Blog Archives
France and the Burqa: citizenship as a tool of prescriptive feminism
Source: eurasiareview.com
An interesting new paper recently published in Gender, Place & Culture: A Journal of Feminist Geography, discusses the impact of the 2011 campaign, carried out by the French government, to publicize and promote the law banning the full veil from public spaces. The paper goes on to discuss how this campaign used specific norms of female dress in order to establish a certain understanding of French citizenship, which in turn only served to further alienate young Muslim women in France.
In 2007 President Sarkozy pledged to ‘protect’ women from oppression. He led a nationwide consultation and political campaign centred on gender and nationalism to publicise and promote the law banning the full veil from public spaces. This brought forward tensions with Islam and raised questions about the exclusionary nature of French citizenship. In 2011 an act was passed prohibiting the concealment of the face in public spaces; the burqa ban. A new article by Claire Hancock in Gender, Place and Culture studies the implications for gender, race, religion and citizenship in France. Can a veiled woman be truly French?
#MissionDawah: DAWAH MISSION CAMDEN TOWN (VIDEO)
Our Mission: To fulfill the vision of the Prophet peace be upon him of Islam entering into every home. Mission Dawah aims to establish a “mass movement” in dawah through training and mobilising a network of duaat across the world to convey the message of Islam.
Nigeria: Muslim progress requires scientific education also
By: Daud Abdul Fattah Batchelor
Source: http://muslimvillage.com
The infamous Boko Haram sect erupted on the world stage in 2009 with their aim to establish an Islamic State. Since their subsequent radicalisation resulting from harsh treatment at the hands of State security forces, they degenerated into harassing innocent civilians, especially school children. Boko Haram’s approach is aligned with certain influential opinion-makers in the Nigerian Muslim states who teach that receiving a modern education is evil and forbidden as the popular name of ‘Boko Haram’ implies. Such education is derisively dismissed as “western education” – synonymous with Christian missionaries and British colonialism. Demonisers of such education are often supervisors of traditional “Qur’anic schools”, which follow a restricted non-contemporary syllabus. These are however, still the mainstay of the education system in the twelve northern ‘Shariah-states’. A strong state-driven modern education system is essential, but a state program, which commenced in the 1970s flounded when oil prices fell abruptly. In the northeast and northwest Muslim zones, 50% of children do not attend formal schooling compared with 20% in southern Nigeria. Consequently, large segments of Muslims cannot participate effectively in Nigeria’s development.
Canada: Imams condemn ISIS
Source: http://www.canadiancouncilofimams.com
(TORONTO – August 22, 2014) The Canadian Council of Imams (CCI) today reiterates its past declarations condemning violent extremism and underscoring Canadian Muslims’ commitment to the safety and security of Canada, such as the CCI’s August 2010 declaration.
With respect to the CCI’s position on the so-called Islamic State of Iraq and Sham (ISIS), we declare the following:
Destruction of Masjids in Gaza will not destroy Islam
As reports grow about the wanton destruction of property and the loss of innocent life, the Houses of Allah and their inhabitants are witness. May Almighty Allah help us to rebuild the masjids in Palestine, Burma, Syria, Central Africa, etc with a spirit of strength and determination to resist evil and establish righteousness throughout the earth! Here is an example of that spirit that still lives among Muslims. (Where is it and what does it mean to you?)
Differences of opinion should help us establish the truth and find the path rather than create discord which hinders the learning process.
Differences of opinion should help us establish the truth and find the path rather than create discord which hinders the learning process.
Las diferencias de opinión deberían ayudarnos a establecer la verdad y encontrar el camino en lugar de crear discordia que dificulta el proceso de aprendizaje.
Verschillen van mening zou ons moeten helpen de waarheid te achterhalen en vind de weg in plaats van creëren onenigheid die het leerproces belemmert.
Les différences d’opinion devraient nous aider à établir la vérité et de trouver le chemin plutôt que de créer la discorde qui entrave le processus d’apprentissage.
Meinungsverschiedenheiten sollten uns helfen, die Wahrheit und den Weg finden, anstatt sie Zwietracht, die den Lernprozess behindert.
Yìjiàn de fēnqí yīnggāi bāngzhù wǒmen chá míng zhēnxiàng, zhǎodào lùjìng, ér bùshì zhìzào bù zǔ’ài xuéxí de guòchéng.
Meningsskiljaktigheter bör hjälpa oss att fastställa sanningen och hitta vägen snarare än att skapa osämja som hindrar inlärningsprocessen.
Raznoglasiya dolzhny pomoch’ nam ustanovit’ istinu i nayti put’ , a ne sozdavat’ dissonans , kotoryy tormozit protsess obucheniya.
Görüş ayrılıkları bize gerçeği kurmaya yardımcı ve yolunu bulmak yerine öğrenme sürecini engelleyen nifak oluşturmanız gerekir.
Le differenze di opinione dovrebbero aiutare a stabilire la verità e trovare la strada piuttosto che creare discordia che ostacola il processo di apprendimento.
Perbedaan pendapat harus membantu kami membangun kebenaran dan menemukan jalan daripada menciptakan perselisihan yang menghambat proses pembelajaran.
PASS THE KNOWLEDGE (LIGHT & LIFE) 