Wisam Kh Abdul-Jabbar
Dados Biográficos
| ID | 1164166 |
|---|---|
| NOME | Wisam Kh Abdul-Jabbar |
| PRENOMES | Wisam Kh |
| SOBRENOME | Abdul-Jabbar |
| ASSINATURA | ABDUL-JABBAR W K |
| AFILIAÇÕES | Hamad bin Khalifa University |
| ORCID | 0000-0001-8771-8645 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 30 |
| TOTAL DE CITAÇÕES | 9 |
| TOTAL COMO AUTOR | 30 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2013 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
Jadal as praxis in intercultural communication education
This article addresses the invisibility and underrepresentation of alternative pedagogies in secondary education. It considers the concept of Jadal, Arabic for debate, argumentation, or disputation, as a form of praxis in intercultural education. It argues that Jadal can be introduced as a non-Western instructional strategy that complements the existing dominant practices, such as the Socratic method. This paper aims to articulate Jadal not merel…
On the Art of Ta’wil
While intercultural and interfaith dialogue in education is often framed in terms of tolerance, mutual understanding, active listening, and coexistence, these approaches often remain pedagogically underdeveloped. They do not sufficiently address the interpretive processes through which individuals negotiate meaning across cultural and religious differences. This article explores Ta’wil (تأويل) as a pedagogical hermeneutic for intercultural and in…
Al-Mufawadah as the pedagogy of negotiation
This article introduces Al-Mufawadah – an Arabic term for negotiation – as a culturally responsive model for conflict resolution in higher education. The term is rooted in the verb fawwada, meaning to delegate or share authority. By presenting Al-Mufawadah, the article challenges hegemonic and epistemic dominance. Educators can improve students’ understanding of negotiation practices grounded in cultural contexts as a pedagogical strategy. Incorp…
The ethics of disagreement (adab al-ikhtilaf)
Post-authorship and AI-Assisted Writing
The art of Naqd
This article explores Naqd, critique in Arabic thought, emphasizing its significance for teacher training in the Arab Gulf countries. Naqd, a practice grounded in Arabic intellectual tradition, has almost slipped into obscurity due to the overwhelming influence of the Westernization of higher education. The article responds by re-examining Naqd’s historical and conceptual origins and relevance to contemporary pedagogy. It addresses the urgent nee…
Integrating Islamic thought as intercultural praxis into secondary schools curriculum in Canada
As the battle continues over what to teach and which writers and ideas should be included in Canada’s English Language Arts secondary school curriculum, this article examines how to infuse the ELA curriculum in Canada with culturally relevant praxis and lexicon for Muslim high school students. The aim is not to confine Muslim education to storytelling, a fictionalisation of religion, or a theme-based integration of sociohistorical narratives. Ins…
Al-Kindi on the Anthropocene Curriculum
Teaching Interculturally in Qatar
Western media criticized Qatar for hosting the 2022 FIFA World Cup, depicting the country as unwelcoming and socially conservative. Conversely, the Qatar-based Al Jazeera channel presented a different picture of the nation as intercultural and faithful to its Arab-Islamic identity. Drawing on Khalil Rinnawi’s concept of McArabism, this chapter examines how Al Jazeera’s program fawqa al-Sulṭah (Beyond Authority), particularly Episode 312 aired on …
Towards a ‘study at home’ education in the Arab Gulf region
Drawing on the works of Deleuze and Guattari, which describe the constituent behaviour of cultural assemblages, this article argues that deterritorialization marks the twentieth-century Gulf educational landscape, which problematized Arab Gulf identity. What followed is characterized by what Gilles Deleuze describes as reterritorialization, specifically the proliferation of American and western institutions in the Arab Gulf countries. This articl…
Integrating Intercultural Philosophy into the High School Curriculum
This article explores the pedagogical aspects of intercultural philosophy and identifies instructional strategies for Islamic school curricula in diaspora. It combines Western teaching methods peculiar to deliberative pedagogy with the Islamic notion of Tadabbur, Arabic for 'to deliberate' and 'carefully consider' the outcomes. It aims to provide insights into implementing intercultural philosophy as pedagogy and highlights examples of its applic…
Sustaining Qatari heritage as intercultural competencies
This study explores critical challenges for global citizenship education (GCE) in Qatar. This study contributes to Global Citizenship Education (GCE) studies in the Gulf Cooperation Council (GCC) region. It reimagines cultural practices as pedagogical strategies to reorient students into global awareness and intercultural views, as stated in the Sustainable Development Goals (SDGs). In effect, the study draws attention to the pivotal role of educ…
A Derridean approach to Qatar’s paradox of hospitality
Qatar has been heavily critiqued for its alleged inability to be hospitable to fans and tourists from different cultural, gender, and religious backgrounds (Todman, 2022). It has been damagingly portrayed as an “unwelcoming and closed conservative country” (Al-Ansari & Zahirovic, 2021: 203). This article examines Qatar’s paradoxical positioning of hospitality. It draws on the Derridean notion of hospitality to conceptualize the Qatari cultural an…
Medieval Muslim Philosophers and Intercultural Communication
Diasporicity and intercultural dialectics in Muslim education
Drawing on fiqh al-aqalliyyat (the Muslim jurisprudence of diasporic minorities), this article introduces a Muslim minorities curriculum and negotiates the notion of diasporicity as a process that signifies a community’s readiness to respond to its own cultural, religious and literacy practices. More specifically, first, I propose a Muslim minorities curriculum (Minhaj Al-Aqalliyyat) that is informed by diasporicity and fiqh al-aqalliyyat. Second…
Al-Kindi on education
This article presents Al-Kindi as the first Arab intercultural curriculum theorizer, rather than the first Arab philosopher as is often argued. He envisioned an intercultural and interdisciplinary curriculum within the Arabic intellectual tradition. This article proposes Al-Kindism as a conceptual framework for education that revisits interdisciplinary and intercultural possibilities geared toward conflict resolution and synthesis. It also explor…
Foucauldian parrhesia and Avicennean contingency in Muslim education
This study examines the Foucauldian notion of “parrhesia” within the context of curricular practices through a renewal of scholarly interest in Islamic metaphysics as represented by the Avicennean modalities of reality: necessity, contingency, and possibility. It explores the role of contingency in advancing educational practices that generate inclusive dissemination of knowledge that captures the language of Tajdeed (legitimate renovation) in Is…
Towards Intercultural Dialogue, Synthesis, and Pluralism
This study challenges present-day dualisms and divisions, which are reflected in socio-political and intercultural dialogue. The aim of this study is to connect the philosophical discourse of the ninth-century House of Wisdom to modern conceptions of Islam by extending the dialogical rhetoric of that discourse. This study revisits the House of Wisdom, first, to invoke an inclusive, intercultural Islamic tradition that negates the circumscription …
Habermas, Cultural Hegemony, and the Educational Public Sphere
This study explores Habermas’s work in terms of the relevance of his theory of the public sphere to the politics and poetics of the Arab oral tradition and its pedagogical practices. In what ways and forms does Arab heritage inform a public sphere of resistance or dissent? How does Habermas’s notion of the public space help or hinder a better understanding of the Arab oral tradition within the sociopolitical and educational landscape of the Arabi…
Teaching the blog
In Reading and Teaching the Postcolonial, Cameron McCarthy and Greg Dimitriadis 2001) discuss recent developments that have transformed our understanding of culture and education, “brought about by
Deconstructing Arab Masculinity in Diana Abu-Jaber's Crescent (2003)
This study focuses on the deconstruction of dominant perceptions of Arab masculinity, particularly with respect to Hans, the exiled Iraqi protagonist of Diana Abu-Jaber's 2003 novel Crescent . Employing the concept of the unheimlich as it intersects with the Iraqi Al-Futuwwa movement, this article explores the ways in which the condition of being exiled strips the protagonist of his masculine ideals that are often associated with nationalism and …
Baghdad college and the geopolitics of desire
By exploring the hegemonic implications of the Jesuits’ presence in Iraq, this paper examines the geopolitics of desire and cultural dominance that schools may exercise as a representation of institutional power. The Jesuit endeavour in Iraq, including the formation of Baghdad College in the 1930s, is often romanticized and popularized as a true civilizing mission. Baghdad College is often treated as a fetishized commodity that needs to be de-rom…
Colonel Aureliano Buendia between irony, apocalypse and mythology
Employing Julie Sanders' theoretical frame, which sets a clear-cut distinction between adaptation and appropriation, this paper argues that Gabriel García Márquez's One Hundred Years of Solitude, as represented by the idiosyncratic pursuits of the character of Colonial Aureliano Buendia, appropriates the Narcissus myth. The proposed appropriation of the Narcissus myth invokes the myth of grounding, which ultimately situates the novel in an apocal…
Lacanian Selfhood, Parental Figures, and Trauma in Zainab Salbi’s Between Two Worlds
This article explores Zainab Salbi’s autobiography, Between Two Worlds (2005), using a Lacanian analysis. The Lacanian reading of the early Mirror Stage of ego formation can be extended to better understand Salbi’s narration of her childhood and how this world of anticipation is crushed by a Symbolic world that comes to be dominated by Saddam Hussein and the traumatic eruptions of the Real. The article suggests that by introducing the figure of t…
The internalized vermin of exile in Montréal
This article argues that the protagonist in Hage’s Cockroach (2008) introjects the vermin as a representation of internalized antagonism. As the unnamed narrator struggles in an inhospitable city, he internalizes this unflinching feeling of estrangement through introjection. This process reveals how the loss of home entails the state of a vagabond who resists normalization and seeks the unruly life of the underground. The way the city of Montréal…
The internalized vermin of exile in Montréal
This article argues that the protagonist in Hage’s Cockroach (2008) introjects the vermin as a representation of internalized antagonism. As the unnamed narrator struggles in an inhospitable city, he internalizes this unflinching feeling of estrangement through introjection. This process reveals how the loss of home entails the state of a vagabond who resists normalization and seeks the unruly life of the underground. The way the city of Montréal…
Riverbend's blogosphere
This paper explores how Riverbend's blog/book Baghdad burning resonates with representations of Bhabha's conceptualization of the Other through the concept of mimicry which disrupts colonial discourse. Riverbend, the pseudonym of the blogger of Baghdad burning launched 17 August 2003, generates two representations of mimicry. The first is the new Iraqi governing members who, ‘hand-picked by Bremer’, represent how mimicry slips into mockery. To Ri…
Sustaining Qatari heritage as intercultural competencies
This study explores critical challenges for global citizenship education (GCE) in Qatar. This study contributes to Global Citizenship Education (GCE) studies in the Gulf Cooperation Council (GCC) region. It reimagines cultural practices as pedagogical strategies to reorient students into global awareness and intercultural views, as stated in the Sustainable Development Goals (SDGs). In effect, the study draws attention to the pivotal role of educ…
Al-Kindi on education
This article presents Al-Kindi as the first Arab intercultural curriculum theorizer, rather than the first Arab philosopher as is often argued. He envisioned an intercultural and interdisciplinary curriculum within the Arabic intellectual tradition. This article proposes Al-Kindism as a conceptual framework for education that revisits interdisciplinary and intercultural possibilities geared toward conflict resolution and synthesis. It also explor…
Foucauldian parrhesia and Avicennean contingency in Muslim education
This study examines the Foucauldian notion of “parrhesia” within the context of curricular practices through a renewal of scholarly interest in Islamic metaphysics as represented by the Avicennean modalities of reality: necessity, contingency, and possibility. It explores the role of contingency in advancing educational practices that generate inclusive dissemination of knowledge that captures the language of Tajdeed (legitimate renovation) in Is…
Baghdad college and the geopolitics of desire
By exploring the hegemonic implications of the Jesuits’ presence in Iraq, this paper examines the geopolitics of desire and cultural dominance that schools may exercise as a representation of institutional power. The Jesuit endeavour in Iraq, including the formation of Baghdad College in the 1930s, is often romanticized and popularized as a true civilizing mission. Baghdad College is often treated as a fetishized commodity that needs to be de-rom…
The Question of Foreignness in Mohja Kahf's E-mails from Scheherazad
This paper examines foreignness in Mohja Kahf's poetry volume, E-mails from Scheherazad (2003), as a celebratory commodity rather than a literary trope to resist Arab women representations or to accentuate exilic voices. Drawing on Julie Kristeva's conceptualization of foreignness as internal personae and not a projection of an external locus of identity, this paper explores how the speakers in some of Kahf's poems view foreignness as festive rat…
Riverbend's blogosphere
This paper explores how Riverbend's blog/book Baghdad burning resonates with representations of Bhabha's conceptualization of the Other through the concept of mimicry which disrupts colonial discourse. Riverbend, the pseudonym of the blogger of Baghdad burning launched 17 August 2003, generates two representations of mimicry. The first is the new Iraqi governing members who, ‘hand-picked by Bremer’, represent how mimicry slips into mockery. To Ri…
Internalized Arab diasporic identity
This article explores how the notion of double-consciousness peculiar to the African dispersion is not distant from the condition of most Arabs in diaspora. Arguably, it is similarly creolized as a syncretic product of continuous historical, cultural and linguistic processes, and is correspondingly an immediate consequence of the advent of the colonized world. Although connections with the Arab ties, whether emotional or cultural, vary largely, t…
Fictionalizing Hospitality in Ahdaf Soueif's Short Story ‘Knowing’
Drawing on Derrida's double conceptualization of the ‘la question de l’étranger’, which he utilizes to unpack the notion of hospitality, this paper explores the question of foreignness in Ahdaf Soueif's short story ‘Knowing’, from her collection I Think of You: Stories (2007). Jacques Derrida uses the interrogative mode to examine the diasporic situation by looking at ‘the question of the foreigner’, which ‘is a question of the foreigner, address…
The Question of Foreignness in Mohja Kahf's E-mails from Scheherazad
This paper examines foreignness in Mohja Kahf's poetry volume, E-mails from Scheherazad (2003), as a celebratory commodity rather than a literary trope to resist Arab women representations or to accentuate exilic voices. Drawing on Julie Kristeva's conceptualization of foreignness as internal personae and not a projection of an external locus of identity, this paper explores how the speakers in some of Kahf's poems view foreignness as festive rat…
Lacanian Selfhood, Parental Figures, and Trauma in Zainab Salbi’s Between Two Worlds
This article explores Zainab Salbi’s autobiography, Between Two Worlds (2005), using a Lacanian analysis. The Lacanian reading of the early Mirror Stage of ego formation can be extended to better understand Salbi’s narration of her childhood and how this world of anticipation is crushed by a Symbolic world that comes to be dominated by Saddam Hussein and the traumatic eruptions of the Real. The article suggests that by introducing the figure of t…
The internalized vermin of exile in Montréal
This article argues that the protagonist in Hage’s Cockroach (2008) introjects the vermin as a representation of internalized antagonism. As the unnamed narrator struggles in an inhospitable city, he internalizes this unflinching feeling of estrangement through introjection. This process reveals how the loss of home entails the state of a vagabond who resists normalization and seeks the unruly life of the underground. The way the city of Montréal…
Towards a minor cinema
In his description of modern political cinema, Gilles Deleuze touches rather briefly on Youssif Chahine's Alexandria Why? (1979) as he explains how it subscribes to minor cinema. He ascribes to Chahine's film the quality of a ‘compositional mode’, which Deleuze categorises as the third characteristic of minor cinema. The aim of this paper is, therefore, not only to elaborate on the Deleuzian view discussed in his book Cinema 2: The Time-Image (19…
Baghdad college and the geopolitics of desire
By exploring the hegemonic implications of the Jesuits’ presence in Iraq, this paper examines the geopolitics of desire and cultural dominance that schools may exercise as a representation of institutional power. The Jesuit endeavour in Iraq, including the formation of Baghdad College in the 1930s, is often romanticized and popularized as a true civilizing mission. Baghdad College is often treated as a fetishized commodity that needs to be de-rom…
Colonel Aureliano Buendia between irony, apocalypse and mythology
Employing Julie Sanders' theoretical frame, which sets a clear-cut distinction between adaptation and appropriation, this paper argues that Gabriel García Márquez's One Hundred Years of Solitude, as represented by the idiosyncratic pursuits of the character of Colonial Aureliano Buendia, appropriates the Narcissus myth. The proposed appropriation of the Narcissus myth invokes the myth of grounding, which ultimately situates the novel in an apocal…
Teaching the blog
In Reading and Teaching the Postcolonial, Cameron McCarthy and Greg Dimitriadis 2001) discuss recent developments that have transformed our understanding of culture and education, “brought about by
Deconstructing Arab Masculinity in Diana Abu-Jaber's Crescent (2003)
This study focuses on the deconstruction of dominant perceptions of Arab masculinity, particularly with respect to Hans, the exiled Iraqi protagonist of Diana Abu-Jaber's 2003 novel Crescent . Employing the concept of the unheimlich as it intersects with the Iraqi Al-Futuwwa movement, this article explores the ways in which the condition of being exiled strips the protagonist of his masculine ideals that are often associated with nationalism and …
Habermas, Cultural Hegemony, and the Educational Public Sphere
This study explores Habermas’s work in terms of the relevance of his theory of the public sphere to the politics and poetics of the Arab oral tradition and its pedagogical practices. In what ways and forms does Arab heritage inform a public sphere of resistance or dissent? How does Habermas’s notion of the public space help or hinder a better understanding of the Arab oral tradition within the sociopolitical and educational landscape of the Arabi…
Towards Intercultural Dialogue, Synthesis, and Pluralism
This study challenges present-day dualisms and divisions, which are reflected in socio-political and intercultural dialogue. The aim of this study is to connect the philosophical discourse of the ninth-century House of Wisdom to modern conceptions of Islam by extending the dialogical rhetoric of that discourse. This study revisits the House of Wisdom, first, to invoke an inclusive, intercultural Islamic tradition that negates the circumscription …
Al-Kindi on education
This article presents Al-Kindi as the first Arab intercultural curriculum theorizer, rather than the first Arab philosopher as is often argued. He envisioned an intercultural and interdisciplinary curriculum within the Arabic intellectual tradition. This article proposes Al-Kindism as a conceptual framework for education that revisits interdisciplinary and intercultural possibilities geared toward conflict resolution and synthesis. It also explor…
Foucauldian parrhesia and Avicennean contingency in Muslim education
This study examines the Foucauldian notion of “parrhesia” within the context of curricular practices through a renewal of scholarly interest in Islamic metaphysics as represented by the Avicennean modalities of reality: necessity, contingency, and possibility. It explores the role of contingency in advancing educational practices that generate inclusive dissemination of knowledge that captures the language of Tajdeed (legitimate renovation) in Is…
Diasporicity and intercultural dialectics in Muslim education
Drawing on fiqh al-aqalliyyat (the Muslim jurisprudence of diasporic minorities), this article introduces a Muslim minorities curriculum and negotiates the notion of diasporicity as a process that signifies a community’s readiness to respond to its own cultural, religious and literacy practices. More specifically, first, I propose a Muslim minorities curriculum (Minhaj Al-Aqalliyyat) that is informed by diasporicity and fiqh al-aqalliyyat. Second…
Medieval Muslim Philosophers and Intercultural Communication
Sustaining Qatari heritage as intercultural competencies
This study explores critical challenges for global citizenship education (GCE) in Qatar. This study contributes to Global Citizenship Education (GCE) studies in the Gulf Cooperation Council (GCC) region. It reimagines cultural practices as pedagogical strategies to reorient students into global awareness and intercultural views, as stated in the Sustainable Development Goals (SDGs). In effect, the study draws attention to the pivotal role of educ…
A Derridean approach to Qatar’s paradox of hospitality
Qatar has been heavily critiqued for its alleged inability to be hospitable to fans and tourists from different cultural, gender, and religious backgrounds (Todman, 2022). It has been damagingly portrayed as an “unwelcoming and closed conservative country” (Al-Ansari & Zahirovic, 2021: 203). This article examines Qatar’s paradoxical positioning of hospitality. It draws on the Derridean notion of hospitality to conceptualize the Qatari cultural an…
Teaching Interculturally in Qatar
Western media criticized Qatar for hosting the 2022 FIFA World Cup, depicting the country as unwelcoming and socially conservative. Conversely, the Qatar-based Al Jazeera channel presented a different picture of the nation as intercultural and faithful to its Arab-Islamic identity. Drawing on Khalil Rinnawi’s concept of McArabism, this chapter examines how Al Jazeera’s program fawqa al-Sulṭah (Beyond Authority), particularly Episode 312 aired on …
Towards a ‘study at home’ education in the Arab Gulf region
Drawing on the works of Deleuze and Guattari, which describe the constituent behaviour of cultural assemblages, this article argues that deterritorialization marks the twentieth-century Gulf educational landscape, which problematized Arab Gulf identity. What followed is characterized by what Gilles Deleuze describes as reterritorialization, specifically the proliferation of American and western institutions in the Arab Gulf countries. This articl…
Integrating Intercultural Philosophy into the High School Curriculum
This article explores the pedagogical aspects of intercultural philosophy and identifies instructional strategies for Islamic school curricula in diaspora. It combines Western teaching methods peculiar to deliberative pedagogy with the Islamic notion of Tadabbur, Arabic for 'to deliberate' and 'carefully consider' the outcomes. It aims to provide insights into implementing intercultural philosophy as pedagogy and highlights examples of its applic…
Post-authorship and AI-Assisted Writing
The art of Naqd
This article explores Naqd, critique in Arabic thought, emphasizing its significance for teacher training in the Arab Gulf countries. Naqd, a practice grounded in Arabic intellectual tradition, has almost slipped into obscurity due to the overwhelming influence of the Westernization of higher education. The article responds by re-examining Naqd’s historical and conceptual origins and relevance to contemporary pedagogy. It addresses the urgent nee…
Integrating Islamic thought as intercultural praxis into secondary schools curriculum in Canada
As the battle continues over what to teach and which writers and ideas should be included in Canada’s English Language Arts secondary school curriculum, this article examines how to infuse the ELA curriculum in Canada with culturally relevant praxis and lexicon for Muslim high school students. The aim is not to confine Muslim education to storytelling, a fictionalisation of religion, or a theme-based integration of sociohistorical narratives. Ins…
Sociology (19 obras) · Political science (15 obras) · Philosophy (14 obras) · Law (12 obras) · Law (12 obras) · Philosophy (12 obras) · Pedagogy (11 obras) · Education and Islamic Studies (9 obras) · Epistemology (9 obras) · Politics (9 obras)