Peoples and Cultures of the Middle East

Fall 2002

 

TU-TH 11:15-12:40 . . . . .100 Heger Hall

Reading the Assignments

Class Attendance

Exams

Class Assignment Journal

Reflective Essay

Web Critique

Extra Credit Options

Purpose of Course

The purpose of this course is to introduce the student to the variety of cultural traditions within the Middle East. The focus will be on daily culture and the role of the ethnographer in studying people in the region. Case studies will focus on Iran, Sudan, Yemen, Egypt, and the Arab Gulf. Among the current issues to be covered are the Taliban, the Palestinians, the Lebanese civil war and the Gulf War. One of the major goals of the course is to foster an appreciation for the cultural diversity within the Middle East and counter common stereotypes of the popular media.

 

The course will consist of a mix of assigned readings, lectures, discussion and film. The professor will draw to a large extent on his anthropological fieldwork in Yemen, Egypt, and the Arab Gulf.

Required Course Texts 

• Bradburd, Daniel (1998) Being There: The Necessity of Fieldwork. Washington: Smithsonian Institution Press.

• Mahfouz, Naguib (1991) Midaq Alley. New York: Doubleday.

• Young, William C. (1996) The Rashaayda Bedouin. Case Studies in Cultural Anthropology. Fort Worth: Harcourt.

• ME Map: The Middle East: A Full Colour Educational Wall Poster. (2001)

• A106 Reader [This is available only at Sir Speedy (794-1234) at 2039 Hempstead Turnpike, across from Home Depot, east of campus.]

Course Schedule

9/3 Introduction to course

 

I. GENERALITIES

9/5 Picturing the Middle East

• slide presentation

 

9/10 What is the Middle East in the Middle of?

READ: ME Map (examine) and Mandaville (1977:2-5) in A106 Reader

 

9/12 Islam: The Background

READ: "Islam: An Introduction" (2002) [Handout from Professor] and Ahmed (1999:12-51) and El Fadl (2002) in A106 Reader

• CAJ #1. RECOGNIZING ISLAM

 

II. BEING THERE: ETHNOGRAPHY IN IRAN AND SUDAN

 

9/17 Among the Komachi Nomads

READ: Bradburd (1998:ix-x, xiii-xviii,1-72)

 

9/19 Traveling with the Komachi

READ: Bradburd (1998:73-171)

 

9/24 Camel Nomadism: The Middle East of the Past

READ: Young (1996: v-vii, 1-67) and Covington (1997) "The Nomadic Life Dries Up in Arabia" in A106 Reader

• CAJ #2. GETTING ACCUSTOMED TO THE KOMACHI.

 

9/26 The Rashaayda: Culture in Daily Life

READ: Young (1996:69-100)

 

10/1 Tribal Identity

READ: Young (1996:101-139)

• Geography Quiz (10 minutes maximum)

 

10/3 Marriage among the Berbers of North Africa

GO DIRECTLY TO MEDIA CENTER, 126 MONROE

• Film: Timghiriwin: Mass Marriage of Berbers

READ: Worley (1992) "Where All the Women Are Strong" (pp. 55-63) in A106 Reader

 

10/8 Gender and the Veil

READ: Nahle (1996) "Islam and Women's Human Rights" (pp. 45-48) and MacFarquhar (2002) in A106 Reader

 

10/10 Veiling in Egypt

GO DIRECTLY TO MEDIA CENTER, 126 MONROE

• Film: Oh Boys, Girls and the Veil (1995) [Arabic, with English subtitles]

READ: El Guindi (1999:129-145) "The Veil Becomes a Movement."

 

10/15 • Midterm Exam

 

 

III: YEMEN: A CASE STUDY

 

10/17 Yemen: An Introduction

READ: al-Sharki (1988:376-385) "An Unveiled Voice"and start Adra (1997) "Dance and Glance..." in A106 Reader

• slide presentation

 

10/22 Life in a Yemeni Village

• slide presentation

READ: finish Adra (1997)

 

10/24 Coffee and Qat: The Twin Stimulants of Yemen

READ: Lunde and Mandaville (1973:2-7) "Wine of Arabia" and Varisco (1986:1-16), "On the Meaning of Chewing" in Al06 Reader

• CAJ #3: "WELCOME TO A YEMENI VILLAGE"

 

10/29 Yemenite Jews

READ: Caspi (1985) Daughters of Yemen and Klein-Franke (1987:265-274) "The Jews of Yemen" in A 106 Reader

 

IV. EGYPT

 

10/31 "Cairo Station"

GO DIRECTLY TO MEDIA CENTER, 126 MONROE

• Film: Bab al-Hadid (Cairo Station) (1958) [Arabic, with English subtitles]

READ: Luxner (1989) "A Nobel for the Arab Nation" (pp. 14-16) in A106 Reader and start Mahfouz (1991)

 

11/5 Mahfouz: Midaq Alley

READ: finish Mahfouz (1991)

• CAJ #4: EXPLORING MIDAQ ALLEY

 

11/7 Umm Kulthum: A Voice Like Egypt

GO DIRECTLY TO MEDIA CENTER, 126 MONROE

• Film: Umm Kulthum: A Voice Like Egypt V-4199

READ: Armbrust (1998:413-442) "When the Lights Go Down…" and Doughty (1996:4-12) "Inside Cairo Megacity" in A106 Reader

 

V. EAST AND WEST

 

11/12 Western Stereotypes of the Orient

READ: Steet (2000:23-25, 32-77) and Simpson (1989) "Orientalist Travelers" (pp. 16-19) in A106 Reader

 

11/14 Arabs View Themselves

GO DIRECTLY TO MEDIA CENTER, 126 MONROE

Film: Halfaouine (1990)

READ: Catch up or read ahead...

 

VI. WAR AND SUFFERING

 

11/19 Iraq and the Gulf War

READ: Varisco (1991:606-619) "Pearls of the Gulf" and Kelly (1997) "Children of Iraq (1900-1997:3-7)" in A106 Reader

 

11/21 Tragedy of Lebanon

GO DIRECTLY TO MEDIA CENTER, 126 MONROE

Film: Suspended Dreams (1992) [Arabic film with English subtitles]

READ: Barrett (1989) "Lebanon's Past Century" and Makdisi (1990:35-49) "Beirut Fragments" in A106 Reader

 

11/26 The Palestinians

READ: Hiltermann (1993:364-376) "Abu Jamal: A Palestinian Urban Villager"and Swedenburg (pp. 69-76) in A106 Reader

• Last day to hand in Web Critique or Reflective Essay for professor's comments. This would be handed back on 12/3.

 

11/28 Thanksgiving. No class.

 

12/3 The Taliban, Jihad and Terrorism

READ: Edwards (2002:1-21, 290-308)

CAJ #5. EXPLAINING [AWAY] THE TALIBAN

 

VII. ENDNOTES

 

12/5 Folklore and Humor

READ: Douglas and Malti-Douglas (1994:1-26) and Varisco (1988:503-509) "Table Salt" in A106 Reader

 

12/10 Arabs in America

GO DIRECTLY TO MEDIA CENTER, 126 MONROE

Film: Tales from Arab Detroit (1995) V-3246

READ: Lumetta (1996:55,109) "Al-Fajr Newspaper Co-Founder...", Peterson (1988:21-27) "Brooklyn's Atlantic Avenue" and Samhan (2002:11,32) in A106 Reader

• Final date for handing in Web Critique.

 

12/13 • Final date for handing in Reflective Essay at 205E Davison (professor will be in office 9am-noon and 1-3 pm)

 

12/17 FINAL EXAM TAKEN IN HEGER 100 (1:30-3:30 pm)

 

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Course Requirements

a. Demonstration that the information is understood

b. Use of relevant and appropriate information and examples from the course

c. Critical analysis of key concepts and perspectives

d. Synthesis and reformulation in your own words

e. Clarity, completeness and coherence of response

A geography quiz worth 8 points will be given near the start of the course.

Exams cannot be made up without advance notice for a legitimate reason.

Each student is required to maintain a class journal for assignments related to assigned readings, film viewings and discussions in class. The student must hand in the journal assignment on the day due. These assignments should be typed, but I will accept hand-written copies if approved of in advance. Each assignment must be at least 500 words (ca. 2 pages) in length. The idea of the assignment is to show how you interact with the material you are reading or seeing. You must relate your ideas and opinions specifically to the assigned reading or topic.

 

The grading for this journal is "outcome based," which means that a particular assignment can be revised or expanded as necessary to meet the established criteria for full credit of 3 points per assignment, assuming it is handed in on time. I will, however, deduct 1 point for late CAJs. All assignments may be revised until the last official day (Dec 10) of class. The criteria are:

• a. Level of effort (appropriate length and degree to which you interact with the material)

• b. Appropriate and relevant examples from the course material

• c. Coherent argument and clear presentation of points

 

CAJ#1 (due 9/12) RECOGNIZING ISLAM. After reading the handout on "Islam: An Introduction" and the chapter by Akbar Ahmed (1999), discuss three new (or interesting) things you have learned about Islam. One should be about the faith or beliefs. One should be about the early history of Islam. The final point is up to you. Explain why learning these points is relevant or significant.

 

CAJ #2 (due 9/24) GETTING ACCUSTOMED TO THE KOMACHI. Dan Bradburd describes in detail what it was like for he and Ann to live with the Komachi nomads. Describe three relevant situations from his text in which there was a clash or major difference between their "American" values and traditional Komachi customs. One of these must be about hospitality, one about economics and the third can be about anything relevant.

 

CAJ#3 (due 10/24) WELCOME TO A YEMENI VILLAGE. Based on what you have read and seen about life in a Yemeni village, pretend you are a Yemeni villager and write a first-person narrative welcoming statement to an American student coming to visit you. In this narrative you should describe the economic life of your village and important social events (including dancing). Be sure to describe how you look and dress, so your visitor will be able to recognize you when he/she arrives.

 

CAJ#4. (due 11/5) EXPLORING MIDAQ ALLEY. Pick one of the characters in Mahfouz's Midaq Alley . Give a brief description of this character and what happens to her/him in the book. Explain how this character can be found in other societies, including your own. What does this character symbolize for you as a Western reader? What do you learn about "Egypt " by reading about this character? You may also bring in points from the film "Cairo Station".

 

CAJ# 5. (due 12/3) EXPLAINING [AWAY] THE TALIBAN. David Edwards writes about the historical factors that led to the rise of the Taliban in Afghanistan. What are three of the most important reasons he notes to explain how such a radically conservative group could come to power when it did?

 

Purpose: To use the class material in analysis and critique of stereotypes about people and cultures in the Middle East.

 

Guidelines:

1. Identify the major stereotypes discussed in the course material about traditional Middle Eastern people (e.g., Arabs, Bedouins or nomads, Muslims, Oriental Women). Use examples from National Geographic, as explained by Steet (in A106 Reader for 11/12), to briefly describe these stereotypes.

 

2. Find examples of these stereotypes in Hollywood films, television programs or news, newspaper reporting or op-ed columns, or magazines. You must view at least one Hollywood film from the list provided by the professor (or a film approved). I strongly recommend you look at two films. Relate what you find to the article by Jack Shaheen (2001:1-37), provided in the A106 Reader.

These films include:

Aladdin (1993) [Disney cartoon flick]

Ali Baba and the Forty Thieves (1944) [87 minutes; Maria Montez]

The Arab Conspiracy (1991?) [91 minutes; starring Sean Connery] -- I have a copy.

Arabian Nights (1942) [ 87 minutes; Maria Montez]

Arabian Nights [Directed by Pasolini; x-rated erotic fantasy take-off on tales of the Arabian Nights]

Babes in Bagdad (1952) [Striptease in the harem.]

Black Sunday (1977) [Not recommended before watching the Super Bowl.]

Blink of an Eye (1991) [Israel actors play Iraqis.]

Desert Warrior (1991?) [95 minutes, Mark Harmon; Bedouins and a governmental coup; "Rambo" in Arabia] -- I have a copy

Follow that Camel (1967) [Need I say more...]

Ishtar (1987) [A pathetic vehicle for aging actors.]

Jewel of the Nile (1985) [A virtual gold mine for stereotupes of Arabs and Islam.]

Operation Condor (1997) [Jackie Chan gets into the act.]

Road to Morocco (1942) [82 minutes; Bob Hope, Bing Crosby, Dorothy Lamour]

Rollover (1981) [with Jane Fonda before she found yoga and Ted Turner]

Rules of Engagement (2000) [Embassy terrorism in Yemen.]

The Siege (1998) [Terrorism flick]

Son of Ali Baba (1952) [85 minutes; Tony Curtis]

The Last Remake of Beau Geste (1977) [85 minutes; Marty Feldman, Ann Margret, Peter Ustinov, James Earl Jones; comedy]

Thief of Baghdad (1920s) [Douglas Fairbanks; silent Arabian Nights adventure]

True Lies (1994) [The title says it all.]

Wrong is Right (1982) [with Sean Connery]

Young Sherlock Holmes (1985) [Even Spielberg gets into the act.]

 

3. Critique the stereotypes with relevant information from the course material (especially the case studies of Iran, Sudan and Yemen). For the issues you choose, show how your own view has been influenced by information covered in the course. It is necessary to mention specific examples from the course and explain why you think the way you do about them. Your descriptive detail should only be to make a point and not for its own sake or as filler.

 

4. A half-page abstract (or summary) of your main point and argument. This must be labeled as an abstract and placed on a separate page at the start of your essay, since it is the first thing I will read. Write this after you finish your essay. The purpose of this abstract is to summarize your essay and should not include information not covered in the essay itself.

 

Grading: This essay is worth 18 points. The major criteria I will use to grade the essay are listed below. Each criterion is worth 2 points: 1 if your work is adequate and 2 if it is impressive.

 

a. demonstration that the information presented is understood

b. use of relevant and appropriate examples from the course

c. covers an adequate range of issues

d. ability to synthesize rather than merely repeat or describe

e. clarity and coherent explanation of points made

f. effective critique of stereotypes

g. presentation of indigenous perspectives

h. level of effort (including length and presence of abstract)

i. originality and creativity

 

Length: 7-8 pages or 1750-2000 words (typed, double-spaced)

 

Due Date:

(1) A detailed outline or draft of your essay may be handed in up until 11/26 for my comments without a grade.

(2) The final copy of your essay is due no later than Dec. 13 [Yes, folks, this is a Friday...]. I will be in my office (205E Davison) from 9 am-noon and 1-3 pm. after which I will beam up to the Enterprise and return to my home planet in the Romulan sector. Remember to attach the essay cover sheet handed out by the professor. This essay must be handed to me by hand. You may also hand it to me at the last class of the term. Late papers will have 3 points automatically taken off.

 

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6. WEB CRITIQUE. Each student will conduct a web search according to the guidelines given at the class website [http://people.hofstra.edu/faculty/daniel_m_varisco/106web.html]. If you need help using the web, please see the professor for assistance. This may be handed in at any time for comments without grade up until 11/26. It is due no later than 12/10, the last formal day of class. Please hand in a hard copy rather than sending a file via email.

 

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7. EXTRA CREDIT

Each student in the class has an opportunity to earn 6 extra-credit points. Attend the event or do the option and write up a 2 page discussion of what you got out of it and how it relates to the course material. I am not interested in descriptive information, but rather your reflections on what were the important points and how these relate to the class material and themes. All extra-credit assignments are due NO LATER THAN THE TIME OF THE FINAL EXAM.

 

OPTIONS:

o Study Guide for Exam #1 Concepts (see handout)

o Film from our library's collection of documentary films (not shown in class) listed at the class website or announced by the professor

o Visit to Arabic restaurant on Atlantic Avenue in Brooklyn

o Visit to Mosque

o Option you suggest and I approve in advance.

 

Grading

Grading in this course is based on a 100 point scale (although the student has the opportunity to earn 103 points in the course). In general, the "A" range will extend from 90-100, the "B" range from 80-89, the "C" range from 70-79, the D-range starting at 64. The point accumulation breaks down as follows:

ITEM . . . . . . . . . . . . . . . . . . . . . . . .TOTAL POINTS . . . . . . . . YOUR POINTS

Exam #1 . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Exam #2 . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Geography Quiz . . . . . . . . . . . . . . . . . . . . . 8

Class Assignment Journal (CAJ) . . . . . . . . 15

Reflective Essay . . . . . . . . . . . . . . . . . . . . 18

Web Critique . . . . . . . . . . . . . . . . . . . . . . . . 6

Extra Credit . . . . . . . . . . . . . . . . . . . . . . . . .6

TOTAL . . . . . . . . . . . . . . . . . . . . . . . . . . 106

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