Thesis (Ph. D)--University of London, 1972. / Includes texts in Arabic. "September 1972." Includes bibliographical references (p. 326-333).

Thesis (M.A.)--Trinity Evangelical Divinity School, Deerfield, Ill., 1999. / Abstract. Includes bibliographical references (leaves 101-103).

Thesis (M.A.)--Trinity Evangelical Divinity School, Deerfield, Ill., 1999. / Abstract. Includes bibliographical references (leaves 101-103).

Diss. Univ. Amsterdam, 2006. / Includes bibliographical references.

Thesis (M.A.)--Trinity Evangelical Divinity School, Deerfield, Ill., 1999. / Abstract. Includes bibliographical references (leaves 101-103).

This essay has focused on the presentation of shia-islam in textbooks. It is a study of textbooks for lower secondary school and has analysed three different textbooks. The essay looks into what the textbooks and its authors writes about shia-islam and what information they leave out. The essay studies previous research on Islam in textbooks and other textbook studies. It focuses also on shia-islam as a whole and provides a description of various elements of shia-islam that are not present in the textbooks. Elements such as the shia-islams pillars of faith and the role of the imams in shia. These elements of shia-islam are elements of such nature that they could have been a part of the textbook since they differ from the sunni-islam point of view. These parts of islam are presented in the textbooks but solely from the sunni-muslim perspective. The essay analyses the textbook in form and content and conclude what difficulties the description of shia-islam offers.

This thesis is preoccupied with the development of Iraqi political Shi'a after the fall of Ṣaddām Ḥusayn. Its main area of interest is the comparison of three Shi'i political movements - Dac wa Party, the Supreme Council for the Islamic revolution in Iraq and the movement of Muqtadā aṣ-Ṣadr on the background of broader historical development of Shi'i community in Iraq. Although this thesis is written in English, it uses both English and Arabic sources and literature with occasional excursions into French and Persian sources. The thesis deals with the ideological transformation of the parties, formation of alliances, utilization of militias for political goals and the relations with the USA and Iran. The conclusion of the thesis is that the Iraqi Shi'i political scene is deeply fragmented, strongly influenced by Iran and its parties are often vehicles for personal political ambitions of its leaders which effectively prevents any unification of Shi'i political position and creation of strong central Iraqi government.

This dissertation examines two recent programs for post-secondary Islamic theological training in Europe that aim to produce a new class of professional Islamic scholars for emerging roles within European society. Graduates can use their training and new qualifications to secure advanced professional roles and leadership positions within the Muslim community and the broader society and state. In the process, these graduates develop and define an emergent institutional role for Islamic knowledge and authority in Europe. This study is based in seven months of fieldwork research in 2017 at two centers for higher Islamic education, including participant observation within classrooms and interviews with students, faculty and alumni. Founded in 2009, the Cambridge Muslim College in Cambridge, England is a small private school that provides professional training for about a dozen graduates of the many Islamic seminaries in the UK. Founded in 2012 with support from the German state, the Center for Islamic Theology at the University of Tübingen provides Islamic theological training to hundreds of undergraduate and graduate students each year, many of whom have received no prior formal Islamic education. In addition to the institutional differences between the schools, their graduates enter into different job markets. Where the British graduates must develop new entrepreneurial roles for Islamic leaders in the UK, the German graduates become the skilled workforce to meet existing demand for public school Islam teachers, academic theologians and professional chaplains. Comparing these two educational programs—one private, the other public—this dissertation explores how the position of each school vis-á-vis the Muslim community and the state shapes the construction of scholarly authority and the professional outcomes of the graduates. It finds that students at each school leverage their new authority to formulate creative programs of Islamic reform that justify and promote new roles for professional Islamic scholars within both the Muslim community and the larger society. Drawing upon current scholarship about Muslim identity, Islamic authority and secularism in Europe, this study considers how prevailing national discourses that marginalize Muslims in Europe shape students’ creative programs of reform and so also the future institution of Islamic knowledge in Europe. / 2022-09-30T00:00:00Z

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