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Good Muslim, Bad Muslim: a Political Perspective on Culture and Terrorism
MAHMOOD MAMDANI Good Muslim, Bad Muslim: A Political Perspective on Culture and Terrorism ABSTRACT The link between Islam and terrorism became a central media concern following September 11, resulting in new rounds of "culture talk. This talk has turned religious experience into a political category, differentiating 'good Muslims" from "bad Mus- lims, rather than terrorists from civilians. The implication is undisguised: Whether in Afghanistan, Palestine, or Pakistan, Islam must be quarantined and the devil must be exorcized from it by a civil war between good Muslims and bad Muslims. This article suggests that we lift the quarantine and turn the cultural theory of politics on its head. Beyond the simple but radical suggestion that if there are good Muslims and bad Muslims, there must also be good Westerners and bad Westerners, I question the very tendency to read Islamist poli- tics as an effect of Islamic civilization—whether good or bad—and Western power as an effect of Western civilization. Both those poli- tics and that power are born of an encounter, and neither can be understood outside of the history of that encounter. Cultural explanations of political outcomes tend to avoid history and issues. Thinking of individuals from "traditional" cultures in authentic and original terms, culture talk dehistoricizes the construction of political identities. This article places the terror of September 11 in a his- torical and political context. Rather than a residue of a premodern culture in modern politics, terrorism is best understood as a modern construction. Even when it harnesses one or another aspect of tradition and culture, the result is a modern ensemble at the service of a modern project. -
AC Vol 42 No 25
www.africa-confidential.com 21 December 2001 Vol 42 No 25 AFRICA CONFIDENTIAL RWANDA 2 RWANDA Donor diplomacy Finance Minister Donald Kaberuka Everything is risky wins high marks from donors for President Kagame prepares for national elections while his exiled his anti-poverty plan but there is military opponents regroup in Congo-Kinshasa still much carping about the Kigali government’s forays into Congo. ‘In our situation everything we do is risky...’ General Paul Kagame told Africa Confidential on 9 December in Kigali as he explained plans to open up the country’s politics ahead of national multi-party elections due in 2003. ‘We inherited a very complex situation, we cannot hope for soft solutions.’ GHANA 3 Kagame’s hard solution is to pack dozens of political and social reforms into two hectic years. His proclaimed reforms point to a national unity approach of the kind adopted by South Africa’s African No shine on gold National Congress and outgoing National Party in 1990: a power-sharing government liberalising President Kufuor’s election pledge Rwanda’s authoritarian politics and writing a new constitution in the run-up to free elections. It is no of a ‘golden age for business’ is coincidence that South Africa is the Kigali government’s strongest African supporter. now being tested. Dire public Reality on the ground is different. Political currents are now a mélange of the options suggested by finances give him little scope for improvements in health and the Ugandan political scientist Mahmood Mamdani.* 1. Israeli strategy: to create a separate political education. He is also being pushed community of Tutsi (some 14 per cent of Rwandans) beside another of Hutu. -
The Rwandan Genocide: Combating Stereotypes And
The Rwandan Genocide: Combating Stereotypes and Understanding the Origins Nicola Skakel Senior Honors Thesis Department of History April 9th 2018 Defense Committee: Dr. Susan K. Kent, Department of History, Primary Advisor Dr. Matthew Gerber, Department of History, Honors Council Representative Dr. Paul Shankman, Department of Anthropology, Advisor 1 Introduction On the 7th of April 1994, the small east African country of Rwanda erupted into one of the most deadly and intimate genocides the modern world had ever witnessed. Whilst the western world stood by and watched in just 100 days over 800,000 Rwandans out of a total population of 7 million, were systematically murdered in the most brutal and violent of ways. Those who were targeted made up the country’s minority ethnic group the Tutsis, and moderates from the majority group, the Hutus. For many, the legacy of Rwanda is a monstrous example of extreme pent up ethnic tensions that has its roots in European colonialism. In contrast, I will argue that the events not just of 1994 but also the unrest that proceeded it, arose from a highly complex culmination of long-standing historical tensions between ethnic groups that long pre-dated colonialism. In conjunction, a set of short-term triggers including foreign intervention, civil war, famine, state terrorism and ultimately the assassination of President Habyarimana also contributed to the outburst of genocide in 1994. Whilst it would be easy to place sole responsibility on European colonists for implementing a policy of divide and rule and therefore exacerbating ethnic tensions, it seems to me that genocide is never that cut and dried: it can never be explained by one factor. -
Annual Report 2020 1
ACLS Annual Report 2020 1 AMERICAN COUNCIL OF LEARNED SOCIETIES Annual Report 2020 2 ACLS Annual Report 2020 Table of Contents Mission and Purpose 1 Message from the President 2 Who We Are 6 Year in Review 12 President’s Report to the Council 18 What We Do 23 Supporting Our Work 70 Financial Statements 84 ACLS Annual Report 2020 1 Mission and Purpose The American Council of Learned Societies supports the creation and circulation of knowledge that advances understanding of humanity and human endeavors in the past, present, and future, with a view toward improving human experience. SUPPORT CONNECT AMPLIFY RENEW We support humanistic knowledge by making resources available to scholars and by strengthening the infrastructure for scholarship at the level of the individual scholar, the department, the institution, the learned society, and the national and international network. We work in collaboration with member societies, institutions of higher education, scholars, students, foundations, and the public. We seek out and support new and emerging organizations that share our mission. We commit to expanding the forms, content, and flow of scholarly knowledge because we value diversity of identity and experience, the free play of intellectual curiosity, and the spirit of exploration—and above all, because we view humanistic understanding as crucially necessary to prototyping better futures for humanity. It is a public good that should serve the interests of a diverse public. We see humanistic knowledge in paradoxical circumstances: at once central to human flourishing while also fighting for greater recognition in the public eye and, increasingly, in institutions of higher education. -
Remarks on Receipt of Honorary Doctorate at Addis Ababa University, 24 July 2010
Remarks on receipt of Honorary Doctorate at Addis Ababa University, 24 July 2010. Mahmood Mamdani Executive Director, Makerere Institute of Social Research, Makerere University, Kampala I first heard of Addis Ababa University in 1973, the year I got my first teaching job at the University of Dar es Salaam. Addis, like Dar, was a university in ferment during those years. They were times when we were sure of ourselves: we knew what we were up against, and we knew where we were going. We were against monarchy, against dictatorship, against neo-colonialism, against imperialism. And we were for socialism, sometimes for democracy, but always for socialism. Socialism had become a language in which we spoke to one another. For some, it was a badge, for others it was a brand name. We were the first generation of post-independence African intellectuals. We thought in historical terms. We knew that history was moving, more or less like a train, heading to a known destination, and none of us had any doubt that we were on that train. We were certain that the future would be better than the past, much better. If there would be violence, it would be revolutionary, the violence of the poor against the rich, the oppressor against the oppressed. Good revolutionary violence would do away with bad counter-revolutionary violence. Two decades later, we found ourselves in a world for which we were least prepared. Not only was it a world drenched in blood, but the battle lines were hardly inspiring. There was little revolutionary about the violence around us: instead of the poor rising up against the rich, we could see poor pitted against poor, and rich against rich. -
The African University As “Global” University
Trinity College Trinity College Digital Repository Faculty Scholarship 7-2014 The African University as “Global” University Isaac Kamola Trinity College, [email protected] Follow this and additional works at: https://digitalrepository.trincoll.edu/facpub Part of the Higher Education Commons SYMPOSIUM The African University as “Global” University Isaac Kamola, Trinity College igher education is undergoing a period of pro- Rather than fetishizing “the global university,” many African found transformation. Universities around academics are interested in what constitutes the “African uni- the world are reconceptualizing themselves versity.” Acknowledging the university’s role in economic devel- as “global” institutions, closely connected opment, there remains the recognition that many universities to—and competing with—one another. Many in Africa are also the physical embodiment of Western colonial Hargue that “the globalization of higher education” makes the governance, initially designed to displace and devalue indige- “free movement of people and ideas…the norm,” having “enor- nous knowledges and expertise. Ajayi et al., for example, wrote mously positive consequences for individuals, for universities, that the “debate about what constitutes the African Univer- and for nations” (Wildavsky 2010, 7). Others express growing sity” is central to the question of “how do we adapt the Uni- concern that universities are increasingly corroded by their versity to African culture so it can provide African develop- relationship to “academic capitalism,” producing commercial ment, not westernization” (Ajayi et al. 1996, 1–3). Many eff orts knowledge and pragmatic job training at the expense of the to think “the African university” examine the long lineage general good (Slaughter and Rhoades 2004). -
Imperialism and Fascism in Uganda
Imperialism and Fascism in Uganda Mahmood Mamdani Smior Ucturtr m Political Scimre, .lfaktrere L'niuni!v. Kampala, l./ganda HEI:\'EMA:\':'-i EDUCATIONAL BOOKS :-iAIROBI IBADAN LO:-IDON . ___.-- L-; Heinemann Educational Books Ltd 433 Contents 22 Bedford Square, London WCIB 3HH PMB 5205, lbadan · PO Box 45314, Nairobi J}j EDINBURGH MELBOURNE At.'CKLAND A/}3 List ofT abies HONG KONG SINGAPORE KUALA LUMPCR Acknm.. ·ledgcments NEW DELHI KINGSTO:"i PORT OF SPAIN ;913 Introduction © Mahmood Mamdani 1983 P:\RTONE: THE HISTORICAL BACKGROl'ND First published 1983 I Co/onia!imt and Anti-colonialism 5 . ( British Library Cataloguing in Publication Data The Economics ofCulonialism 6 Mamdani, Mahmood The Politics nfColoni.tlism 8 Imperialism and Fascism in Uganda. 2 Tramition to ..\'eo-colonialism 17 l. Uganda-Politics and government A :'\t•o-collmial Indqwndc!H.T 19 2. Uganda-History \"("o-colonialism in Practicr 23 I. Title .-\n Imperialist Coup 29 967.6'104 DT433.262 PART TWO: NEO-COLO'IIIAL FASCISM 33 ISBN 1}...435-96503-4 3 The .4min Regime The Period of Tramitition: "Thr Economic War" and the Role ol Opportunists 37 4 The Fascist State 42 Fascism and the Economic Crise-s 46 Fascism and Socirt\ 52 The Search for a So~ial Base 55 PART THREE: l\'EO-COLO'IIIAL FASCISM Al\'D IMPERIALISM 59 5 cl Period ofTransition: 1971-73 61 Thr Break with Britain 65 6 The AT71!.r and the So~·iet Connection: 1973-78 68 Strained Relations and !he Angolan Crisis 72 Thr So\"iet.J ustiftcation 75 7 The State Research Bureau and the CS-UK Conntction 78 The Bnti~h Connection -
“Reimagining 'Good Muslim, Bad Muslim': Public Theologies of Citizenship and Belonging in the Republic of India” Meghan
“Reimagining ‘Good Muslim, Bad Muslim’: Public Theologies of Citizenship and Belonging in the Republic of India” Meghan Koushik April 2013 Advisor: Dr. Nukhet Ahu Sandal, Post-Doctoral Fellow in International Studies, The Watson Institute, Brown University Second Reader: Dr. Anthony Watson, Associate Director, Department of Middle East Studies, Brown University Submitted in Partial Fulfillment of the Requirements for the Bachelor of Arts with Honors in Middle East Studies, Brown University Koushik Table of Contents Acknowledgements 3 Abstract 4 Introduction 5 Chapter 1: The Substantive Dimension 19 Chapter 2: The Spatial Dimension 39 Chapter 3: The Spiritual Dimension 59 Chapter 4: The Temporal Dimension 81 Conclusion: 104 Bibliography 109 2 Koushik Acknowledgements This thesis would not have been possible without the help of several people. Primarily, I am grateful to my thesis advisors, Dr. Nukhet Sandal and Dr. Anthony Watson, for their extensive feedback on earlier drafts, and for the many hours they have both spent on providing me with advice and insights into formulating this thesis. I am also grateful to my professors Lina Fruzzetti and Vazira Zamindar for their invaluable feedback on portions of this thesis. Meera S. and Renita Mendonca, who were my former history and civics teachers at the National Academy for Learning, Bangalore, were invaluable in providing firsthand insight into citizenship education in India. They are also responsible for inspiring my interest in the politics and history of my homeland. Finally, I would like to thank my parents, Ravi and Sarita Koushik, and my friends for their continued support and encouragement through the process. I could not have done this without them. -
Viewer’S Male Gaze
Women and Children First: American Magazine Image Depictions of Japan and the Japanese, 1951-1960 Xander Somogyi Candidate for Honors in History at Oberlin College Professor Leonard Smith, Advisor Spring 2018 Acknowledgments This paper would not have been possible without the help of my advisor and dear friend, Professor Leonard Smith. Whether giving useful critiques or a simple ganbatte (good luck!), Professor Smith was consistently there to help with this project: thank you. I would also like to thank my parents, Kathleen Chamberlain and Victoria Somogyi, who have always been interested in, and engaged with, my academic pursuits. To my friends who believed in me, helped with and encouraged my research--especially Hannah Kim, Juanbi Berretta, and my fellow classmates in the Honors Seminar--I am deeply grateful. I would finally like to dedicate this paper to the research assistants and librarians at Oberlin’s Mudd Library and the New York Public Library. Not only did they help me greatly throughout this project, but they instilled a great love for research in me I never thought I had. Title page photograph: Contrasting images of the Japanese from National Geographic’s 1960 article “Japan, the Exquisite Enigma.” 2 Note on Japanese Names Because this paper is written with an American frame in mind, I have followed the Western convention, not the Japanese, in organising Japanese name format. All names in this paper will begin with given name first and surnames last (for instance, Michiko Shoda). 3 Table of Contents Introduction -
Boundarying, Geographic Thought and the Exceptional
BOUNDARYING, GEOGRAPHIC THOUGHT AND THE EXCEPTIONAL GEOGRAPHIES OF INTERNALLY DISPLACED PEOPLES A dissertation submitted to Kent State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy By Stephen R. Butcher May 2010 Dissertation written by Stephen R. Butcher B.S., Kent State University, Geology, 1998 B.A., Kent State University, Geography, 1998 L.S.M., Kent State University, Liberal Studies, 2002 M.A., Kent State University, Geography, 2004 Ph.D., Kent State University, 2010 Approved by ___________________________, Chair, Doctoral Dissertation Committee Dr. James A. Tyner ___________________________, Members, Doctoral Dissertation Committee Dr. Patrick G. Coy ___________________________, Dr. Surinder M. Bhardwaj ___________________________, Dr. Shawn M. Banasick ___________________________, Dr. Mark F. Bracher Accepted by ___________________________, Chair, Department of Geography Dr. Thomas Schmidlin ___________________________, Dean, College of Arts and Sciences Dr. John Stalvey ii TABLE OF CONTENTS Page LIST OF FIGURES………………………………………………………………. iv ACKNOWLEDGEMENTS………………………………………………………. v CHAPTER I INTRODUCTION……………………………………………………………….. 1 Chapter Summaries…………………………………………………………….. 12 II THE BOUNDARY…...……….………………………………………………… 16 Cognitive Science………………………………………………………………. 18 Embodied Cognition…………………………………………………………….. 26 Embodied Realism………………………………………………………………. 35 Boundarying, Space, and Place………………………………………………….. 44 Borders, Boundaries, Binaries and Boundarying………...…………………… 44 Space, Place, -
Via Email the Honorable Antony J. Blinken United States Secretary Of
Via email The Honorable Antony J. Blinken United States Secretary of State 2201 C Street NW Washington, DC 20520 August 18, 2021 URGENT Re: Saving Afghanistan's future Dear Secretary Blinken: Scholars at Risk, together with the undersigned higher education institutions, associations, networks, and professionals, request your immediate action to save Afghanistan’s scholars, students, practitioners, civil society leaders and activists, especially women and ethnic and religious minorities. Scholars at Risk is an international network of over 500 other higher education institutions in 40 countries whose core mission is to protect threatened scholars and intellectuals, principally by arranging temporary positions at network-member institutions for those who are unable to work safely in their home countries. Over the last 20 years our network has assisted over 1500 threatened scholars, students and practitioners. We are racing to offer assistance to colleagues in Afghanistan who at this moment are desperately seeking ways out of the country. Many have already moved into hiding and may soon take the perilous step of looking for a way over land borders. They may not have worn a uniform or received a US government paycheck, but for the better part of twenty years they have fought alongside US interests for a new, rights-respecting, forward-looking, knowledge-based Afghanistan. Hundreds of them traveled to the United States to seek an education and returned to their homeland, dedicated to values of openness and tolerance. These are not the values of the Taliban, so their lives are now at risk. Timely US government action can still make an enormous difference, and maybe yet save Afghanistan’s future. -
University of Cambridge Mphil IR & Politics International Security 2017-2018
University of Cambridge MPhil IR & Politics International Security 2017-2018 Lecture: Tuesdays 11am – 12.00pm, ARB Room SG1 Seminar Group A: Tuesdays 4.00pm – 5.30pm, ARB Room S3 Seminar Group B: Wednesdays 4.00pm – 5.30pm, ARB Room 119 Dr. Stefano Recchia Course Description: This course is designed to provide MPhil students with a foundation in contemporary international security studies. The course is divided into three parts. The first part reviews the main paradigms in international relations theory and introduces students to relevant conceptual issues. The second part deals in-depth with some of the main concepts, theories, and issues in traditional international security studies. Our main focus in this part is on the causes of war, the conditions of peace, and the appropriate relationship between soldiers and civilians in decision making on national security. The third part of the course deals with “new” security issues, including humanitarian intervention, state failure, ethnic conflict, nuclear proliferation, and transnational terrorism. Throughout the course, we will apply different theories to select historical and contemporary cases in order to illustrate how theory can help us make sense of complex, real-world events. Students with no prior background in international relations theory will benefit from reading one of the two following introductory textbooks ahead of the course: Michael W. Doyle, Ways of War and Peace (Norton, 1997); or G. John Ikenberry, Michael Mastanduno, and Joseph Grieco, Introduction to International Relations (Palgrave, 2014). Course Materials: Students are encouraged to purchase the following edited book, given that it contains a significant portion of the required course readings: • Richard K.