study 'Asia' and how it influences regional perspectives. 2. Explore why Arabs are interested in the Iranian Revolution and what it means for the Middle East. 3. Understand how Arabs see Japan and what factors shape their perception of the country.
EDUC 213 – MUSLIM EDUCATIONAL NEEDS
Activity:
What do you think are the main factors in which
Middle Eastern perceptions of 'Asia' have influenced regional policies or cultural exchanges?
EDUC 213 – MUSLIM EDUCATIONAL NEEDS
Institutions And Research On ‘Asia’ • Until recently, research conducted by Middle Eastern scholars and their interest in studying overseas have been tainted by their consciousness of the North-South dimension, be it Europe or the United States.
• The institutionalization of research programs for the
Middle East is very much tied to North-South dynamics, whereby funding is largely dependent on either American or European aid or bilateral regional interaction.
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Institutions And Research On ‘Asia’ • The weak structural institutions and research bodies that are subject to either authoritarian state control or private funding seem to be one reason why research in the field of Southeast Asian area studies is suffering in the Middle East.
• If there has been no institutional backing that has led to the
enhancement of Southeast Asian `area studies` in the Middle East, this does not mean that there is no indigenous production of knowledge by Third World intellectuals on other regions, or more precisely, about the Third World.
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Institutions And Research On ‘Asia’ • In fact, area studies should draw attention towards South-South longue durée interactions between the Middle East and `Asia`.
• Equally, post-colonialism and the national
liberation movements did stimulate a Third World internationalism that is well portrayed in Middle Eastern press coverage. EDUC 213 – MUSLIM EDUCATIONAL NEEDS Institutions And Research On ‘Asia’ • However, when we speak of Southeast Asian area studies today in the Middle East, the weakness and discontinuity of institutional support, the strong legacy of authoritarianism, the growing interference of governments in the management of science, and the crisis in higher educational national systems are significant problems. • The Arab Emirates and Jordan are two other centers in the Middle East that have developed a gaze towards Asia.
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Institutions And Research On ‘Asia’ • The term `Southeast Asia` is, in fact, hardly ever used by Middle Eastern scholars.
• Egyptians have most probably inherited and
perpetuated an orientalist legacy about Asia, which would encompass Iran, central Asia, the whole of the Indian subcontinent, the Southeast, Japan, and China. EDUC 213 – MUSLIM EDUCATIONAL NEEDS Institutions And Research On ‘Asia’ • In other words, anything eastwards of the Middle East, non-Arabic speaking, and located in the Asian landmass is considered to be `Asia`.
• The Arabs perpetuate similar notions about Asia
and the Far East as Europeans did for the `Orient` as a blurred category.
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Institutions And Research On ‘Asia’ • If we look at the indigenous production of North African scholars in their gaze towards the other regions of the Middle East, very little indeed could be recorded. • Certainly, for the majority of Middle Eastern and Middle Eastern research institutes and universities, the world of Asia and Southeast Asia are still terra incognita. EDUC 213 – MUSLIM EDUCATIONAL NEEDS Institutions And Research On ‘Asia’ • One wonders if it is even worth talking about Middle East area studies in Southeast Asia.
• During colonial times, it was possible to trace
specific networks thanks to international communism, which disseminated information about liberation movements in different parts of the world. EDUC 213 – MUSLIM EDUCATIONAL NEEDS Institutions And Research On ‘Asia’ • During the post-colonial era, Afro-Asiatism and the non-alignment movement were prominent ideologies that triggered an interest in development models and liberation movements in Africa and Asia.
• Egypt created in the 1960s the Afro-Asian Peoples
Solidarity Organization. EDUC 213 – MUSLIM EDUCATIONAL NEEDS Afro Asian People's Solidarity Organization in the late 1970s Institutions And Research On ‘Asia’ • The Centre for Political and Strategic Studies in Cairo published an essay by Ahmed Taha Mohammed on Egypt and South-South cooperation.
• Today, the Afro-Asian People's Solidarity Organization
launched a series of dialogues with Japanese and Chinese scholars, resulting in exchanges of scholars and sojourns of Egyptians to China and Japan.
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Institutions And Research On ‘Asia’ • The Middle East witnessed the creation of various centers of African studies in Rabat, Cairo, and Khartoum. • With the economic take-off in the 1970s and 1980s, `Asia` for the Arab World, in particular Japan, China, and Southeast Asia, started to gain prominence as an example of non-Western models of development.
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Interest In The Iranian Revolution • The works of Ayatollah Khomeini and Ali Shariati were first disseminated in Egypt by the Sorbonne- trained philosopher, Hasan Hanafi. • Inspired by the Iranian revolution, Hanafi attempted to promote the idea of an Islamic left (al- yassar al-islami) in which Islam would play a progressive role similar to the theology of the liberation movement in Latin America. EDUC 213 – MUSLIM EDUCATIONAL NEEDS Interest In The Iranian Revolution • Hanafi published the first issue of Left Islam, al- yassar al-islami, in 1981, in which he introduced the ideas of the Iranian ideologue, Ali Shari`ati.
• In the same issue, he wrote an article on Muslims
in Asia, which is interesting in terms of how the regions are perceived.
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Interest In The Iranian Revolution • For Hanafi, the term `Asian Muslims` encompasses an area starting from Iran, central Asia, Afghanistan, the former Soviet Union, India, Pakistan, Indonesia, Malaysia, the Philippines, and of course Turkey.
• In 1979, Ibrahim al-Dessouqi Shetta, a professor of
Oriental languages at Cairo University, published one of the first works on the Iranian revolution in Arabic, which traced the roots of the revolution.
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Interest In The Iranian Revolution
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Interest In The Iranian Revolution • Al-Dessouqui Shetta`s innovative perspective lies in the fact that he relied extensively on Persian sources and was among the first scholars to translate the Shari`ati text, “The Construction of the Revolutionary Self," into the Arabic language. • Equally, the Egyptian reporter Fahmy Huwaydi published a book on the Iranian revolution, which he named “The Iranian Revolution from the Inside” (1987, 1991, Cairo al-Ahram). EDUC 213 – MUSLIM EDUCATIONAL NEEDS Interest In The Iranian Revolution • In the 1970s, Huwaydi, who was a reporter for al- `Arabi magazine in Kuwait, was given a chance through pro-Khomeini Iranians in exile to travel to Iran six times between 1979 and 1986.
• Huwaydi has earned the reputation of having
established extended networks with several Islamic movements ranging from Iran to Malaysia, Indonesia, and central Asia. EDUC 213 – MUSLIM EDUCATIONAL NEEDS Interest In The Iranian Revolution • The well-travelled journalist Hasanayn Haykal, who is considered one of the major ideologues of the Nasser regime, published in 1982 a book titled The Canons of the Ayatollah, a work that appeared first in the UK in the English language and was later translated into Arabic. • He has also published in Arabic a collection of articles that he wrote for Japanese newspapers, which appeared simultaneously in the Los Angeles Times. EDUC 213 – MUSLIM EDUCATIONAL NEEDS Interest In The Iranian Revolution
• The Centre for Strategic Studies has issued a new
publication titled `Persian Selections`.
• The selections consist of interesting political and
strategic analysis of Iranian and regional politics.
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Japan Imagined • With the advent of colonialism and the foundation of modern nation-states in the Middle East, Japan attracted special attention among late nineteenth- century Arab reformists.
• Why was Japan successful but not the Muslim
nations?
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Japan Imagined • Japan is thus used as a mirror for Arab intellectuals to critically review various aspects of Arab culture and Muslim nations.
• It is no coincidence that the Egyptian intellectual
Rifa`a al-Tahtawi (1801–1873) is repeatedly compared to Japanese reformists.
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Japan Imagined • Nitobe Inazo, the writer of the Bushido, while the Egyptian historian Ra´uf Abbas compared him to Fukuzawa Yukishi (1835–1901).
• Third, it is important to highlight the significance
of Egyptian travel accounts to Japan.
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Bushido: The Soul of Japan Japan Imagined • Alain Roussillon has looked into two of the first Egyptian travel accounts.
• The first is by Prince Mohammed Ali Pasha, the
son of Khedive Abbas Helmi II, who travelled as a tourist to Japan in 1910, starting from Moscow.
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Japan Imagined • Roussillon reads these accounts as raising issues of identity, reformism, strangeness, and fascination for Japanese culture, nature, and landscapes. • Prince Mohammed Ali Pasha lamented the fact that despite the high level of civilization that Japan had reached, the Japanese remained unrefined when they dealt with foreigners. EDUC 213 – MUSLIM EDUCATIONAL NEEDS Japan Imagined • The Egyptian prince still displays his preference for Europe, its commodities, and its distractions compared to the `far away` Japanese exoticism. • Finally, it is important to highlight the historical comparative studies of Egypt and Japan, in which the values of enlightenment, progress, and education were introduced by pioneer intellectuals. EDUC 213 – MUSLIM EDUCATIONAL NEEDS Thank you!