Why Not Build The Mosque
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Why Not Build the Mosque?
Author: Dimitris Antoniou
language: en
Publisher: University of Pennsylvania Press
Release Date: 2025-02-11
An ethnography of a long-unbuilt mosque in Greece that explores government operations and contemporary democracy Why Not Build the Mosque? tells the story of the Greek state’s centuries-long attempt to build a central mosque. After the fall of Ottoman Empire, Greek Orthodoxy entwined with Greek nationalism, and by the twentieth century, the state came to imagine Islam as incompatible with a Greek-speaking Orthodox Christian identity. And so as late as 2020, the contemporary Greek state did not have a mosque, even as its Islamic population grew and increasingly required a place of worship. Focusing on the failed effort in the early 2000s to build a mosque in a suburb of Athens and on the subsequent, successful realization of the project in 2020, Dimitris Antoniou investigates the roles that the Orthodox Church, politicians concerned about the “political cost” of supporting a mosque, and the community played in the project’s delays, failures, and its bittersweet success. The mosque that was ultimately built in 2020 was itself a compromise, a modest building that failed to deliver on the dreamed-of and finally illusory building discussed in the 2000s. As Antoniou brings readers from under-the-radar home mosques to the offices of polling companies, politicians, and media corporations, he reveals that the years-long debate over if, how, and where to build a mosque wasa matter greater than religion or nationalism alone. Indeed, the story of the central mosque in Athens compellingly demonstrates how productive unrealized plans can be for some stakeholders—here politicians and members of media who built reputations on their support for or opposition to the unbuilt mosque—while leaving other stakeholders unable to move a project forward even when the will of the majority is with them. Ultimately, Why Not Build the Mosque? sheds light on what it takes for a government to make tangible changes—to infrastructure, in development, for a community—happen in contemporary democracies.
Behind the Postcolonial
In Behind the Postcolonial Abidin Kusno shows how colonial representations have been revived and rearticulated in postcolonial Indonesia. The book shows how architecture and urban space can be seen, both historically and theoretically, as representations of political and cultural tendencies that characterize an emerging as well as a declining social order. It addresses the complex interactions between public memories of the present and past, between images of global urban cultures and the concrete historical meanings of the local. It shows how one might write a political history of postcolonial architecture and urban space that recognizes the political cultures of the present without neglecting the importance of the colonial past. In the process, it poses serious questions for the analysis and understanding of postcolonial states.
Teaching the Tough Issues
Author: Jacqueline Darvin
language: en
Publisher: Teachers College Press
Release Date: 2015
Teaching the Tough Issues introduces a groundbreaking teaching method intended to help English, social studies, and humanities teachers address difficult or controversial topics in their secondary classrooms. Because these issues are rarely addressed in teacher preparation programs, few teachers feel confident facilitating conversations around culturally and politically sensitive issues in ways that honor their diverse students’ voices and lead to critical, transformative thinking. The author describes a four-step method to help teachers structure discussions and written assignments while concurrently assisting them in addressing Common Core State Standards. Designed to aid students in both developing their own viewpoints on contentious issues and in actively critiquing those of their teachers and peers, these practices will enhance any humanities curriculum. Book Features: Offers guidance for exploring difficult and/or controversial aspects of course content.Provides an excellent means of differentiating instruction and promoting critical literacy.Helps teachers to foster positive behavior and decision-making with their students.Enables students to improve their reading, writing, speaking, listening, and observation skills.Assists teachers in attaining the CCSS and other curricular mandates in their secondary humanities classrooms. “Darvin has provided us all with a powerful tool for guiding students as they explore their identity, unafraid to explore what it means to be human.” —From the Foreword by Douglas Fisher, professor of educational leadership, San Diego State University “Darvin takes on the big, important issues in adolescents’ lives that often go unaddressed in most classrooms. With an equal balance of sensitivity and directness, she exhorts teachers to name, deconstruct, and think curricularly about the cultural and political forces influencing and being influenced by today’s youth.” —William Brozo, professor of literacy, George Mason University, author of Wham! Teaching with Graphic Novels Across the Curriculum