May 21, 2010

Whose "Human Rights"?

This is from Talal Asad's book "Formation of the Secular" (2003). In it, he critically engages with the American philosopher Martha Nussbaum's 'Human Capabilities' approach to human rights.

Asad's critique problematizes the normative assumptions of (this version of) liberal "Human Rights" discourse, as well as dissects its political utility.

"The self-owning “human”

I said earlier that the Universal Declaration does not define “the human” in “human rights” other than (tautologically) as the subject of human rights that were once theorized as natural rights. But what kind of human does human rights recognize in practice?

Those who formulate and implement Western policies often assume that there is a natural fit between the legal culture of “human rights” and the wider culture of “Western norms.” This includes particular attitudes to the human body and to pain. In Chapter 3 I mentioned some post-Enlightenment views about measures of suffering that allowed imprisonment to be represented as humane as opposed to flogging. Here I want to pursue a slightly different point: attitudes to the body indicated by such moral preferences – why, for example, confinement, even solitary confinement, is an acceptable form of punishment while any punitive practice that directly impinges on the body is not.

High value is clearly given to the integrity of the body – which explains in part the particular horror in Euro-America at the widespread custom of female genital mutilation in some African regions. I say “in part” because there is no comparable sense of horror at the custom of male genital mutilation. The latter is, of course, a quite familiar practice in the Judeo-Christian West and the former is not. But there is more to it than that. There is the belief that female circumcision, unlike the male variety, interferes with the sexual pleasure of the women. The enjoyment of sexual intercourse is a valued part of being human; anything that interferes with that enjoyment is in some powerful sense inhuman. [31] It therefore becomes a matter of a human right and its violation. So there is here both an interference with the subject’s ability to experience “full” sexual pleasure. The human being owns his or her body and has the inalienable right to enjoy it.

In an impressive series of publications Martha Nussbaum has reopened the old question of human nature through the Aristotelian idea of human capabilities that she recognizes can also be linked to the concept of human rights. Her basic idea is that a list can be compiled of central human functional capabilities (for example, “Being able to use the senses, to imagine, think, and reason – and do these things in a ‘truly human’ way, a way informed and cultivated by an adequate education, including, but by no means limited to, literacy and basic mathematical and scientific training. Being able to use imagination and thought in connection with experiencing and producing self-expressive works and events of one’s own choice, religious, literary, musical, and so forth” [Nussabum, pp. 78-79]). The universal character of these capabilities, according to Nussbaum, can be found in the Rawlsian idea of “overlapping consensus,” which I have discussed briefly in connection with Taylor’s use of it in the Introduction. “By ‘overlapping consensus’ I mean what John Rawls means,” she writes, “that people may sign on to this conception, without accepting any particular metaphysical view of the world, any particular comprehensive or ethical view, or even any particular view of the person or of human nature.” And yet, Nussbaum’s idea of universal capabilities does express the emerging idea of “the human” in it. A subject possessing bodily integrity, able to freely express himself or herself, and entitled to choose for herself or himself what to believe and how to behave is not simply a “freestanding moral core of a political conception” to which people sign on. It is itself a thick account of what being human is – and one that underpins human rights.

As a view of human nature it follows that where these capabilities are not being exercised due to obstacles, their removal will allow humans either to exercise them spontaneously (and to rank them), or to freely choose not to do so. However, humans will have to be taught what good capabilities are and how to exercise them, and to be prevented from exercising vices that harm others. After all, humans are also capable of cruelty, greed, arrogance, treachery – indeed there is scarcely anything they are not capable of. So part from being able to identify vices and their harmful social effects, someone must have the power to identify “obstacles,” to remove them, and also to ensure – by force if necessary – that vices are not restored. That sovereign power is a human capability too, but not one that everyone may freely exercise simply on that account. When invested in the state, that juridical power becomes a precondition for the flourishing of human capabilities. According to Nussbaum, that state must, of course, be one committed to universal values. As such it would not only secure the same rights for all its citizens, but also their ability to experience the emotions of love, grief, justified anger – and even their ability to “use the senses, to imagine, think, and reason – and to do these things in a ‘truly human’ way.” One difficulty here is that the secular state now becomes the definer of “the truly human,” and although Nussbaum attempts to distinguish between capability and functioning, assigning only the definition of the former to the state, it is not always possible to distinguish between them.

There are other well-known problems with this view that may be noted in passing. First, the ability to choose freely whether or not to exercise a capability sometimes encounters a contradiction: because certain choices are irrevocable, they themselves may constitute insurmountable obstacles to further choices (as an illiterate one cannot make an informed choice regarding literacy unless one has experienced it, but having become literate one cannot then change one’s mind). Second, it is a notorious fact that human capabilities – and the conditions in which they are realized – are subject to conflicting interpretations. When “human capabilities” are legally enshrined the business of interpreting them is the privilege of judicial authorities and technical experts, and politics proper is excluded. In brief, it becomes a matter of domination rather than negotiation.

Who - in a world of nation-states - has the authority to interpret and the power to promote the conditions that facilitate human rights, and "the human" they sustain? At a meeting two years ago the U.S. Trade Representative negotiating China's entry into the World Trade Organization causally observed in response to a journalist's question that "democratic political reform and greater adherence to human rights are certainly encouraged by an opening to the West and Western norms." What might these norms be when viewed as styles of life relating to specific kinds of subjectivity?

In a recent article on American global power, Ignacio Ramonet, chief editor of Le Monde Deiplomatique, recounts the scale of U.S. military, diplomatic, economic, and technological hegemony, and then goes on to ask why - given the liberal democratic ideology of equality and autonomy - there isn't more criticism of it? I quote his elegant answer in full:

"No doubt because US hegemony also embraces culture and ideology. It has long been the home of many fine, universally respected intellectuals and creative artists in every field, who are quite rightly admired by one and all. Its mastery extends to the symbolic level, lending it what Max Weber calls "charismatic domination". The US has taken control of the vocabulary, concepts and meaning of many fields. We have to formulate the problems it invents in the words it offers. [The article at Le Monde's website currently has the following sentence instead: "It obliges us to formulate problems of its own invention with the words it offers". Italics supplied by Asad. He also combined the paragraphs together.] It provides the codes to decipher enigmas it created in the first place. In fact, it has set up any number of research centres and think-tanks for this very purpose, employing thousands of analysts and experts. These eminent bodies produce reports on legal, social and economic issues with a perspective that supports the ideal of the free market, the world of business and the global economy. Their lavishly funded work attracts endless media attention and is broadcast the world over... Wielding the might of information and technology, the US thus establishes, with the passive complicity of the people it dominates, what may be seen as affable oppression or delightful despotism. And this is all the more effective as its control of the culture industries lets it capture our imagination. The US uses its admirable know-how to people our dreams with crowds of media heroes, Trojan horses despatched by their master to invade our brains. Only 1% of the films shown in the US are foreign productions, while Hollywood floods the world with its wares. And close behind come television series, cartoons, videos and comics, not to mention fashion, urban development and food. The faithful gather to worship the new icons in malls - temples raised to the glory of all forms of consumption. All over the world these centres of shopping fever promote the same way of life, in a whirl of logos, stars, songs, idols, brands, gadgets, posters and celebrations (like the extraordinary spread of Halloween in France). All this is accompanied by the seductive rhetoric of freedom of choice and consumer liberty, hammered home by obsessive, omnipresent advertising (annual advertising expenditure in the US exceeds $200bn) that has as much to do with symbols as with the goods themselves. Marketing has become so sophisticated that it aims to sell not just a brandname or social sign, but an identity. All based on the principle that having is being... The American empire has become a master of symbols and seduction. Offering unlimited leisure and endless distraction, its hypnotic charm enters our minds and instills ideas that were not ours. America no longer seeks our submission by force, but by incantation. It has no need to issue orders, for we have given our consent. No need for threats, as it bets on our thirst for pleasure."

I do not present this statement as decisive evidence of what is going on in the world. Its interest lies in the explanation it offers of how, by having "to formulate the problems [America] invents in the words [America] offers," global society adapts to a stronger, more modern language - in which the equal rights to pleasure can be articulated as America's project of secular redemption. [38] Ramonet's recognition that the desire to do as one pleases (to do what pleases one) evoked by marketing discourse is familiar enough - the normalization of consuming desires is a banal feature of contemporary capitalist society often noted by both supporters and critics. Familiar, too, is his suggestion that the human being assumed in modern market culture is an autonomous individual who seeks pleasure and avoids pain. For just as electoral democracy postulates the equivalence of citizens (each of whom counts as one and only one) within any given party, so market strategies assume the equivalence of buyers (each of whom counts as one) within any given niche. In both cases the choosing subject is a statistical object to be targeted, added to or separated from other individuals. It is this that explains the U.S. Trade Representative's claim that greater adherence to human rights is encouraged by the acquisition of "Western (that is, American) norms" in place of older ones, just as the opening up of free trade with the West and the blossoming of a market society will reinforce human rights.

My thought is not that this claim is arrogant, or otherwise morally tainted, but that it may be true. "Cultures" are indeed fragmented and interdependent, as critics never tire of reminding us. But cultures are also unequally displaced practices. Whether cultural displacement is a means of ensuring political domination or merely its effect, whether it is a necessary stage in the growth of universal humanity or an instance of cultural takeover, is not the point here. What I want to stress is that cultures may be conceived not only in visual terms ("clearly bounded," "interlaced," "fragmented," and so forth) but also in terms of the temporalities of power by which - rightly or wrongly - practices constituting particular forms of life are displaced, outlawed, and penalized, and by which conditions are created for the cultivation of different kinds of human. Resentment on the part of the weak about being treated cruelly by the powerful is generally a spontaneous human reaction, but learning to see certain practices as insupportable that were not previously viewed as such, and organizing social opposition to them, are steps in the reconstruction of the human.

In an interdependent modern world, "traditional cultures" do not spontaneously grow or develop into "modern cultures," People are pushed, seduced, coerced, or persuaded into trying to change themselves into something else, something that allows them to be redeemed. It may not be possible to stop this process; it may be a wonderful thing that the process takes place as it does because people really are redeemed through it. I do not argue for or against such directed changes here. I merely emphasize that they are not possible without the exercise of political power that often presents itself as a force for redeeming "humanity" from "traditional cultures." Or - and this comes down in the end to the same thing - as the force for reclaiming rights that belong inalienably to man in a state of nature.

In the seventeenth century, so John Pocock proposed, the self was beginning to be seen as contingent. The anxiety that that provoked was the context in which Locke's political appeal to natural rights acquired added plausibility. Legal discourses for defining the person gain added weight. In an essay on flexible capitalism at the close of the twentieth century, Richard Sennett has argued that the highly unstable conditions of work in America are making a coherent narrative of the self - and therefore realization of "character" - increasingly difficult. It is possible (although this is not Sennett's argument) that this new stage in the growing anxiety about the private self is not unconnected to the increasing insistence on the redemptive quality of human rights at a global level. When the secularist ideological order separating public politics from private belief is seen to crumble, the new terrain is occupied by a discourse of human rights taht can be taken as either sacred or profane. Canovan's appeal to myth to defend the liberal project of human rights (see Chapter 1), King's appeal to universal brotherhood and human dignity under God, the U.S. government's global project to free both belief and property, and Nussbaum's celebration of the capabilities of the sovereign human are all variations of this discourse."

(Talal Asad 2003: 148-155)

[31] "Martha Nussbaum cites "opportunities for sexual satisfaction" as an aspect of "Bodily Integrity," listed as one of the "central human functional capabilities" in her influential Women and Human Development: The Capabilities Approach, Cambridge: Cambridge University Press, 2000, p. 78. The assumption that "opportunities for sexual satisfaction" can be clearly identified and legally protected is intriguing".

[38] "But as the post-9/11 "war on terrorism" demonstrates, the United States does not simply seduce its opponents with pleasure. It is prepared to use devastating force. The war against Afghanistan was presented by the American media not only as the pursuit of terrorists but as as the liberation of Afghan women..."

Note: Please see the book for all footnotes.

May 17, 2010

Handala: 'keep that spirit of resistance alive'


A friend forwarded the following description with this image:

Naji al-Ali, the creator of the Handala cartoon, once wrote of his famous creation:

"His name is Handala and he has promised the people that he will remain true to himself. I drew him as a child who is not beautiful; his hair is like the hair of a hedgehog who uses his thorns as a weapon. Handala is not a fat, happy, relaxed, or pampered child. He is barefooted like the refugee camp children, and he is an icon that protects me from making mistakes. Even though he is rough, he smells of amber. His hands are clasped behind his back as a sign of rejection at a time when solutions are presented to us the American way."

62 years, but not many more insha'allah. Let's hope Handala can be retired very soon!

Apr 22, 2010

Bringing Islam to Our Campuses

Bringing Islam to Our Campuses
Ali A., IslamicInsights, April 19, 2010
Source

Allow me to start with a few inter-related questions. What is the first thing that comes to your mind when you hear the word "Shia"? Is it a specific color? Is it a certain "Shia" practice, or tradition, or occasion? Is it some experience you had while growing up? Is it a picture of some iconic "Shia" figure, or some symbol? Perhaps, it may be something totally different. Now, think about what comes to your mind when you hear the word "Muslim"? Is it the same color? How is this image similar or different from the one you have for "Shia"? Similarly, think about the words "Jewish", "Hindu", and "Buddhist".

These questions are meant to draw your attention to a basic anthropological observation. The more visible and ritualistic aspects of a religious tradition – symbols, celebrations, practices, people – usually become the medium through which most followers develop their understanding of the religion itself. These aspects may also become the primary markers of identity for the followers themselves and in the eyes of the outsiders. Traditions, practices, and other outer aspects are a very useful medium to convey deeper religious meanings and also to preserve them. They appeal to multiple levels of human faculties – physical, emotional, rational, spiritual. The problem occurs – and speaking from an Islamic perspective and focusing only on Islam here – when in the minds of the followers the visible and ritualistic aspects become all what Islam is supposed to be, and the followers do not realize their deeper meanings and social implications. Islam, in other words, becomes merely ritualistic or superficial.

A Self-Transformative Approach

The ritualistic Islam is just one among many other kinds of Islam-s out there. Whatever the kind of Islam we understand and practice is what we will bring to our on-campus activism. However, our understandings may or may not be in line with the true essence of Islam. That uncertainty alone is enough reason to warrant, in the first step of any outreach efforts, a careful reconsideration of our Islamic understanding. That brings me to a major point of this piece. Our outreach efforts should be oriented toward a sincere and constant reevaluation and development of our Islamic understanding, and through that process we should define the kind of outreach projects and activities we want to do as organizations or movements.

That reevaluation cannot happen simply by listening to monologues; that further development of Islamic understanding cannot happen if we just think about 'educating others'. They require a different approach, in particular, a discursive space for self-reflective, critical, and constructive engagement. That is what we first need to build within our organizations. Without a constant reevaluation of our Islamic understanding, the choices we make about activities, speakers, and outreach strategies and content may all just reinforce our previously held beliefs.

Having such a discursive space would also allow us to evaluate our activities and strategies on a regular basis. For evaluating the effectiveness of any of our activities, a critical measure should be to see if the members themselves have learnt from that experience. This is a critical element of, what is named here as, the Self-Transformative Approach. Promoting awareness of Islam should not be like teaching physics. I may or may not believe in Quantum Mechanics or String Theory, but I can still teach them in my classes. Islam should not be treated that way. Islam, as I have understood so far, is about "believing" and "doing" and their inseparable connection, but more than that it is a way of "being". It is a journey of self-transformation. Our outreach efforts should also be part of that journey, but they should not become the end in themselves.

Organizing outreach activities – congregational prayers, Du'a Kumail on Thursdays, tabling for promoting Islamic awareness, lecture events, etc. – in themselves cannot be the criterion of our effectiveness and success. Instead, what we gain from those experiences – in terms of increasing our spirituality and social awareness – is how we should evaluate their impact, along with other indicators. (As I write these words, I should ask myself: how does this activity relate to my own journey?) I strongly believe that as we do Islamic outreach with this approach, or method, transforming ourselves and building an environment of sincere learning and activism, we will inevitably impact others around us.

Expanding Our Horizons

A critical factor in this self-transformative approach is the scope of the perspective with which we understand Islam and do Islamic activism. I may lead a discussion on Hajj where I may just focus on the DOs and DONOTs of specific rituals and the places to visit in Mecca and Medina, or I may also delve into the deeper meanings of each and every ritual obligation of Hajj, from declaring the Niyyat (intention) and Tawaf (circumambulation) of Kaaba to the mandatory stay in Arafat and Sacrifice. Similarly, I may read Du'a Kumail and its translation every Thursday evening with friends, yet not reflect on its meaning or relevance. Or, I may also ponder over that one beautiful point toward the end of Du'a Kumail, asking God to turn all of my activities, during day and night, into a constant remembrance of God, and based on that standard define and evaluate my activities, values, career choices, and goals of life. When I organize a food drive, I may just satisfy myself by feeding the poor. Or, I may also take the next step and realize that Islam's socially conscious teachings demand that I ask why the poor is poor and what could be done about various forms of economic and social exploitations which lie at the roots of widespread hunger and poverty. All these examples are meant to elaborate the same point: our perspectives or levels of understanding of Islam have a direct impact on the scope of our activities; hence, the need for constant re-evaluation and expansion of our horizons.

For that reason, it is absolutely essential that we educate ourselves in scholarly literature on religious and contemporary issues. And, just knowing them is not enough. We also need to see what principles and inspirations we can derive from them that could guide our activities. In short, we need to develop an informed perspective (or perspectives) for all of our activities. The "Save Darfur" movement provides a useful illustration, and warning, in this regard. Without doubt tragic injustices occurred in Sudan and needed our immediate attention. A large number of ordinary participants across North America supported the "Save Darfur" movement out of their genuine concerns, humanitarian and religious, but they did not know that the organizers of the movement were intentionally pushing their hideous agenda behind this cause. Mahmood Mamdani of Columbia University has documented the politics of that agenda in detail in his book Saviors and Survivors. In short, as Alan Kuperman summarized in his op-ed in the New York Times (May 31, 2006), instead of helping the cause, the "Save Darfur" movement actually "poured fuel on the fire". It is unfortunate that, still unaware of the organizers' agenda, a majority of ordinary participants continue to support that movement.

An informed understanding of issues and surrounding politics, therefore, is absolutely essential for all activities and causes that we take up on our campuses. In order to build that informed perspective, I emphasize again the need to develop a discursive space for critical dialogue among ourselves and also with scholars – from campus and outside – where we can define and evaluate our principles, strategies, alternatives, and short and long term goals. More examples of issues about which we need to observe similar care include the efforts to promote a positive image of Islam in Euro-American societies, defending pro-justice causes like that of supporting the Palestine cause, talking about gender issues, and presenting various moral and philosophical positions in the name of Islam.

It is quite natural to have doubts and unresolved questions during the college years. Students come across a range of conflicting ideas and questions in their classes, particularly those in social sciences and humanities. Those ideas directly impact their thoughts, outlooks, values, identities, lifestyles, and goals of life. It is very important that our gatherings provide a positive environment to engage those doubts and questions and use those occasions as opportunities for sharing and learning knowledge. Such gatherings, similarly, can help participants reevaluate their culturally constructed ideas of taste, desire, beauty, identity, and aspirations in life, all of which also impact their understanding and practice of Islam.

For example, the discussions and other activities may draw their attention to individual consumer choices and their connection to exploitation of people, cultures, and environment in their own country and other parts of the world. Such activities may also help them to realize the connection between, for example, "perfect body" images in their favorite Disney movies, TV shows, teen magazines, and advertisements and teen's low self-esteem and materialistic attitudes, and, also, how these adverse effects could be countered by re-defining our standards of beauty and adopting simplicity and modesty. The activities may also examine the distorted histories that are taught in classrooms, in different on-campus events, and promoted through celebrations and holidays like Columbus Day, and their connection to reinforcing racism and historical injustices. I feel that such discussions would inevitably have a self-transformative effect on all participants, including the organizers, broadening their understanding of what Islam is about and also its relevance to society. Islamic Insights contains a range of excellent topics and material to engage with in our campus activities. See also an excellent list of discussion topics compiled by SIA Chai-Chats.

We should also encourage our members and participants to gain necessary skills, knowledge, and experiences to advance their understanding, such as, learning relevant languages, studying Islamic and contemporary thought and history from multiple perspectives, and traveling abroad to explore different cultures and meet peoples.

Toward Building A Movement

Any on-campus organization, movement, or community that seeks to promote Islamic awareness cannot be built by just a one-day event or a few events each year. That community has to be developed through regular interactions and purposeful activities among organizers, members, and general participants. The regular activities can give them a sense of belonging, a conducive environment for spiritual and intellectual nourishment, a consistent impetus for social activism and striving for self-improvement, and life-long fraternity and learning opportunity through sustained communication and activism after graduation. We need people who are not only highly educated in different fields but who also have informed perspectives, sincere concerns, and positive identities, in short, those who are on the journey of transforming their "beings". In that process, they will inevitably influence the professional areas and communities that they will join after graduation. Promoting these qualities should be one of the major tasks of our on-campus Islamic activism, and as I have argued in this piece, building that discursive space with a friendly and constructive culture can do a lot of service in this regard.

Based on the above discussion, I hope we can see that doing Islamic activism should not be treated like joining just any other cultural or social organization on campus. Islamic activism demands a constant self-evaluation. Any attempt to change our surrounding has to start from within ourselves; the personal is directly connected to the social. And, our activism should be guided by an informed understanding of Islam and contemporary issues.

A practical concern emerges when we try to establish that conducive culture in our organizations: Start with changing hearts or disciplining actions based on Islamic teachings? A frequent issue that comes up in this debate is that of Hijab. Should we have Hijab as a requirement of membership and participation in our activities; at official forums should we allow members who dress modestly but do not cover themselves in formal Hijab to represent the Islamic cause of our organization; about a policy that asks, as the minimal requirement, not formal Hijab but just adherence to "modesty" (for both males and females), what may be its impact on the overall culture and direction of the organization? I cannot get into the details of this particular issue and the broader debate here, but if I may briefly share my perspective, the two directions do not need to be contradictory or mutually exclusive, and the emphasis on one direction or another can vary with contexts. In the university environment and in many other settings, however, I am inclined to approach Islamic activism with an emphasis on the first direction, not as an instrumental choice or strategy but as an appropriate approach to encourage individual perspective-building and meaningful self-transformation. I take this position with the realization that the outcome of this method may not always turn out to be what I consider is the best action or policy. This last point is further elaborated in the following section.

An Ethics of Engagement

Please consider this discussion as only a prologue, an opening of the discussion on this important topic. I do not directly address the related challenges here. Challenges like how to handle ideological and political differences, how to balance theory and practice in our activities, how to reconcile multiplicity of perspectives and the need for unity in actions, how to engage with non-member Muslims and non-Muslims on campus, how to work with other organizations for common causes without compromising our principles, how to build coordination with other Islamic organizations in different universities, and so on. I must admit that these are difficult questions. But at the same time I believe that these challenges should not undermine the objective need and importance of having that self-reflective, discursive space in our organizations.

Toward addressing some of those challenges it may help if instead of unpacking and confronting each and every challenge through rational discourse we start by reflecting on the method, or the ethics of engagement, for building the said discursive space. The method proposed here is oriented in a form of practice – not just rational dialogue – guided by the core teachings of Islam. It is to embark on the journey of self-transformation and in that process tackle those challenges with humility, sincerity, willingness to learn and share, and putting into practice what we learn and believe. There are risks involved in this attempt too. Among other things, this ethics of engagement would be seen as advancing a particular perspective, at the expense of others and excluding those who do not necessarily subscribe to its standards; this ethics is also a perspective after all. That is a valid question, and one of the challenges for any attempt to theorize our activism.

In engaging with that challenge, I would submit that the propositions presented in this article – or proposal – are meant less as a perspective with specified utopian ends or destination and more as a perspective that tries to outline a process of discovery through self-transformation. These propositions are based on a few principles, or (pre)requisites, which I believe are at the core of Islam, and they are what I propose as that ethics of engagement. Let me explicitly outline those principles so you can evaluate them in your discussions and through practice. The first is spirituality; the second is developing a critical social consciousness and striving for social justice and other humanitarian causes; and the third involves attitudes of sincerity, humility, devotion to learning, and willingness to sacrifice.

As I understand, all of these principles have strong rational and spiritual basis. The first is a universal goal in the teachings of all Abrahamic religious traditions, and, arguably, could be found in other prominent religions too, and may even appeal to those who consider themselves 'spiritual but not religious'. Perhaps the most direct statement of this goal in the Islamic tradition could be found in Sura Ash-Shams (Qur'an 91: 1-10). To purify and develop our "beings" and rise above the 'material' in the quest of limitless transcendental realities is a very common realization and pursuit among sages and saints all throughout history. Spirituality also has deep implications for our "worldly" lives and our assessment of social problems, and for the same reason, it should be part of a perspective for social change – as in adopting spirituality as a lifestyle emphasizing simplicity and modesty to resist hyper-consumerism and materialism. The second principle also has deep resonance in the essential teachings of many major religions. Furthermore, it is a shared principle among many pro-justice, environmental, and humanitarian movements – basically, among all those who, irrespective of their religious or non-religious affiliations, are concerned about miserable conditions of humanity today and realize that there are structural and cultural causes responsible for these miseries. The third principle should be self-evident from the teachings of many major religions and from experience. (The comparisons here are meant to point out the wider applicability and universality of these principles and not to advocate a philosophy of religious pluralism that hinges on moral and cultural relativism. I think that much should be obvious from the very nature of the above principles and the overall discussion in this article.)

If we could all agree upon this minimum standard, as the common denominator, and build from there the culture of our organizations and the scope of our activities, I believe we could address many problems and challenges that we face in our activism. One of the outcome of this (usually gradual) process of transformation of "beings", or consciousness, is that it would align our individual predispositions with each other. The logic of our working together would then transcend from the bond of "agreement on particular issues" or "agree to disagree" to the much stronger bond of sharing common goals and principles and supporting each other in our respective journeys, with humility and sincerity. At the same time, we should not expect that this creative process or practice will always result in a unanimously agreed upon perspective or policy on specific issues.

I hope that the points presented in this proposal contribute to theorizing the method and direction of our on-campus Islamic activisms, from defining and evaluating our strategies and activities to making alliances with other organizations for common causes. The discussed approach and their underlying principles favor a discursive and self-transformative process to encourage meaningful perspective-building and activism, and at the same time, they acknowledge the need for some ground rules and boundaries, in order to address, if in part, the problems of endless arguments, lack of direction, and doing activism without understanding. I hope student activists find this proposal helpful toward building meaningful Islamic movements on university campuses and beyond.

Feb 19, 2010

The Real Cost of the Olympics

This demands a genuine reconsideration of how we view the Olympics. Nothing wrong with sports and games per se, but we should demand higher moral and socially-conscious standards for how they are organized anywhere.

What is wrong with the Olympics?
http://olympicresistance.net/content/what-wrong-olympics-0

The Olympics are not about the human spirit and have little to do with athletic excellence. They are a multi-billion dollar industry backed by real estate, construction, hotel, tourism and media corporations, and powerful elites working hand in hand with government officials and the International Olympic Committee (IOC). While public pressure is unlikely to stop the 2010 Games from occupying Vancouver, critical resistance is needed to expose deceptions about the Games’ impact and purposes, voice our dissent to the world, and strengthen social movement solidarity.

Occupation of Stolen Native Land: The vast majority of B.C. is unceded Native land, unlawfully occupied by B.C. and Canada. By Canadian law, Native title exists unless yielded by treaty and little of B.C. is covered, even by flawed treaties. Neglect of First Nations’ social, environmental, and political rights by a state that benefits from Aboriginal resources is a serious political crisis ignored by Canada and the Games.

“Security” and Eroding Civil Liberties: Increasing political repression and security build-ups accompany modern Games. Estimates for Vancouver of at least 16,500 Canadian military, border guards, private security, VPD, RCMP, and CSIS agents (plus foreign security) are unrealistically low: the Sydney Games had 35,000 police and security (4 cops per athlete) with 4,000 troops and commando units and the Athens Games had 70,000 police, security, and military forces. There will be at least 40 km of crowd-control fencing, video surveillance, and airport-style security zones around the city, including on public property. The monitoring and intimidation of political opposition has already begun. Vancouver City Council has followed the IOC requests to create an environment free of protest by enhancing bylaws to restrict posters, signs, leaflets, marches, noise-makers, and any possible “disturbance” to Olympic entertainment. Many elements can become permanent (such as public video monitoring, new security bodies and policing rules, and the criminalization of protest) and security costs are up to $1 billion.

Environmental Destruction and Waste: The 2010 Games will be one of the most ecologically damaging in history, featuring clear cuts, mountain blasting, road construction (and expansion of traffic), gravel mining (damage to fish stocks), massive amounts of steel, plastics, cement, wood, etc., threats to animal populations, unnecessary luxury buildings, and expanded infrastructure (with accelerated approvals) for mining, logging, oil and gas exploration, ski resorts, and tourism. Approximately 100,000 trees have been cut down for Olympic development.

Corporatization: The Games are entirely commercialized, with pro athletes, exclusive corporate sponsors, and crony deals for development, construction, and media companies. Image control is crucial and all outdoor advertising in Vancouver has been sold to the Games and their sponsors for weeks around the Games. The anthem lyrics “with glowing hearts” and words like “friend” have become trademarks related to the Olympics. Games regularly benefit and are sponsored by companies with poor human rights and environmental records, like Nike, Shell, McDonald’s, Coca-Cola, Petro-Canada, Dow, Teck Cominco, TransCanada, and arms makers GE and GM.

Damage to Communities: Racial profiling and lock-downs of ethnic communities are common for the Games (black neighbourhoods in L.A. and Atlanta, Muslims in Athens, etc.). More tourists increase abuses in the sex trade. Host cities routinely criminalise the poor or homeless and socially cleanse their cities (Vancouver relocated the homeless out of sight for Expo 86 and Atlanta did the same for its Games). The Vancouver Police crackdown on visible poverty has led to hundreds of tickets for panhandling, jaywalking, second-hand sales on the streets, and sleeping in parks. The sacrifice of housing, social services, and environmental and labour laws also hurt the poor, homeless, women, minorities, Natives, and workers. Since the 1980s, Games and their construction have displaced over 2 million people.

Honouring Exploitation: Despite Olympic claims, Games occur in places that violate “international standards” (Nazi Germany in 1936, more than 300 students massacred in Mexico prior to the 1968 Games, political oppression in China during the 2008 Games, etc.). Games are used to rally for nationalist causes, impose social control, and attract corporate investment, more than to celebrate “pure sport.” Past presidents of the corrupt IOC (including colonialists, Nazi sympathisers, and officials of fascist states) have used the Games to suppress dissent and serve their political and economic interests. Like the WTO, FTAA, G8, and APEC, the Games will use public funds to honour leaders from repressive regimes.

Lack of Affordable Housing: During a housing crisis, single-room-occupancies (cheap hotels) and affordable rentals are torn-down or converted to high-priced housing while the City lends money to build Olympic condos. Promises of affordable and social housing and shelter spaces are rarely met by host cities and Vancouver has already admitted that commitments will not be met. In fact, since the bid in 2003, we have lost over 850 low-income housing units and homelessness has tripled. Salt Lake City Games planned for 2500 units of affordable housing and created only 150; prior to Sydney’s Games, tenant evictions increased 400%; and Calgary failed to build any of its pledged social housing.

Public Costs and Debt: The $6 billion cost of Vancouver’s Games keeps increasing with cost overruns and hidden transfers. Host cities take on huge debts: Montreal’s 1976 Games were only paid off in 2002; Calgary had a $910 million debt; Barcelona a $1.4 billion debt; Sydney a $2.3 billion debt; etc. Claims of long-term economic benefits have been proven false in previous Games. The Olympics are an expensive 17-day corporate circus (during an economic crisis) that will cost us all for years to come.

Feb 1, 2010

On History and Historiography

For sometime I wanted to list down articles and books related to the themes that I am interested in. Basically, a bibliography with titles that I have found useful or that I have read good reviews about and want to read soon. It's going to be a list of personal favorites, not a comprehensive list on the subject.

I start with Philosophy of History and Historiography in this post.

First, a quick note on how I distinguish the two. The philosophy of history, as it is understand here, is an attempt to find patterns and causes in social and historical changes. Historiography is about ways of writing history. It's about interrogating the research methodologies and social perspectives that inform selection of data, focus on certain historical agents (and not others), and questions that a historian/historical-sociologist pursues. The two - Philosophy of History and Historiography - are analytically separate enterprises, but closely related.

So, for example, Ibn Khaldun starts his "The Muqaddimah" with a critical appraisal of the history-writing of his time and proposes to present his own method, which he claims was based on ilm al-'Umran (Science of Population or Civilization). He outlines that science in 'The Muqaddimah' (the 'Prologue' to his Grand History, written in multiple volumes). The science was informed by his realistic and careful reading of history (realistic in terms of trying to find objective causes in history). He identified tribes and tribal solidarities as the core principle of social organization of his time and as a primary agent of historical change. His narrative focused on tribal groups to explain the rise and fall of dynasties.

The below list is in no ranked order:

"Trends of History in Qur'an" by Muhammad Baqir Sadr (Book, Online)

"The Muqaddimah" by Ibn Khaldun (Book, Online)

"On the Sociology of Islam" by Ali Shariati (Book, Citation)

"Social and Historical Change" by Murtaza Mutahhari (Book, Citation. Many parts are available Online. See "Man and Universe", Chapter V - "Society and History")

"On the Plight of the Oppressed People" by Ali Shariati (Article/Speech, Online)

"Marxism and other Western Fallacies" by Ali Shariati (Book, Citation)

"What is History?" by E. H. Carr (Book, Citation)

"Orientalism" by Edward Said (Book, Citation)

"Silencing the Past" by Michel-Rolph Trouillot (Book, Citation)

"Event, Metaphor, Memory: Chauri Chaura, 1922-1992" by Shahid Amin (Book, Citation)

"The Holocaust industry: Reflections on the Exploitation of Jewish Suffering" by Norman G. Finkelstein (Book, Citation)

"Remembering partition: violence, nationalism, and history in India" by Gyan Pandey (Book, Citation)

"Provincializing Europe: Postcolonial Thought and Historical Difference" by Dipesh Chakrabarty (Book, Citation)

"The Nation and Its Fragments: Colonial and Postcolonial Histories" by Partha Chatterjee (Book, Citation)

"Futures Past: On the Semantics of Historical Time" by Reinhart Koselleck (Book, Citation)

Historical Metaphors and Mythical Realities" by Marshall David Sahlins (Book, Citation)

"The Protestant Ethic and the Spirit of Capitalism" by Max Weber (Book, Citation)

"Discipline & Punish: The Birth of the Prison" by Michel Foucault (Book, Citation)

"Vision and Method in Historical Sociology" By Theda Skocpol (Book, Citation)

"Big Structures, Large Processes, Huge Comparisons" by Charles Tilly (Book, Citation)

"Logics of History: Social Theory and Social Transformation" by William Hamilton Sewell (Book, Citation)