title: Islamism and Islamic fundamentalism in the Middle East and North Africa

authors: Siyad, Michael Haley

abstract: This thesis analyses the impact of Islamism in the Middle East and North Africa. In the name of Islam, Islamist groups have embarked upon a path of violence and terrorism. The primary objective of the thesis is to critically analyse the ideas, approaches and implications of Islamism. Firstly, by examining whether economic despair breeds Islamism or what is happening in the Middle East and North Africa, which is a revolt against its own decay and humiliation, has taken the form of a return to the roots of radical Islam. Secondly, the way in which few Muslim governments dare to challenge the Islamists on theological, political and economic grounds. Thirdly, the manner which this influences modernisation and development in the region? Fourthly, the way which regimes respond to the challenge?
The second objective of the thesis is to analyse the compatibility of Islam with democracy. It is argued that Islam has difficulty absorbing the idea that mankind is destined to progress, and that innovation can bring improvement to life. This argument is further explored in the light of cultural, theo-political, and socio-economic issues.
The thesis also provides a terminological definition of Islamism and Fundamentalism. It analyses the activities of Islamist organisations in the Middle and North Africa, and argues the potential threat, which they present. In this manner the circumstances of the Islamists religious justification for their actions are analysed. At the same time the thesis examines the complexities underlying the concepts of jihad, holy war, and terrorism. 
The thesis also analyses the confrontation between the rhetoric of Islamist activists and the reality of Muslim politics. It is suggested the growth of these extremist organisations may be linked first and foremost to the social and economic problems created by underdevelopment and economic stagnation. Moreover, it is argued that lack of good government and corruption, which have characterised large parts of the Arab and Muslim world in the past few decades have played a significant role in this confrontation. It argues these hardships have led many ordinary Arabs and Muslims to embrace radical Islam, which offers them an escape from the difficulties of daily life, hope for social justice and the expectation that religion would provide the answer to all their aspirations. It is argued that the general trend of ‘returning to Islam’ aims to correct society in a step-by-step process to instil the values of the religion as a way of life, while the Islamist organisations have turned the phenomenon into a lever to fulfil their political aim through violence and terrorism.
The thesis examines a country-specific case study of the activities of Islamist groups in seven countries of the region: Egypt, Jordan, Algeria, Iran, Lebanon, Israel and Saudi Arabia. This approach enables conclusions to be reached that Islamism presents a genuine danger to the stability of many regimes in the region, and involves a tireless struggle to subvert government authority by employing terrorism aimed at destabilising and toppling the regime.
The thesis concludes that in the likely trend of Islamist influence in the Middle East and North Africa, one would need to pay more attention to those variables that are in constant change in a period of rising Islamisation.

text: Islamism and Islamic fundamentalism in the Middle East and North Africa This thesis analyses the impact of Islamism in the Middle East and North Africa. In the name of Islam, Islamist groups have embarked upon a path of violence and terrorism. The primary objective of the thesis is to critically analyse the ideas, approaches and implications of Islamism. Firstly, by examining whether economic despair breeds Islamism or what is happening in the Middle East and North Africa, which is a revolt against its own decay and humiliation, has taken the form of a return to the roots of radical Islam. Secondly, the way in which few Muslim governments dare to challenge the Islamists on theological, political and economic grounds. Thirdly, the manner which this influences modernisation and development in the region? Fourthly, the way which regimes respond to the challenge?
The second objective of the thesis is to analyse the compatibility of Islam with democracy. It is argued that Islam has difficulty absorbing the idea that mankind is destined to progress, and that innovation can bring improvement to life. This argument is further explored in the light of cultural, theo-political, and socio-economic issues.
The thesis also provides a terminological definition of Islamism and Fundamentalism. It analyses the activities of Islamist organisations in the Middle and North Africa, and argues the potential threat, which they present. In this manner the circumstances of the Islamists religious justification for their actions are analysed. At the same time the thesis examines the complexities underlying the concepts of jihad, holy war, and terrorism. 
The thesis also analyses the confrontation between the rhetoric of Islamist activists and the reality of Muslim politics. It is suggested the growth of these extremist organisations may be linked first and foremost to the social and economic problems created by underdevelopment and economic stagnation. Moreover, it is argued that lack of good government and corruption, which have characterised large parts of the Arab and Muslim world in the past few decades have played a significant role in this confrontation. It argues these hardships have led many ordinary Arabs and Muslims to embrace radical Islam, which offers them an escape from the difficulties of daily life, hope for social justice and the expectation that religion would provide the answer to all their aspirations. It is argued that the general trend of ‘returning to Islam’ aims to correct society in a step-by-step process to instil the values of the religion as a way of life, while the Islamist organisations have turned the phenomenon into a lever to fulfil their political aim through violence and terrorism.
The thesis examines a country-specific case study of the activities of Islamist groups in seven countries of the region: Egypt, Jordan, Algeria, Iran, Lebanon, Israel and Saudi Arabia. This approach enables conclusions to be reached that Islamism presents a genuine danger to the stability of many regimes in the region, and involves a tireless struggle to subvert government authority by employing terrorism aimed at destabilising and toppling the regime.
The thesis concludes that in the likely trend of Islamist influence in the Middle East and North Africa, one would need to pay more attention to those variables that are in constant change in a period of rising Islamisation.

year: 2003

title: Challenges to Implementing Community Based Ecotourism (CBET) as a Bottom up Development Approach in the Sinharaja Rain Forest (Sri Lanka)

authors: Halvitigala Ihala Gamage, Chaminda Kumara

subjects: Community Based Ecotourism

abstract: Community based ecotourism (CBET) is a well-established concept and its implementation has been an important component for many regional development strategies. This thesis argues that CBET originated as a Western concept, and there are many successful CBET projects. However, CBET operates within geo-political, economic and cultural contexts, which generate challenges for its implementation. This research examines a CBET initiative in the Kudawa- Sinharaja site, Sri Lanka which shifted in 1995 from a central government approach to a community forest informed master plan, in line with Western CBET development models. This case study therefore provides the opportunity to explore the success of this CBET project.
A qualitative approach has principally guided this research together with statistics to examine the socio-cultural, socio-economic and geo-political context. A total of 293 participants have informed this research, which includes 193 interviews (115 individuals, and 15 different focus groups totalling 78 people) and 100 questionnaire respondents. These participants were surveyed during late 2012 and early 2013, and included both domestic and overseas tourists, local community residents and tourist operators, tourism consultants, and government officials.
One of the main findings is that despite plans being developed at a community level, the wider context includes superimposed capitalism, which dominates and counteracts the ideologies of CBET. Superimposed capitalism results in individualistic and competitive behaviours that undermine the collaborative community approach. It encourages poaching and the selling of rare flora and fauna (biopiracy), and results in anthropogenic disturbances to nature. The influence of “drug-sex’ tourism, associated with superimposed capitalism, creates potential for further socio-cultural issues. This research also highlights the strong influence of geo-politics, which operates at both the international and domestic scale. National political conflicts in Sri Lanka have been extreme in recent times and this has generated security related issues for both residents and tourists. Political corruption, access to funds, and the lack of established decision making processes are also associated with geo-politics. This research also underlines the influence of the socio-cultural context such as gender inequality and caste discrimination, which substantially disempower certain people. 
The thesis concludes that CBET is an appropriate pathway for tourism development in Sri Lanka but recognition of the above problems is required and they need to be addressed, in particular, superimposed capitalism. A well-defined monitoring system and an effective legal framework to control adverse effects are important for achieving CBET goals.  The findings of this research will inform CBET in similar developing countries, but caution is required because the geo-political, economic and cultural context is different in every country.

text: Challenges to Implementing Community Based Ecotourism (CBET) as a Bottom up Development Approach in the Sinharaja Rain Forest (Sri Lanka) Community based ecotourism (CBET) is a well-established concept and its implementation has been an important component for many regional development strategies. This thesis argues that CBET originated as a Western concept, and there are many successful CBET projects. However, CBET operates within geo-political, economic and cultural contexts, which generate challenges for its implementation. This research examines a CBET initiative in the Kudawa- Sinharaja site, Sri Lanka which shifted in 1995 from a central government approach to a community forest informed master plan, in line with Western CBET development models. This case study therefore provides the opportunity to explore the success of this CBET project.
A qualitative approach has principally guided this research together with statistics to examine the socio-cultural, socio-economic and geo-political context. A total of 293 participants have informed this research, which includes 193 interviews (115 individuals, and 15 different focus groups totalling 78 people) and 100 questionnaire respondents. These participants were surveyed during late 2012 and early 2013, and included both domestic and overseas tourists, local community residents and tourist operators, tourism consultants, and government officials.
One of the main findings is that despite plans being developed at a community level, the wider context includes superimposed capitalism, which dominates and counteracts the ideologies of CBET. Superimposed capitalism results in individualistic and competitive behaviours that undermine the collaborative community approach. It encourages poaching and the selling of rare flora and fauna (biopiracy), and results in anthropogenic disturbances to nature. The influence of “drug-sex’ tourism, associated with superimposed capitalism, creates potential for further socio-cultural issues. This research also highlights the strong influence of geo-politics, which operates at both the international and domestic scale. National political conflicts in Sri Lanka have been extreme in recent times and this has generated security related issues for both residents and tourists. Political corruption, access to funds, and the lack of established decision making processes are also associated with geo-politics. This research also underlines the influence of the socio-cultural context such as gender inequality and caste discrimination, which substantially disempower certain people. 
The thesis concludes that CBET is an appropriate pathway for tourism development in Sri Lanka but recognition of the above problems is required and they need to be addressed, in particular, superimposed capitalism. A well-defined monitoring system and an effective legal framework to control adverse effects are important for achieving CBET goals.  The findings of this research will inform CBET in similar developing countries, but caution is required because the geo-political, economic and cultural context is different in every country.

year: 2016

title: Tīhei Mauri Ora: Negotiating primary school teachers' personal and professional identities as Māori

authors: Gilgen, Renée

subjects: Professional Learning and Development for teachers

abstract: Colonial attitudes that positioned Māori language, knowledge and pedagogy as inferior and deficient continue to impact on 21st century primary school contexts in Aotearoa/New Zealand. They continue to impact particularly on the personal and professional identities and experiences of Māori teachers in contemporary English-medium schools. Just as, historically, Māori students were expected to leave their language and culture at the 19th century colonial school gates, so too are many contemporary Māori teachers in mainstream schools expected to set aside their language and culture and engage with the curriculum and pedagogy of the school where they work. Ironically, at the same time, these teachers are often expected to guide and assist their school to meet its requirements under Te Tiriti o Waitangi/Treaty of Waitangi to ensure that its Māori students will succeed as Māori.

This thesis sought to understand how a small cohort of experienced Māori teachers, positioned within 21st century English-medium primary schools, perceived and negotiated the challenges to their personal and professional identities as Māori, and as Māori teachers. The thesis employed a qualitative participant narrative methodology, framed with kaupapa Māori theory. The teachers participated in individual interviews and in a series of hui kōrero (focused conversations) that assisted them to reflect critically on sociohistorical and educational factors that influenced the formation and maintenance of their identities as Māori.

The teachers’ narratives that emerged from individual and collaborative hui kōrero revealed that (1) being raised within urban environments and being themselves educated in monocultural schools during the 1960s and 1970s strongly impacted on how their Māori identities were shaped and, (2) their teaching experiences within English-medium primary schools and classrooms were culturally isolating and destructive, and largely unsupportive of the diverse realities that exists for some Māori teachers.

I offer two key strategic responses to these findings. Firstly, I offer a self-identity continuum that seeks to respect and affirm Māori identity by taking into account the different levels and contexts of experience some Māori teachers may have with Māori cultural concepts and practices. Secondly, I assert the need for a culturally located and relational space within English-medium school contexts for Māori teachers to engage with, and draw on the support of other Māori teachers in order to affirm their varying personal and professional identities as Māori. Meeting this need is understood as a Tiriti o Waitangi/Treaty-honouring response, required of all schools.

text: Tīhei Mauri Ora: Negotiating primary school teachers' personal and professional identities as Māori Colonial attitudes that positioned Māori language, knowledge and pedagogy as inferior and deficient continue to impact on 21st century primary school contexts in Aotearoa/New Zealand. They continue to impact particularly on the personal and professional identities and experiences of Māori teachers in contemporary English-medium schools. Just as, historically, Māori students were expected to leave their language and culture at the 19th century colonial school gates, so too are many contemporary Māori teachers in mainstream schools expected to set aside their language and culture and engage with the curriculum and pedagogy of the school where they work. Ironically, at the same time, these teachers are often expected to guide and assist their school to meet its requirements under Te Tiriti o Waitangi/Treaty of Waitangi to ensure that its Māori students will succeed as Māori.

This thesis sought to understand how a small cohort of experienced Māori teachers, positioned within 21st century English-medium primary schools, perceived and negotiated the challenges to their personal and professional identities as Māori, and as Māori teachers. The thesis employed a qualitative participant narrative methodology, framed with kaupapa Māori theory. The teachers participated in individual interviews and in a series of hui kōrero (focused conversations) that assisted them to reflect critically on sociohistorical and educational factors that influenced the formation and maintenance of their identities as Māori.

The teachers’ narratives that emerged from individual and collaborative hui kōrero revealed that (1) being raised within urban environments and being themselves educated in monocultural schools during the 1960s and 1970s strongly impacted on how their Māori identities were shaped and, (2) their teaching experiences within English-medium primary schools and classrooms were culturally isolating and destructive, and largely unsupportive of the diverse realities that exists for some Māori teachers.

I offer two key strategic responses to these findings. Firstly, I offer a self-identity continuum that seeks to respect and affirm Māori identity by taking into account the different levels and contexts of experience some Māori teachers may have with Māori cultural concepts and practices. Secondly, I assert the need for a culturally located and relational space within English-medium school contexts for Māori teachers to engage with, and draw on the support of other Māori teachers in order to affirm their varying personal and professional identities as Māori. Meeting this need is understood as a Tiriti o Waitangi/Treaty-honouring response, required of all schools.

year: 2016