Gender & Sexuality in the Middle East and North Africa

Teaching Islam in the Age of Islamophobia, ISIS, and the Internet, 2019

RIP Jim Crow Fighting Racism through Higher Education Policy, Curriculum, and Cultural Interventions Series: Equity in Higher Education Theory, Policy, and Praxis, 2016

In this chapter, I employ Critical Race Theory (CRT) to examine how four Muslim women experience equity, diversity and accommodation during teacher education programs in Canadian universities. The study is timely and relevant to the Ministry of Education’s report, Realizing the promise of diversity: Ontario’s equity and inclusive education strategy (2009). The Ministry recognizes Ontario’s growing racial diversity as well as the increased need for accommodation and equitable practices in institutions of higher education. The data from the study can be categorized under practices that sustain racism (monocultural racial composition, silence, and racism/Islamophobia) versus practices that break down racial inequities (positive racial climate, accommodations, and dialogue). The experiences of these women during their teacher education program provide rich data and implications for institutions of higher education concerning diversity and equity. This chapter will provide areas of further consideration for faculties in regards to how they are enacting Ministry mandates concerning diversity as well as areas to examine and align with equitable practices.

Ayşecan Terzioğlu, [email protected] Office hours: By appointment via e-mail

Meridians, 2021

This article focuses on anti-Muslim racism as a discourse that collapses race and religion and cannot be reduced to phobia. It is instead about a racial project of accumulation based on European superiority and how cultural racism upholds the European civilizational project. The author argues that Islamophobia should be traced back to colonial modernity, its regimes of othering, and its perception of Islam as Mohammedanism that conceals its nature as a fetishistic, primitive, barbaric, patriarchal, and irrational set of beliefs. To illustrate anti-Muslim racism, the author elaborates briefly on three interconnected ideas: the construction of Islam as a unified religious and cultural mindset, its fetishistic character, and its enigmatic image of the woman to reflect on how Islam is presented as the antonym of Western civilization.

2023

In this interdisciplinary course, we'll learn about methods for the study of sex, sexuality, and sexual representation, and collaborate on the development of sex methods for ethnic studies. We'll examine sexual representation in cultural production, qualitative approaches to sex research, the limitations and possibilities of locating sex in institutional archives, the complexities of doing sex research in the academy, and the importance of sex and sexuality studies and critical race analysis in this political moment of violent anti-Black, anti-trans, and anti-queer panic. Topics and intersections will include pleasure, desire, reproduction, pornography, incarceration, sex work, kink, bdsm, dis/ability, race, and other dynamics relevant to the practice and study of sex. The course will be a collaborative and experimental venture, allowing us to approach sex studies according to our collective interests. Assignments will include weekly free-writing, one 10-12 page conference paper and presentation, and a collaborative Sex Methods Workbook project. Content Advisory: The material in this class is designed to provoke meaningful conversations about issues of sex, racial difference, gender, and other sociopolitical dilemmas. At times, we may read or view material, like pornography and performance art, that is explicit, including profanity and nudity. These artistic strategies are important for understanding the work, and we should engage them frankly and analytically, with respect for the emotional reactions we might have. The nature of this class means that we must be mindful of each other's boundaries, both physical and interpersonal. In doing so I ask that you keep an open mind and help foster an intellectually rigorous and respectful level of conversation with these socially complex themes. I will provide content notices whenever possible, and I am open to discussing alternative assignments for you if you are concerned about the content of a text. Additionally, many of the topics we'll discuss in this class directly affect the lives of students present-including issues of sexual violence, citizenship, disability, sexual practices, race, and culture-and I ask that you be sensitive to this and to each other's differences.

2023

I thank God for this and all things. I am eternally thankful for my father, may he rest in peace and forgiveness. I do this work for him and my MENA family so that we can be proud of who we are without having to fend off the gallons of bleach and gasoline that get thrown our way. My beautiful Mesouanis; Jazāk Allāhu Khayran. To my brilliant wife, Rachel, thank you for your love and endless patience as I whined about the Census, sighed dramatically, and watched Criminal Minds on loop as I type-type-typed away. To Libby, thank you for being the best mate anyone could ask for and for teaching me the

Journal of African-American Males in Education , 2016

This exploratory study investigates the collegiate experiences and college satisfaction of Black Muslim male undergraduate students who attend historically Black colleges and universities (HBCUs). After a review of the literature, only a few studies on religious minorities in college environments have considered the experiences of Muslims, and none of those have had a dedicated focus on Muslim males. The data for this study was collected through semi-structured 1:1 interviews with participants in person, via Skype video chat, and over the phone. Analysis of the data revealed three major themes: (a) lack of accommodations; (b) challenges that strengthened faith; and (c) the value of attending an HBCU. Findings from this study reveal how Black Muslim male students navigate their collegiate experiences while maintaining their religious beliefs. Moreover, this study highlights religion as another necessary dimension of diversity that all institutions should consider. Recommendations for practice in student support services and directions for future research are offered in light of the study findings.

AHKAM : Jurnal Ilmu Syariah

Recent series of widely-published sexual harassment at Maulana Malik Ibrahim State Islamic University (UIN) Malang arise a question on how this Islamic campus handles the situation and promotes institutional change. This research examines sexual harassment and the way the UIN deals with it. It employs participatory action research to make it possible for researchers and stakeholders to work together to find out the strategies to prevent sexual harassment. This research obtains three strategies to prevent and combat sexual harassment including comprehensive planning strategies, infrastructure development, and building key partnerships. These partnerships include revitalizing the functions of the academic counselor, conducting campaigns against sexual harassment, building a positive-content website, integrating sexual education with the learning curriculum, and keeping relationships with the surrounding sub-district heads for the students’ control. Further research is supposed to exam...