At Birzeit University in the Israeli occupied West Bank, students and faculty are fundamentally remaking the dominant paradigm of Israel Studies as it has been configured in the United States with its proud “advocacy” mandate on behalf of the Israeli state. Birzeit’s program turns this paradigm inside out.
Over the past three years, striking and demonstrating teachers have mobilized against their new precarious status as contract-labor under government privatization reforms implemented in 2016. The teachers’ struggle is bound up in the broader fight by Moroccan unions against the government’s neoliberal reforms targeting the public sector as a whole. Whether these protests will renew the momentum of the 2011 February 20 movement will depend upon the government’s response and the ability of the protesters to sustain and broaden the scope of their mobilization.
Hasan bounces in his chair, pencil tapping against the table as he bends over the first page of a math exam. He hesitates, before stretching his hand frantically into the air as he waits for help from the program facilitator busy with one of the handful of other boys scattered across the classroom. Hasan is a student at one of over 90 Non-Formal Education Centers opened in Jordan by the education NGO Questscope in partnership with the Jordanian Ministry of Education, funded by a grant from UNICEF. The program, aimed at providing tenth-grade equivalency certificates for refugee and Jordanian children who have spent years without formal schooling, has witnessed a dramatic expansion since the start of the Syrian conflict in 2011.
In the past few years, pro-Israel groups have mounted an escalating and concerted effort to set the contours of scholarly debate about Israel on American campuses. This fall, two such organizations, the AMCHA Initiative and the Louis D. Brandeis Center for Human Rights Under Law, are lobbying Congress and the Department of Education to punish Middle East studies centers that present alternatives to staunchly pro-Israel viewpoints. The lobbying campaign demands that the Education Department stop federal funding to these centers under Title VI of the Higher Education Act or engage in intrusive oversight of the departments to assure the prevalence of viewpoints more sympathetic to Israeli government policies. The Higher Education Act is up for Congressional reauthorization this year.
More than 50 percent of Syrian refugees living in Lebanon are 17 or younger. Back home the great majority of them were in school. But youth who try to continue their education in Lebanon face social, economic and bureaucratic obstacles. The cost can be so steep that their parents may opt to keep them at home. There is a lengthy wait list to attend Lebanese public schools, which are soliciting outside donations to pay teachers and other staff for a second shift made up of refugee children.
“Here in Iran, Professor Wallerstein, you are a dangerous man.” So an adviser of President Hassan Rouhani counseled the 83-year old sociologist, and he was correct. It was March, and Immanuel Wallerstein had just arrived for a three-city lecture tour. It was as if the Islamic Republic had granted a visa to Elvis Presley.
Though the People’s Republic of China has extensive commercial ties in the Middle East, its three strategic partners in the region are Saudi Arabia, Iran and Turkey. It is not surprising, therefore, that the major Middle Eastern language programs in China today are Arabic, Persian and Turkish. The growth of Middle Eastern language and area studies in China has tracked with the changes in the political ties of the People’s Republic to the region.
As one of the political, commercial and intellectual centers of Asia, Japan at the turn of the twentieth century was an important arena for the intersection of ideas about modernism, nationalism and anti-colonial politics. Though Cairo, Istanbul and Mecca had long been the capitals of scholarship and cross-cultural interaction in the Islamic world, Meiji-era Japan was a site of key encounters between Muslims from China, South Asia, Central Asia and the Middle East. Drawn together by a common interest in Islamic revival and nation building that transcended linguistic and cultural differences, these activists established various Muslim organizations in Japan and saw Islam as a way to unify Asian peoples.
The educated middle class that played an influential role in electing Hassan Rouhani to the Iranian presidency in June 2013 is anxious to see his promises of “prudence and hope” fulfilled. One area that Rouhani’s administration is expected to reform is higher education, which was targeted for political and intellectual purges under the hardline conservative administrations of Mahmoud Ahmadinejad.
One of the many plot lines lost in the summertime discussions of a US strike on Syria is the pace of refugee movement out of the country. As it stands, the refugee crisis is overwhelming and likely to stay that way. Another external military intervention would further accelerate the mass flight and exacerbate what is already a humanitarian emergency.
On August 6, with the new academic year approaching, the government-backed Mehr News Agency in Iran posted a bulletin that 36 universities in the country had excluded women from 77 fields of study. The reported restrictions aroused something of an international uproar.
When primary school students in the major Berber-speaking regions of Morocco returned to class in September 2004, for the first time ever they were required to study Berber (Tamazight) language. The mandatory language classes in the Rif, the Middle Atlas, the High Atlas and the Sous Valley represent the first significant policy change implemented by the Royal Institute of the Amazigh [Berber] Culture, a government body established by King Mohammed VI on October 17, 2001, following through on a promise made in July of that year on the second anniversary of his ascension to the Moroccan throne.
An ideological campaign to reshape the academic study of the Middle East in the United States has begun to bear fruit on Capitol Hill. In late 2003, the House of Representatives passed legislation which would, for the first time, mandate that university-based Middle East studies centers “foster debate on American foreign policy from diverse perspectives” if they receive federal funding under Title VI of the Higher Education Act. The new legislation, which the Senate could consider in 2004, came after conservative allegations about abuse of Title VI funding by “extreme” and “one-sided” critics of US foreign policy supposedly ensconced at area studies centers across the country.
It is no exaggeration to say that Bernard Lewis is the most influential writer on Middle Eastern history and politics in the United States today. Not only has he authored more than two dozen books on the Middle East, he trained large numbers of two subsequent generations of historians of the region. Lewis is a public figure of the first order, publishing widely read articles on Middle Eastern politics. He is perhaps the only scholar of the Middle East to be well-known outside the field — most academics would be hard pressed to name another historian of the Middle East or the Islamic world, excepting colleagues at their own university. This is ironic, since, as we will see, his interpretation of Islamic history is essentialist and ahistorical. Furthermore, Lewis is greatly respected in US policymaking circles. His opinions on policy matters have been sought by governments run by both major American political parties, and by all reports have been especially heeded by the administration of George W. Bush. An August 29 op-ed by Lewis in the Wall Street Journal concisely states positions which are articles of faith for the Bush administration’s neo-conservatives — notably that the problems of post-war Iraq are caused by anti-American fascist or Islamist forces seeking to defeat Western Christendom, and that the Westernized former banker Ahmad Chalabi and his Iraqi National Congress are the best candidates to govern a stable Iraq in the future.
In the past two decades, there has been growing interest in the study of women and gender issues in the Middle East, reflected in the greater number of books, journal articles, dissertations and conference panels devoted to such topics.  As a result, many scholars in Middle East studies have come to view the study of women and gender in the Middle East as a field in and of itself.  Elizabeth Fernea’s 1986 presidential address to the Middle East Studies Association (MESA) is considered a milestone in the evolution of Middle East women’s studies as a distinct field of inquiry.