scholarly journals American Policy torwards Minorities in the Arab World: A Case Study

2016 ◽  
Vol 6 (2) ◽  
pp. 49
Author(s):  
Abdelsalam Njadat ◽  
Ahmad Aref Al- Kafarneh

Minorities subject is one of the ignored subjects in the Arab world and is surrounded with a great deal of conservation accompanied with clear efforts to minimize or spell any existing type of this problem where states in the Arab world are still based on tribal and regional basis, which resulted in the interest and care in minorities subject and the foreign intervention and the immersion of most minorities in resistance movements against margination and annulation with the aim of being recognized as partners in the country.Minorities in the Arab world can be divided into the following types([1]).(1)             Non Arabic linguistics Minorities: Groups that don't use Arabic language as mother language in their daily transactions such as leurds, Armans, Arams, Serian, Turkmans, Shakas, Jews, Nigro, Nobions and Baraberian Tribes.(2)             Non Muslim religion Minorities: Consisting of Christians Jews and other religion groups such as yazeedis, paganism, to taling for (20) million persons.(3)             Non sounnitti Islamic groups; imami shiat (lthnay A shriah), Zaydis, ismailis, Durs, Alawyeen, and Abathyah khawarej.(4)             Non Arabic and Non Muslim Minorities: those minorities that differ from Arab world habitants in terms of language, religion, and descent such as Migros and paganism minorities in the south of Sudan.Minorities represent one of the most important problems threatening state's national and regional unit, which opens the door for foreign intervention in the state national affairs, politically, economically, or military which will result in threatening internal stability.Given that united nations in it, current shape represent power relations distribution in the modern global order (system), these powers might Kurds those declaration issued by UN calling for the respect of human and minority rights to intervene in those countries internal affairs under various names such as humanistic intervention given the political and international usage towards human rights issues to control resistant or outlaw countries and the titles of human rights.The united states as a unipolar, started recently, adopting minorities and human rights issues as part of political requirements, that determine its foreign policy towards this countries or that, according to the way it deals with its minorities. But the proven thing is that the American intervention in minorities affairs has political objectives including its countries policies to be in accordance with American political requirements, and this intervention takes many various linds including military intervention in those countries in which USA has supreme interests and once these interests are secured, withdraw and left those minorities alone([2]).[1]  sa'edeldin, Ibrahim, Reflections on minorities Question, Cairo, Ibn – khaldon center, (1992), pp. 73 – 132.[2]  sa'edeldin, Ibrahim, AL-milal walnahal walarag minorities concerns in the Arab world, Cairo, Ibn khaldun centre, 1994, pp, 740 – 749.

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Muhammad Zaenuri

AbstractThis paper aims to explain ta’rib which is a term from Arabic linguistics. In addition, this paper will also explain how the implications of learning about learning Arabic for non-Arabic learners. Ta'rib is the absorption of new words and terms from non-Arabic languages to Arabic by changing their pronunciation to follow patterns and rules in Arabic. Ta'rib can be done in two ways, first forming a new term to replace foreign terms, the two using foreign languages with Arabic patterns that are in accordance with the stipulated conditions. The implication ta’rib of learning Arabic for learners from outside the Arab world includes 1) giving mufradatfusha before the mufradat ‘amiyyah; 2) emphasize students to use Arabic fusha; 3) emphasize students to look for a translation in the dictionary before absorbing it directly; 4) introducing examples of foreign vocabulary that do not have equivalents in Arabic; 5) explain the provisions that apply to the owner ta’rib before Arabic language learning takes place; 6) emphasizes on students to pay attention to the rules of writing Latin letters that do not have equivalents in Arabic.


2013 ◽  
Vol 20 (1) ◽  
pp. 109-114 ◽  
Author(s):  
Sara Fregonese

This special issue of Euro-commentaries tackles the question of what links unprecedented anti-regime uprisings in the MENA (Middle East and North Africa) region, with the largest protests in decades in several European cities. Beyond the specificities of individual cases, uprisings on both sides of the Mediterranean have highlighted strong and often violent collisions between resistance movements and state security. How are these collisions reshaping urban and political geographies in the Mediterranean? The papers presented here explore different aspects of the 2011 protests, and share the view that these are shaped by concerns for social justice, human rights and democracy, which are not a prerogative of the Arab world, but indicate instead more complex geographies.


2017 ◽  
Vol 8 (2) ◽  
pp. 31
Author(s):  
Amer A. Qobbaj

This study aims to identify and portray the main historical and civilizational features of the linguistic situation in Al-Maghreb and Al-Andalus, based on the Muqaddema of Ibn Khaldun (d. 808 A.H\1406 A.D), who was a witness to many of the scientific aspects of civilization in both countries, especially the Arabic language sciences, literature and arts, a large bulk of which, was transferred from the Islamic East and reached Al-Andalus and Al- Maghreb. Ibn Khaldun had divided sciences into two groups: sciences based on textual evidence and sciences based on cognitive reasoning. He considered the Arabic Language sciences within the textual sciences, linking their emergence and wide spread to two reasons: “Umran” (urbanism, culture and civilization), and continuity in the transmission of knowledge from one generation to another in major cities, especially before the destruction of Kairouan by Hilali tribes during the fifth century A.H./eleventh century AD, and before the fall of Cordoba by Spaniards during the seventh A.H century/thirteenth A.D century. Despite the fact that Ibn Khaldoun was pessimistic about the condition of learning and knowledge in his era, particularly the deteriorating condition of the Arabic language caused by the mixing of Arabs with non-Arabs, he mentioned in Muqaddimah many scholars who maintained and protected the Arabic language and spread it in Al-Maghreb and Al-Andalus through their published books in various areas of Arabic syntax, linguistics, semantics, and poetry. These books constituted and shaped the cultural, educational and Islamic identity. Much research has been done in the area of Arabic linguistics, mainly in Al-Maghreb and Al-Andalus, yet most of it did not analyze the contents of the Muqaddema which relate to Arabic language in these two areas. This study investigates the linguistic references in the Muqaddema about the Arabic language and shed some light on the features of the historical relationships between these two regions of the Western Islamic world, as well as the mutual interaction that accompanied the linguistic development there. 


Author(s):  
Ahmad Falah

<p>The concept of a child’s education, according to Ibn Khaldun<br />in his book Prolegomena can be grouped into several important part of<br />the concept and his thinking, ie on the basics of education, the division<br />of sciences, there is science and science naqliyah aqliyah, the basic<br />principles of Islamic education, educational purposes, methods, materials,<br />nature educators and students as well as a discussion of the teaching<br />of the Koran and Arabic for the countries of the Arab world and Africa<br />The purpose of education according to Ibn Khaldun is the religious and moral<br />education, Islamic education and the world’s attention to the interests of<br />religion, Islamic education prioritize aspects of expediency, Islamic education<br />to educate children to study not merely for science alone but for the provisions<br />that can be applied to the next life, Islamic education is concerned with<br />vocational education (vocational), art, carpentry in order to find work and<br />good luck.<br />Curriculum (material) according to Ibn Khaldun is material to the base rate<br />includes: Koran, joints religion, reading, writing, arithmetic, the basics of the<br />Arabic language, moral education, stories, syi’ir and ktrampilan, and material<br />to a high level (higher education) include religion and literatures, and sciences<br />that support the life eg foreign language.</p>


2020 ◽  
pp. 174619792097729
Author(s):  
Marlana Salmon-Letelier ◽  
S. Garnett Russell

Human rights education (HRE) is an emerging practice across formal and informal educational sectors worldwide. However, most literature and theory on HRE emphasize the importance of imparting knowledge about human rights. In this paper, we argue that increasing tolerance among students is a vital but understudied aspect of HRE. This paper is based on the results of a mixed methods longitudinal study conducted in three classrooms across two New York City public high schools. Our methods include a pre-/post- survey, classroom observations, and semi-structured individual and group interviews. The findings indicate that merely teaching about human rights issues is necessary but not sufficient to shift deeply embedded attitudes that contribute to the transformative nature of the human rights framework. We present tolerance as a necessary precursor to positive social change and sustainable human rights implementation.


Headline JORDAN: Amman will quietly reposition on rights issues


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