A Fundamental Fear: Eurocentrism and the Emergence of by Bobby S. Sayyid

By Bobby S. Sayyid

This can be a provocative account of the ways that Muslim identities have come to play an more and more political position in recent times. Theoretically cutting edge, it indicates how Islamic routine -- regardless of the big variety in their manifestations -- are most sensible understood as a continuation of political and cultural decolonization.The worry and anxiousness aroused through the so-called Islamic probability isn't really a delusion neither is it easily a end result of terrorism or fundamentalism. The emergence of Islamism signs the top of the uncontested concept that ‘West is best’. because the writer demonstrates, Islamism potential having to reconsider Western id and its position on the planet, having to come back to phrases with the concept the West is simply one other civilization between many.This research attracts upon the whole breadth of poststructuralist idea as a method of higher knowing Islamism. As such, it's important examining for all those people who are drawn to the Muslim global -- in either its country and diasporic kinds -- in addition to lecturers inquisitive about questions of ‘race’ and position in a poststructuralist context.

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Extra resources for A Fundamental Fear: Eurocentrism and the Emergence of Islamism (Postcolonial Encounters Series)

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A far more important function of the curriculum, especially the 'high status' or difficult subjects such as maths, foreign languages and physics, is to 'create failure', that is, to create in future workers the view that they are no good at head work or paperwork and are much better suited to working with their hands. If others have more power and earn more money, they are entitled to it because they 'have the brains'. And if some people are very rich indeed, their merits must be correspondingly astronomical.

Indeed, the workers' needs in this respect have, until recently at least, been very modest. A far more important function of the curriculum, especially the 'high status' or difficult subjects such as maths, foreign languages and physics, is to 'create failure', that is, to create in future workers the view that they are no good at head work or paperwork and are much better suited to working with their hands. If others have more power and earn more money, they are entitled to it because they 'have the brains'.

But if schools are found to be liberal and to encourage active participation and questioning, this too is held to be evidence for the theory. Such schools are either held to be engaged in some more subtle form of socialisation into acceptance of the status quo, or they are supposed to be part of the process by which the true nature of the situation is concealed. One may therefore quite properly ask what would count as evidence against the theory. The answer is that nothing would. Whatever was found to be the case would receive an interpretation that would favour rather than falsify the theory.

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