In Religious Fundamentalism in the Middle East, Moaddel and Karabenick analyze fundamentalist beliefs and attitudes across nations (Egypt, Iran, Lebanon, and Saudi Arabia), faith (Christianity and Islam), and ethnicity (Azari-Turks, Kurds, and Persians among Iranians), using comparative survey data. For them, fundamentalism is not just a set of religious beliefs. It is rather a set of beliefs about and attitudes toward whatever religious beliefs one has. In this analysis, the authors show that fundamentalist beliefs and attitudes vary across national contexts and individual characteristics, and predict people's orientation toward the same set of historical issues that were the concerns of fundamentalist intellectual leaders and activists. The authors' analysis reveals a "cycle of spirituality" that reinforces the critical importance of taking historical and cultural contexts into consideration to understand the role of religious fundamentalism in contemporary Middle Eastern societies.
Commentators from Bill Cosby to Barack Obama have observed the phenomenon of black schoolchildren accusing studious classmates of "acting white." How did this contentious phrase, with roots in Jim Crow-era racial discord, become a part of the schoolyard lexicon, and what does it say about the state of racial identity in the American system of education?The answer, writes Stuart Buck in this frank and thoroughly researched book, lies in the complex history of desegregation. Although it arose from noble impulses and was to the overall benefit of the nation, racial desegegration was often implemented in a way that was devastating to black communities. It frequently destroyed black schools, reduced the numbers of black principals who could serve as role models, and made school a strange and uncomfortable environment for black children, a place many viewed as quintessentially "white."Drawing on research in education, history, and sociology as well as articles, interviews, and personal testimony, Buck reveals the unexpected result of desegregation and suggests practical solutions for making racial identification a positive force in the classroom.
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