Boycott from the Islamic Perspective

Total Page:16

File Type:pdf, Size:1020Kb

Boycott from the Islamic Perspective Boycott: An Islamic Response to the Occupation of Palestine By Friends of Al-Aqsa. www.foa.org.uk Abstract: This article shows how the concept of boycott, divestment and sanctions (BDS) can be seen from within Islamic history and was common even during the time of the Prophet Muhammad (Peace be upon him). It was something the Prophet (Peace be upon him) endorsed and employed. Taking the holistic teachings of Islam (Qur’an, Ahadith and Sunnah) it can be established that all individuals of consciousness and piety are encouraged to refrain from assisting oppressors, handling stolen property and prolonging injustice. We can therefore conclude that BDS is a means by which Muslims can help the occupied and oppressed Palestinians; who have had their land and property stolen by Israel which has now built illegal settlements in their place. These settlements use stolen Palestinian farmland to grow produce and sell to the world. Do not be amongst those who buy such stolen produce. The Holy Quran “…..[Believers] help one another in acts of righteousness and piety, and do not help one another in sin and transgression. Fear Allah…(Al-Maidah 5:3) Since the Israeli occupation of Palestine began, people of conscience who oppose it have established various methods to pressure the international community in to questioning Israel's oppression and occupation of the Palestinians. One of the most effective approaches has been the boycott, divestment and sanctions movement. The BDS movement has exposed the extent of the oppression and applied pressure on Israel to end its oppressive occupation and policies. Ordinary people are able to participate by boycotting Israeli goods grown in or manufactured from the illegal settlements in the Occupied Palestinian Territories (OPT). Many organisations are active and successful in raising awareness by emphasising the need for an economic, academic and cultural boycott of Israel. This has now become a global phenomena with millions of ordinary citizens participating. This article hopes to emphasise why it is imperative for Muslims to participate in and promote the BDS movement from an Islamic perspective. Islamic history from the time of the Prophet Muhammad (Peace be upon him) reveals that boycott in various forms was a common theme. Three specific incidents are described below which can help Muslims to better understand the BDS movement. 1. The Boycott of the Prophet and the Banu-Hashim in Makkah The Makkans tried to silence the Prophet (Peace be upon him) from preaching by imposing oppressive measures against him, his followers and his tribe the Banu- Hashim. They finally imposed severe sanctions against them which lasted three years. This included the banning on intermarriages and trade (including food) with the Muslims and their associates. This was an example of the implementation of harsh and calculated policies designed to break the will of the Prophet (Peace be upon him) and early Muslims. The lesson from this period of the Prophet’s (Peace be upon him) life is beneficial for the Palestinians and their supporters. The Prophet and his supporters were marginalised and oppressed, resulting in great hardship but they overcame their plight with endurance, patience and confidence that their ‘just’ cause would eventually be successful. Palestinians, despite being restricted of their rights to freedom of movement, economy, farming, religion, education and civil liberties; must draw comfort and steadfastness from the life of the Prophet (Peace be upon him), and the example of his steadfastness during the oppressive boycott. This example can also be used by the supporters of the Palestinian cause and those who seek justice. They should persevere in their cause until justice is obtained. 2. Prophet Muhammad (Peace be upon him) Employ’s the Boycott Strategy A) Battle of Tabuk & Boycott of the Three Companions. The Prophet (Peace be upon him) also used boycott in a different way in order to keep those Muslims whom he loved dearly on the righteous path. Boycott was used by him almost as a form of therapy and as a lesson for these Muslims, so that they could correct their actions. Tabuk was a town strategically positioned between Damascus and Madina. The possibility of an attack on Madina was very real since the outcome of the Battle of Mu'ta had been inconclusive. Moreover, senior commanders, including Heraclius himself, who had just returned the cross to Jerusalem, were still in al-Sham. The Prophet (Peace be upon him) accordingly called upon his Companions to come forward and march on Tabuk to check the Byzantine advance. It was the month of Rajab and the heat was intense. The people were hard pressed because Madina was experiencing a severe drought. As such, very few crops and fruits could be cultivated and harvested. Hence, this expedition is also referred to as Al-'Usra (the expedition of hardship). The Prophet (Peace be upon him) had issued a call to defend the religion and the Sahaba responded in large numbers. However, in this expedition, the Munafiqun (the hypocrites), who had entered Islam either for their advantage or worked against the Muslims from within, behaved as Allah willed for them. They exposed themselves by refusing to undertake what appeared to them a perilous expedition across the burning hot Arabian Desert without adequate provisions or equipment. The Prophet (Peace be upon him) granted them exemption. Thousands of Muslims came forward. They were the ones who feared for the hereafter, who believed that having Allah on their side was more important than all the comforts of this life. Upon the Prophet's (Peace be upon him) return to Madina, as was his Sunnah (the Prophets way) after returning home from a journey, he went to the Mosque and offered two rakkah salah (units of prayer). Thereafter, he received the people. From those who had stayed behind, the Hypocrites came forward first, offered (false) excuses and took oaths before him. The Prophet Muhammad (Peace be upon him) accepted their excuses, took their pledge of allegiance and asked Allah's forgiveness for them, and left the secrets of their hearts for Allah to judge.i One man amongst the faithful believers who had not made the journey was Ka’b ibn Malik (ra).ii The Prophet (Peace be upon him) ordered the companions to boycott Ka’b ibn Malik (ra) and two other Muslims, Murara ibn Ar-Rabi Al-Amri (ra) and Hilal ibn Umaiya Al- Waqifi (ra), who also failed to join the expedition. This boycott was not out of anger, but rather it was intended to ensure that these believing Muslims who were not of the hypocrites were made to understand the extent of their wrong deed in not joining the venture. Ka’b (ra) says: 'The people stopped talking to us and the very land where I lived appeared strange to me as if I did not know it'. Before forty days had elapsed, a Nabati (Christian farmer) from al-Sham asked people to lead him to Ka’b ibn Malik. They did so. The Nabati handed Ka’b a letter from the Chief of Ghassanids. In it was written: 'I have been informed that your friend (the Prophet) has treated you harshly. Anyhow, Allah does not let you live at a place where you feel inferior and your right is lost. So join us, and we will console you.' Evidently, the Byzantine espionage was effective enough to have learned, within forty days, of the situation in Madina, and contemplated inducing Muslims to defect. The Muslims’ knowledge of the Byzantines’ sinister intents justified their unease and insecurity. Ka’b (ra) says, 'When I read the letter, I said to myself, “This is also a test.” Then I took the letter to the oven and made a fire therein by burning it.' The boycott continued and later the Prophet (Peace be upon him) ordered the three to abstain from cohabiting with their wives. The boycott lasted for a total of 50 days, after which Ka’b and his colleagues were forgiven for their misdeed. Ka’b ibn Malik's sincerity and honesty is merely an example of the Sahaba’s practices. This is an example of how boycott was used by the Prophet (Peace be upon him) as a lesson for believers. B) Thumaamahiii bin Uthaar and Boycott of Makkans An incident which took place in the 6AH helps Muslims understand the need to employ BDS against oppressors to help bring about justice. Thumaamah bin Uthar, the chief of Banu-Hanifa and leader of Yamamah, had killed several companions and was later apprehended. He was to spend three days in Medina as a prisoner during which period the Prophet (Peace be upon him) asked him to accept Islam. Thumaamah declined and despite his refusal and the crime he committed the Prophet (Peace be upon him) released him and gave him his freedom. Thumaamah bin Uthaar left Medina but returned back and accepted Islam at his own free will. Thereafter, he headed to Makkah (which was still under the control of Quresh) to perform Umrah. On witnessing the hatred and malicious plans of the Quresh, Thumaamah pledged to boycott the Makkans and withhold the sale of food/Grain from Yamamah. The ahadith in Sahih Bukhariiv and Sahih Muslim state: “……By Allah, you will not get a single grain of wheat from Yamama until it is permitted by the Messenger of Allah (Peace be upon him).” The boycott took place and we can conclude that the Prophet (Peace be upon him) permitted him to use this strategy. However upon the signing the treaty of Hudaybiyah in 632, the Makkans told the Prophet (Peace be upon him) that this boycott contravened the treaty and the prophet, because of the treaty of Hudaybiyah, requested for the boycott to be lifted.
Recommended publications
  • The Struggle Against Musaylima and the Conquest of Yamama
    THE STRUGGLE AGAINST MUSAYLIMA AND THE CONQUEST OF YAMAMA M. J. Kister The Hebrew University of Jerusalem The study of the life of Musaylima, the "false prophet," his relations with the Prophet Muhammad and his efforts to gain Muhammad's ap- proval for his prophetic mission are dealt with extensively in the Islamic sources. We find numerous reports about Musaylima in the Qur'anic commentaries, in the literature of hadith, in the books of adab and in the historiography of Islam. In these sources we find not only material about Musaylima's life and activities; we are also able to gain insight into the the Prophet's attitude toward Musaylima and into his tactics in the struggle against him. Furthermore, we can glean from this mate- rial information about Muhammad's efforts to spread Islam in territories adjacent to Medina and to establish Muslim communities in the eastern regions of the Arabian peninsula. It was the Prophet's policy to allow people from the various regions of the peninsula to enter Medina. Thus, the people of Yamama who were exposed to the speeches of Musaylima, could also become acquainted with the teachings of Muhammad and were given the opportunity to study the Qur'an. The missionary efforts of the Prophet and of his com- panions were often crowned with success: many inhabitants of Yamama embraced Islam, returned to their homeland and engaged in spreading Is- lam. Furthermore, the Prophet thoughtfully sent emissaries to the small Muslim communities in Yamama in order to teach the new believers the principles of Islam, to strengthen their ties with Medina and to collect the zakat.
    [Show full text]
  • Download/Pdf/10872719.Pdf
    Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2019 Visitor Center Design and Possibilities for Visitor Engagement at ad Dir'Iyah HTaneeermi Atlajahganei Site Follow this and additional works at the DigiNole: FSU's Digital Repository. For more information, please contact [email protected] FLORIDA STATE UNIVERSITY COLLEGE OF FINE ARTS VISITOR CENTER DESIGN AND POSSIBILITIES FOR VISITOR ENGAGEMENT AT AD- DIR'IYAH HERITAGE SITE By TANEEM ALJAHANI A Thesis submitted to the Department of Interior Architecture and Design in partial fulfillment of the requirements for the degree of Master of Science 2019 Taneem Aljahani defended this thesis on October 31, 2019. The members of the supervisory committee were: Yelena McLane Professor Directing Thesis Jill Pable Committee Member Marlo Ransdell Committee Member The Graduate School has verified and approved the above-named committee members, and certifies that the thesis has been approved in accordance with university requirements. ii To my parents, Hamoud and Fatima, for their constant support and encouragement. iii ACKNOWLEDGMENTS I would like to express my heartfelt appreciation to my major professor, Dr. Yelena McLane for her invaluable support, guidance, and advice. Thank you for taking the time to share your thoughts and knowledge which helped me in completing this thesis paper. I would also like to thank my committee members, Dr. Jill Pable and Dr. Marlo Ransdell, for their consistent encouragement and insightful feedback. I am also very thankful for all my family and friends who have helped and motivated me throughout my academic journey. iv TABLE OF CONTENTS List of Figures .............................................................................................................................
    [Show full text]
  • The Biography of the Prophet This Book Is Not Copyrighted
    ﺳﲑﺓ ﺍﻟﻨﱯ ﺻﻠﻰ ﺍﷲ ﻋﻠﻴﻪ ﻭﺳﻠﻢ The Prophet's Biography May Allah exalt his Mention 1 Copyright © This book has been adapted from The Biography of the Prophet This book is not copyrighted. Any or all parts of this book may be used for educational pur- poses as long as the information used is not in any way quoted out of context or used for profit. This material has been reviewed and forwarded for publishing and distribution by the Eng- lish language section of the Department of Islamic Resources. Form #: 4606 Date: 14/01/1427 If you have any corrections, comments, or questions about this publication, please feel free to contact us at: [email protected] www.islamhouse.com 2 Pre-Prophethood Religious Conditions Great religions of the world had spread the light of faith, morality and learning in the ages past. However, by the sixth century AD, so completely were their scriptures and teachings distorted that had the founder or the Prophet of any one of them returned to Earth, he would unquestionably have refused his own religion and denounced its followers as apos- tates and idolaters. Judaism had, by then, been reduced to an amalgam of dead rituals and sacraments with- out any spark of life left in it. Also, being a religion upholding a strong racial identity, it never had a message for other nations or for the good of the humanity at large. Through mysticism and magic many polytheistic ideas and customs again found their way among the people, and the Talmud confirms the fact that idolatrous worship is seductive.
    [Show full text]
  • The Great Grandfather of the Prophet
    The Great Grandfather of the Prophet Long ago, in the Prophet’s time, the Arab society used to be divided into different tribes. The tribes would be called “Banu so-and-so” meaning “the children of so-and-so.” The Prophet’s tribe was called Banu Hashim. Who was Hashim? Hashim was the great grandfather of the Prophet (peace be upon him). He was an extremely wealthy man, who was known for being cultured and sophisticated. Hashim wasn’t his real name. ‘Amr was his real name; Hashim was just his kunya, or nickname. How did he get the nickname “Hashim”? Hashim’s job was to keep the Haram, or the area around the Ka’bah, clean. He took care of the Ka’bah and one of his jobs included giving the pilgrims who came to visit the Ka’bah water. The Arabs were known for their hospitality and they always had someone in charge of giving pilgrims water. Hashim started a new tradition. He did not just give water, but he went above and beyond that. He served the pilgrims meals. It may not sound like much, but feeding all of these pilgrims was a big job and very expensive. The type of food that he served was a curry or a soup with baked bread mixed into it. Despite being wealthy, Hashim didn’t just tell servants to serve the food. He found much honor in this job; he would sit and break the bread with his own hands and literally prepare it himself for the guests of the Ka’bah.
    [Show full text]
  • Unit 5: the Post-Classical Period: the First Global Civilizations
    Unit 5: The Post-Classical Period: The First Global Civilizations Name: ________________________________________ Teacher: _____________________________ IB/AP World History 9 Commack High School Please Note: You are responsible for all information in this packet, supplemental handouts provided in class as well as your homework, class webpage and class discussions. What do we know about Muhammad and early Muslims? How do we know what we know? How is our knowledge limited? Objective: Evaluate the primary sources that historians use to learn about early Muslims. Directions: Below, write down two things you know about Muhammad and how you know these things. What I know about Muhammad... How do I know this …. / Where did this information come from... Directions: Below, write down two things you know about Muslims and how you know these things. What I know about Muslims... How do I know this …. / Where did this information from from... ARAB EXPANSION AND THE ISLAMIC WORLD, A.D. 570-800 1. MAKING THE MAP 1. Locate and label: 4. Locate and label: a Mediterranean Sea a Arabian Peninsula b Atlantic Ocean b Egypt c Black Sea c Persia (Iran) d Arabian Sea d Anatolia e Caspian Sea e Afghanistan f Aral Sea f Baluchistan g Red Sea g Iraq h Persian Gulf. 2. Locate and label: h Syria a Indus River i Spain. b Danube River 5. Locate and label: c Tigris River a Crete b Sicily d Euphrates River c Cyprus e Nile River d Strait of Gibraltar f Loire River. e Bosphorus. 3. Locate and label: 6. Locate with a black dot and a Zagros Mountains label: b Atlas Mountains a Mecca c Pyrenees Mountains b Medina d Caucasus Mountains c Constantinople e Sahara Desert.
    [Show full text]
  • Gce 'O' Level Islamiyat : Paper 01
    GCE ‘O’ LEVEL ISLAMIYAT : PAPER 01 Topical Questions and Mark Scheme Compiled By : Syed Ruman Wajih Topical Past papers &Marking Schemes 2004------------ ------------ Islamiyat 2058/1 | 1 Topical Past papers &Marking Schemes 2004----------------- Islamiyat 2058/1 (PaperI) History and Importance of Quran Q1. (a) Briefly describe the four main sources of legal thinking in Islam. [12] (b) Give one example each to show how the third and fourth of these legal sources are used. [4] {November-05} (a) [Give up to 3 marks for each description.] • The Qur’an is the major source of instruction and thinking. • Its clear teachings are never questioned. • It is always referred to since no legal teaching ever contradicts it. • The Sunna of the Prophet is an authority next to the Qur’an. • It gives fuller teachings of what the Qur’an states in brief. • It and the Qur’an always agree. • It is taken as an authority where the Qur’an is silent. • The consensus of the community, ijma’, is referred to when the previous sources do not offer clear guidance. • It is understood as the agreement of believers on a point of faith or action. • Some take it as the consensus of the first generation of Muslims, others as the consensus of legal experts. • It never disagrees with the previous sources. • The Prophet said, ‘My community will never agree on error.’ • Analogy, qiyas, is employed when the previous sources do not offer clear guidance. • It involves an individual expert making a new decision on the basis of known teachings. • He compares the unknown with the known and identifies the common points between them.
    [Show full text]
  • The Impact of the OECD on the Turkish Foreign Trade
    [Afes], 2018, 7 (1): 99-137 The Impact of The OECD On the Turkish Foreign Trade Recep ÖZDİREK Asst. Prof. Dr., Department of Islamic Law, Faculty of Theology Kastamonu University, [email protected] Orcid Id: 0000-0003-4335-9745 Article Information Article Types : Research Article Received : 12.11.2018 Accepted : 29.12.2018 Published : 31.12.2018 Pub Date Season: Spring Cite as: ÖZDİREK, R. (2018). Legal-Economic Analysis of the Inability to Give Alms to the Family of Muhammad Because of Being the Relatives of the President. Afro Eurasian Studies, 7 (1), 99-137. Retrieved from http://dergipark.gov.tr/afes/issue/39788/472125 Plagiarism: This article has been reviewed by at least two referees and scanned via a plagiarism software. Copyright © Published by MUSIAD- Sutluce Mah. Imrahor Cad. No:28 34445 Beyoglu Istanbul- Turkey Phone: +90 – 212 – 395 0000 Fax: +90 – 212 – 395 0001 E-mail: [email protected] Recep ÖZDİREK Legal-Economic Analysis of the Inability to Give Alms to the Family of Muhammad Because of Being the Relatives of the President Abstract Alms/zakat is the financial worship of where it can be given fixed by the verses [of Qur’an]. The need of the poor, needy, stranded, mujahid, debtor who cannot pay their debt, and the alms officer are fulfilled from this item. Among those who cannot be given alms include the relatives of the Prophet. They cannot receive alms even if they cannot meet their basic needs. For them, allowances are allocated from the [war] booty and prize items of state income.
    [Show full text]
  • Ancient History of Arabian Peninsula and Semitic Arab Tribes
    Advances in Social Sciences Research Journal – Vol.7, No.5 Publication Date: May 25, 2020 D OI:10.14738/assrj.75.8252. Shamsuddin, S. M., & Ahmad, S. S. B. (2020). Ancient History of Arabian Peninsula and Semitic Arab Tribes. Advances in Social Sciences Research Journal, 7(5) 270-282. Ancient History of Arabian Peninsula and Semitic Arab Tribes Salahuddin Mohd. Shamsuddin Faculty of Arabic Language, Sultan Sharif Ali Islamic University, Brunei Darussalam Siti Sara Binti Hj. Ahmad Dean: Faculty of Arabic Language, Sultan Sharif Ali Islamic University, Brunei Darussalam ABSTRACT In this article we introduced first the ancient history of Arabian Peninsula, and pre-Islamic era and then we focused a spot light on the people of Arabian Peninsula, highlighting the four waves of migration of Semitic Arabs from the southern to northern Arabian Peninsula, then we mentioned the situation of Northern Arabs and their tribal fanaticism, then we differentiated between Qahtaniyya and Adnaniyya Arab tribes including their three Classes: Destroyed Arab, Original Arab and Arabized Arab. We also explained the tribal system in the pre-Islamic era, indicating the status of four pillars of the tribal system: 1. Integration and alliance among the tribes 2. Tribal Senate or Parliament 3. Tribes and sovereignty over the tribes 4. Members of the tribes and their duties towards their tribal society In the end we described the master of Arab tribe who was the brightest person had a long experience and often had inherited his sovereignty from his fathers to achieve a high status, but it does not mean that he had a broad sovereignty, as his sovereignty was symbolic.
    [Show full text]
  • Prophet Muhammad
    1 MUHAMMAD RASULULLAH In the Name of Allah, the Most Beneficent, the Most Merciful MMUUHHAAMMMMAADD RRAASSUULLUULLLLAAHH THE APOSTLE OF MERCY By S. Abul Hasan Ali Nadwi Revised by ICSFP International Committee for the Support of the Final Prophet Website: www.icsfp.com Email: [email protected] INTRODUCTION 2 Table of Contents Introduction THE AGE OF IGNORANCE RELIGIOUS CONDITIONS SOCIAL AND MORAL CONDITIONS THE BYZANTINE EMPIRE THE PERSIAN EMPIRE INDIA ARABIA EUROPE THE ERA OF DARKNESS AND DEPRESSION WORLDWIDE CHAOS THE ADVENT OF PROPHET MUHAMMAD ARABIA'S ERA OF DEPRESSION NEED FOR A NEW PROPHET ARABIAN PENINSULA THE LAND AND IT'S PEOPLE CULTURAL CENTRES ARABIA IN ANCIENT HISTORY EARLIER REVEALED RELIGIONS OF ARABIA MECCA, BEFORE THE PROPHET ISMA'IL IN MECCA 3 MUHAMMAD RASULULLAH THE QURAISH QUSAYY B. KILAB BANI HASHIM MECCAN PAGANISM THE ELEPHANTS AN IMPLICIT BELIEF OF THE QURAISH REPERCUSSIONS OF ABRAHA'S FAILURE MECCA, THE PROPHET’S BIRTHPLACE THE METROPOLIS RECONSTRUCTION OF MECCA THE CITY STATE COMMERCIAL OPERATIONS PROSPEROUS FAMILIES OF QURAISH CULTURE AND ARTS MILITARY PROWESS MECCA, THE HEART OF ARABIA THE MORAL LIFE FROM BIRTH TO PROPHETHOOD ‘ABDALLAH AND AMINA THE BIRTH OF THE PROPHET THE SUCKLING PERIOD DEATH OF AMINA AND ‘ABDUL MUTTALIB. ABU TALIB BECOMES THE GUARDIAN DIVINE TUTELAGE MARRIAGE WITH KHADIJA RECONSTRUCTION OF THE KA’BA INTRODUCTION 4 HILFUL FUDUL A MYSTIFYING UNREST AWN OF PROPHETHOOD HUMANITY’S MORNING TIDE IN THE CAVE OF HIRA PREDICTION OF WARAQA B. NAWFAL KHADIJAH ACCEPTS ISLAM ‘ALI B. ABU TALIB AND ZAYD B. HARITH
    [Show full text]
  • Join the MCA Mailing List and Stay Connected
    PRAYER TIMINGS Effective 02/20 MCA NOOR Fajr 6:00 6:00 Dhuhr 12:35 12:35 Asr 3:45 4:30 Maghrib Sunset Sunset Isha 7:30 7:30 Juma 1 12:15 12:15 Juma 2 01:00 01:00 Newsletter Juma 2 01:45 01:45 Published Weekly by the Muslim Community Association of San Francisco Bay Area www.mcabayarea.org Rajab 7, 1442 AH Friday, February 19, 2021 Kong mosque, Ivory Coast, Africa AL-QURAN Had Allah willed, He could have easily made all humanity into a single community of believers. But He admits into His mercy whoever He wills. And the wrongdoers will have no protector MCA health and wellness committee or helper. Quran: 41:8 Ash-Shuraa HADITH Usamah ibn Zayd reported: I said, “O Messenger of Allah, I do not see you fasting any month as much as you fast during Sha’ban.” The Prophet, peace and blessings February 28th be upon him, said, “It is a month Parenting to people neglect between the during April 4th Every Sunday months of Rajab and Ramadan. It covid is a month in which the deeds are Tips, Tricks & Tools 10 AM to 11 AM via Zoom raised to the Lord of the worlds With and I like for my deeds to be Nuzath Quadri, LMFT & Sabreen Azhar, AMFT raised while I am fasting.” REGISTER AT: HTTPS://TINYURL.COM/MCAPARENTING: Source: Sunan al-Nasai 2357 Learn and develop tools to help navigate the challenges of parenting during the pandemic Contact: [email protected] Final Deadline to submit Join the MCA Mailing List and Stay Connected Advertisements is Tuesday at 5:00 PM www.mcabayarea.org/newsletter MCA YOUTH AND WVMA PRESENTS Islamic High Schools Open House FEBRUARY 20TH AT 12 PM PST Are you a parent looking for a high school for your children? Wondering how Islamic schools consistently propel students into top universities? Join us for a virtual open house with Granada High School and Averroes High School, the leading Islamic High Schools in the Bay Area Register today: linktr.ee/mcayouth 2 47.
    [Show full text]
  • 1 the UNIVERSITY of HULL Islamic Diplomatic Law and International
    THE UNIVERSITY OF HULL Islamic Diplomatic Law and International Diplomatic Law: A Quest for Compatibility being a Thesis submitted for the Degree of Doctor of Philosophy in the University of Hull by Muhammad-Basheer Adisa Ismail, LL.B (B.U.K., Kano), B.L (Lagos), LL.M (O.A.U., Ile-Ife) (November, 2012) .1 ABSTRACT Most literatures on international law have been observed to neglect or give scanty attention to the contribution of Islamic law towards the development of modern international law, particularly the principles relating to the diplomatic immunity and privileges. It has often been maintained, especially by some Western commentators that there is no modicum of materiality between Islamic siyar and the rules of conventional international law; as such, Islamic law has nothing to offer the international legal system. The current spades of global terrorism which are allegedly perpetrated in the name of Islam against diplomatic institutions have further widened this perceived incongruity between the two legal regimes. This study therefore critiques and also evaluates the exactitude of the contention that the sources of the two legal regimes are incompatible. This study equally examines the compatibility in the diplomatic principles between Islamic diplomatic law and international diplomatic law. It also contends that the attacks on diplomats and diplomatic facilities are antithetical to the classical principles of jihaad and Islamic diplomatic law. It further argues that the need to harmonise the two legal systems and have a thorough cross-cultural understanding amongst nations generally with a view to enhancing unfettered diplomatic cooperation should be of paramount priority. .2 ACKNOWLEDGEMENTS What else can I say other than to acknowledge, first and foremost, the mercy and assistance of Allah particularly in seeing me through the entire period of my PhD.
    [Show full text]
  • Visiting Places in Madinah
    Historical Places in Madinah Name Location Image 1. Important places in Masjid a. Isthuvana Hannana [pillar cried when prophet Nabawi changed mimbar; near white marble pillar], a. 6 pillars in Ravlathul Isthuvana Aysha [or Ustuwanat al-Kurah or the Jannah Column of Lots], Isthuvana Abu lubaba [Sahabi tied b. Ustuwanat Ali here until forgiven], Isthuvana Sareer [Prophet took c. Ustuwanat Al-Tahajjud rest during I’tiqaf], Isthuvana Haras [Sahaba provide d. Makam Jibrail protection for the prophet’s house], Isthuvana e. Library Ubooth [Meeting of prophet with delegations and f. Well inside Masjid giving lectures] Nabawi b. Ustuwanat Ali notes the spot where the fourth Caliph g. Fathima Nayagi Gate used to pray and watch near h. Aysha Nayagi Gate his father-in-law at night. i. Bab-e-Jibril c. Ustuwanat al-Tahajjud now stands where j. Place where people who Mohammed, sitting upon his mat, passed the night in tried to take the prophet’s prayer body where swallowed by d. Makam Jibrail (Gabriel's place), for whose other land name, Mirbaat al-Bair. e. Adjacent to old Baab Uthman. 2. Fathima Nayagi Gate This gate is hidden with mushab racks. This is on the 3. Aysha Nayagi Gate adhaan place in Masjid Nabawi. 4. Boundary of Masjid Nabawi in This is the actual boundary of Masjid Nabawi in 17 17 A.H. A.H. 1 Approximately 10,000 sahabah are buried here, including the wives of our Prophet (Peace be upon him) and his daughters. A number of tabaeen and pious people are also buried here. 5.
    [Show full text]