Iv idcd in part by a grant from ✓ Ther Iranic a Institute, Irv\i ine California and b)y TThe C A. K. Jabbari Trust Fund Mazda Publisher• s Academic Publishers P.O. Box 2603 Co st a Mesa, CCa lifornia 92626 Us .S. A . \\ ww.mazdapub.com Copyright © 2005 by Anthony Shay and Barbara Sellers-Young All rights resserved. ' No parts of this publication may be reproduced or transmitted by any form or by any means without written permission from the publisher except in the case of brief quotations embodied in critical articles and re iews. Library of Congress Cataloging-in-Publication Data Belly Dance: Orientalism. -
An Examination of Israeli Municipal Policy in East Jerusalem Ardi Imseis
American University International Law Review Volume 15 | Issue 5 Article 2 2000 Facts on the Ground: An Examination of Israeli Municipal Policy in East Jerusalem Ardi Imseis Follow this and additional works at: http://digitalcommons.wcl.american.edu/auilr Part of the International Law Commons Recommended Citation Imseis, Ardi. "Facts on the Ground: An Examination of Israeli Municipal Policy in East Jerusalem." American University International Law Review 15, no. 5 (2000): 1039-1069. This Article is brought to you for free and open access by the Washington College of Law Journals & Law Reviews at Digital Commons @ American University Washington College of Law. It has been accepted for inclusion in American University International Law Review by an authorized administrator of Digital Commons @ American University Washington College of Law. For more information, please contact [email protected]. FACTS ON THE GROUND: AN EXAMINATION OF ISRAELI MUNICIPAL POLICY IN EAST JERUSALEM ARDI IMSEIS* INTRODUCTION ............................................. 1040 I. BACKGROUND ........................................... 1043 A. ISRAELI LAW, INTERNATIONAL LAW AND EAST JERUSALEM SINCE 1967 ................................. 1043 B. ISRAELI MUNICIPAL POLICY IN EAST JERUSALEM ......... 1047 II. FACTS ON THE GROUND: ISRAELI MUNICIPAL ACTIVITY IN EAST JERUSALEM ........................ 1049 A. EXPROPRIATION OF PALESTINIAN LAND .................. 1050 B. THE IMPOSITION OF JEWISH SETTLEMENTS ............... 1052 C. ZONING PALESTINIAN LANDS AS "GREEN AREAS"..... -
Inspiring Passion for Arabic Poems Among Non-Native Speakers of Arabic in Malaysia
8-10 September 2014- Istanbul, Turkey 983 Proceedings of SOCIOINT14- International Conference on Social Sciences and Humanities INSPIRING PASSION FOR ARABIC POEMS AMONG NON-NATIVE SPEAKERS OF ARABIC IN MALAYSIA Rahmah Ahmad Osman1 1Assoc. Prof. Dr. International Islamic University Malaysia, [email protected] Abstract The method of teaching literature at a secondary or tertiary level has always been a matter of interest and a topic of discussion in many countries. However, not until recently has the role and importance of literature in the English and Arabic as the first or second level classrooms been given emphasis. This study examines how Arabic poems and proverbs can be used as effective methods in the teaching and learning of Arabic to non-native speakers in Malaysia. It proposes that new and more innovative and effective methods should be introduced to replace the current conventional methods of teaching Arabic. The teaching of literature; i.e., Arabic poems and proverbs requires a passion for literature itself. When the passion for literature has been instilled, language learners will enjoy their literature courses, and find them to be easier than before they had this awareness. As a result of the learners‟ advancement and acquired appreciation, they are able to access the vast linguistic treasures Arabic literature has to offer and therefore, simultaneously improve their competence in Arabic. Keywords: Inspiring. Passion. Arabic Poems. Non-Native Speakers. Malaysia. 1 INTRODUCTION In order to comprehend and appreciate the notion that passion for literature itself is vital in the teaching of literature, a discussion on the methods employed in teaching Arabic in Malaysia at this juncture seems appropriate. -
S1003186 Supervisor: John Bintlif Specialization: Classical and Mediterranean A
Name: Eleni Christidou Stylianou Student number: s1003186 Supervisor: John Bintlif Specialization: Classical and Mediterranean Archaeology (Second Specialization: Archaeology of the Near East) University of Leiden Faculty of Archaeology Leiden 2012 1 To my father 2 Table of Contents Acknowledgements.....................................................................................................................6 1. Introduction.........................................................................................................................7 2. Historical Introduction......................................................................................................10 2.1 The Byzantine Empire................................................................................................10 2.1.1 The Emerging of the Byzantine Empire. Chronology......................................10 2.1.2 General Remarks..............................................................................................13 2.2 The Arab – Islamic World..........................................................................................14 3. Arab-Byzantine Literary Exchanges..................................................................................19 3.1 Conclusion.................................................................................................................24 4. Maritime Activities, Hostilities and Reconciliation in the Mediterranean......................27 4.1 Advanced Arab-Byzantine Trade Relations at the end of the tenth -
The Fulla Doll, Identity, and Consumption in a Globalizing Arab World
University of Alberta Boxes Fulla Fun: The Fulla Doll, Identity, and Consumption in a Globalizing Arab World by Lena O. Saleh A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Arts Department of Political Science ©Lena O. Saleh Fall 2013 Edmonton, Alberta Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission. For Ummi and Abbi: I love you both. ABSTRACT: This thesis uses the case study of the Arab-Islamic Fulla doll to examine the relationships among globalization, consumption and cultural identities. Beginning with the question of how cultural products like the Fulla doll come to exist, I argue that the Fulla doll serves as an example of the process of creolization whereby non-Western peoples mobilize local customs and beliefs to transform globally-distributted consumer goods, thus re-contextualizing and assigning new meanings to these goods. Through an analysis of thirteen animated Fulla doll advertisements, I argue that the Barbie doll’s ethnic, religious and gendered identity has been re-contextualized to transform her into an Arab-Muslim woman, the Fulla doll. -
Adaptation of Arab Immigrants to Australia: Psychological, Social' Cultural and Educational Aspects
,l q o") 'no ADAPTATION OF ARAB IMMIGRANTS TO AUSTRALIA: PSYCHOLOGICAL, SOCIAL' CULTURAL AND EDUCATIONAL ASPECTS Nina Maadad,8.4., Dip. Ed., MBd. Studies Research Portfolio submitted in fulfillment of the requirements for the degree of Doctor of Bducation in the University of Adelaide, March 2007. ADDENDUM Table B (cont) Eclucational and Occupational Background of Respondents page 45b. ERRATA Page Line AMENDMENT 7 11 delete etc 10 13 l¡r should be lts 26 5 from that shouldbe thctn bottom 34 I4 group should be groups 53 6 from Add century afÍer nineteenth bottom 4 I Tuttisia should be Cairo 8 2 Insefi (Robinson, 1996) 19 1 Delete is and insert has an 2 Delete a 26 4 Delete of 28 2from Delete to the extent and delete lr bottom 70 9 suit case should be suitcase 98 4 there nationality should be their nationality 110 t7 ¿v¿r should be every t20 16 other shouldbe others 160 l7 than shouldbe then 161 t7 Arabian should be Arab r70 4 Arabian should be Arabic 1 9 1 4 from convent should be convert bottom 230 1 Abdullah, S. should be Saeed, A. 234 6 from Taric shouldbe Tarigh bottom TABLE OF CONTENTS Page Abstract lv Declaration vt Äcknowledgements vll Dedication lx INTRODUCTION TO PORTFOLIO Introduction 2 Støtement of the Problem 4 Arabian Cultural Background 7 Arøbían Core Values 7 Islnm ínthe Arab World t4 Hístory of Druze Sect 22 Educatíon ìn the Arab World 26 Muslíms ín Australía 30 Druze ìn Australia 32 Theoretical Framework and Research Method Theoríes of ImmigraÍíon ønd Interactíon 33 Assumptions 38 Research MethodologY 38 S ele ctíon of -
Comparative Cultural Patterns
09-Jandt 5e-(V-5).qxd 7/13/2006 1:35 PM Page 211 CHAPTER 9 Comparative Cultural Patterns Arab Culture What You Can Learn From This Chapter What defines Arab culture The major beliefs of the Islamic faith How Arab and U.S. cultural values compare The difficulties in intercultural communication between Arab and Western cultures ny two cultures could be compared as a way of learning more about both. A Knowledge of other cultures is critical. You remember that cultural aware- ness is identified as a critical intercultural communication skill. In this chapter, the same categories used to describe dominant U.S. cultural values are used to learn more about Arab culture—a culture often misunderstood in the United States. This chapter is devoted to how religion and language define Arab culture and then extends that with an examination of the conservative Arab state Saudi Arabia and the more tolerant state Oman. The chapter concludes by identifying some of the communication barriers among the Arab states and the United States. As you study this chapter, make comparisons to the previous chapter on dominant U.S. cultural values. What intercultural communication problems could arise between individuals from these diverse cultures? 211 09-Jandt 5e-(V-5).qxd 7/13/2006 1:35 PM Page 212 212 CHAPTER 9 THE ARAB STATES There is much diversity in the Arab world today, composed of 22 countries with a total population of 280 million. The population per country ranges from 600,000 in Qatar in 2001 to 65 million in Egypt in 2001. -
The Sound of Culture, the Structure of Tradition Musicians' Work in Arab Detroit
W&M ScholarWorks Arts & Sciences Book Chapters Arts and Sciences 2000 The Sound of Culture, The Structure of Tradition Musicians' Work in Arab Detroit Anne K. Rasmussen College of William and Mary, [email protected] Follow this and additional works at: https://scholarworks.wm.edu/asbookchapters Part of the Ethnomusicology Commons Recommended Citation Rasmussen, A. K. (2000). The Sound of Culture, The Structure of Tradition Musicians' Work in Arab Detroit. Nabeel Abraham and Andrew Shryock (Ed.), Arab Detroit: From Margin to Mainstream (pp. 551-572). Detroit, MI: Wayne State University Press. https://scholarworks.wm.edu/asbookchapters/99 This Book Chapter is brought to you for free and open access by the Arts and Sciences at W&M ScholarWorks. It has been accepted for inclusion in Arts & Sciences Book Chapters by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. The Sound of Culture, The Structure of Tradition Musicians7 Work in Arab Detroit Anne Rasmussen WITH THEIR LOUD sound systems and lively dance tunes, Arab Amer- ican musicians bring to community gatherings an all-encompassing sonic environment that replaces the host culture with the home cul- ture. Night after night, performance after performance, they supply "the language of Diaspora" (Clifford 1994). While I have framed musicians as "curators of culture" and their activity as "art," they have continuously referred to the same as "work" (Rasmussen 1989, 1991). Their work, as they have told me time and again, is audience driven, and they are surprisingly compliant with the sometimes abrupt demands of their clientele. Although this way of performing cannot be reduced to a simple formula, several patterns are apparent in the careers of Arab American musicians that help explain why they tend to discuss their "art" as "work,"1 and these patterns have been in place for much of the twentieth century. -
Arab Cultural Awareness: 58 Factsheets
TRADOC DCSINT HANDBOOK NO. 2 ARAB CULTURAL AWARENESS: 58 FACTSHEETS OFFICE OF THE DEPUTY CHIEF OF STAFF FOR INTELLIGENCE US ARMY TRAINING AND DOCTRINE COMMAND FT. LEAVENWORTH, KANSAS JANUARY 2006 PURPOSE This handbook is designed to specifically provide the trainer a ‘hip pocket training’ resource. It is intended for informal squad or small group instruction. The goal is to provide soldiers with a basic overview of Arab culture. It must be emphasized that there is no “one” Arab culture or society. The Arab world is full of rich and diverse communities, groups and cultures. Differences exist not only among countries, but within countries as well. Caveat: It is impossible to talk about groups of people without generalizing. It then follows that it is hard to talk about the culture of a group without generalizing. This handbook attempts to be as accurate and specific as possible, but inevitably contains such generalizations. Treat these generalizations with caution and wariness. They do provide insight into a culture, but the accuracy and usefulness will depend on the context and specific circumstances. Comments or Suggestions: Please forward all comments, suggestions or questions to: ADCINT-Threats, 700 Scott Ave, Ft. Leavenworth, KS 66027 or email [email protected] or phone 913.684.7920/DSN 552-7920. ii WHERE IS THE ARAB WORLD? • The Arab world stretches from Morocco across Northern Africa to the Persian Gulf. The Arab world is more or less equal to the area known as the Middle East and North Africa (MENA). Although this excludes Somalia, Djibouti, and the Comoros Islands which are part of the Arab world. -
Women in Sha'bi Music: Globalization, Mass Media and Popular Music in the Arab World
WOMEN IN SHA'BI MUSIC: GLOBALIZATION, MASS MEDIA AND POPULAR MUSIC IN THE ARAB WORLD DANA F. ACEE A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTER OF MUSIC December 2011 Committee: David Harnish, Advisor Kara Attrep © 2011 Dana F. Acee All Rights Reserved iii ABSTRACT David Harnish, Advisor This thesis focuses on sha’bi music, a style of popular music in the Arab world. More specifically, it discusses the role of women in sha’bi music, focusing on singers Nancy Ajram and Haifa Wehbe as examples of female pop singers. I take a feminist approach to understanding the lives, images, and legacies of two of the most influential female singers of the twentieth century, Umm Kulthum and Fairouz, and then I explore how these legacies have impacted the careers and societal expectations of Ajram and Wehbe. Several issues are explicated in the thesis, including the historic progression of popular music, the impacts of globalization and westernization, and the status of women as performers in the Arab world. The fan bases of the various female sha’bi singers are explored to examine why people are drawn to popular music, how youth cultures utilize music to define their generations, and why some people in the Arab world have problems with this music and/or with the singers: their lyrics, clothing, dancing bodies, and music videos. My ethnography on these issues among Arabs in Bowling Green, Ohio, reveals how members of the diaspora address the tensions of this music and the images of female performers. -
Origins of Islam Warm up Question
Origins of Islam Warm Up Question • What was the name of the Roman emperor who issued the Edict of Milan? What was the Edict of Milan? • Who spread Jesus teachings? What was his name? Geography and Life in Arabia • Arabia is mostly a desert land. • Two ways of life—nomadic and sedentary—developed in the desert. Arabia is mostly a desert land. • The Arabian Peninsula lies near the intersection of three continents, so it is called a “crossroads” location. – Africa – Asia – Europe • Arabia’s location has shaped its physical features. Muhammad The Prophet • Muhammad became a prophet and introduced a religion called Islam in Arabia. • Muhammad’s teachings had similarities to Judaism and Christianity, but they also presented new ideas. • Islam spread in Arabia after being rejected at first. • Muslims believe that God spoke to Muhammad through an angel (Gabriel) and made him a prophet. • The messages he received were the basis for Islam and were collected in the holy book of Islam called the Quran. Allah • Muhammad taught that there was only one God, Allah, which means “the God” in Arabic. This is similar to Christianity and Judaism. • Muslims also recognize many of the same prophets as Christians and Jews. • Muslims don’t believe that Jesus was the son of God. • Arabs were used to worshipping many gods, so many of them rejected Muhammad’s teachings. Islam Rejected At First • Islam spread from Mecca to Medina. • Rulers of Mecca began to threaten Muhammad and his followers with violence as Islam started to influence more people. • Muhammad left Mecca and went to Medina.