A balanced, comprehensive, and clear-eyed survey of the alternative strategies that can be pursued with the hope of restoring peace and stability to Afghanistan.
Institutions of higher education are experiencing the largest influx of enrolled veterans since World War II, and these student veterans are transforming post-secondary classroom dynamics. While many campus divisions like admissions and student services are actively moving to accommodate the rise in this demographic, little research about this population and their educational needs is available, and academic departments have been slower to adjust. In Generation Vet, fifteen chapters offer well-researched, pedagogically savvy recommendations for curricular and programmatic responses to student veterans for English and writing studies departments.
In work with veterans in writing-intensive courses and community contexts, questions of citizenship, disability, activism, community-campus relationships, and retention come to the fore. Moreover, writing-intensive courses can be sites of significant cultural exchanges—even clashes—as veterans bring military values, rhetorical traditions, and communication styles that may challenge the values, beliefs, and assumptions of traditional college students and faculty.
This classroom-oriented text addresses a wide range of issues concerning veterans, pedagogy, rhetoric, and writing program administration. Written by diverse scholar-teachers and written in diverse genres, the essays in this collection promise to enhance our understanding of student veterans, composition pedagogy and administration, and the post-9/11 university.
In this original and provocative book, Nahed Artoul Zehr explores the theological underpinnings of al-Qaeda and related Islamic movements such as ISIS. She demonstrates how this marginal narrative transformed al-Qaeda from a relatively hierarchical and regional organization to a globalized, decentralized, and diffuse system of networks. She draws connections between religious ideas and strategy in her translation and analysis of leading theoretical and tactical jihad text, The Global Islamic Resistance Call, by Mustafa abu Mus’ ab al-Suri.
Just as importantly, she questions al-Qaeda’s understanding of the Islamic tradition on the use of force, arguing that it reflects a weak understanding of this tradition. More specifically, it is al-Qaeda’s (and related groups’) break with this tradition that is key to an al-Qaeda defeat.
Simultaneously, Zehr critiques the US military and policy establishment as it attempts to offer counter-narratives to the al-Qaeda phenomenon that emphasizes “good Muslims” versus “bad Muslims” in order to embrace a “moderate” form of Islam. According to Zehr, this approach is misguided: it is beyond the US government’s purview and expertise to make such theological claims about Islam. Better, she argues, to note the counter-narratives that are coming from within the Muslim community and other nongovernment institutions interested in moving this work forward.
By refocusing our attention on al-Qaeda’s narrative and the various ways thatit is being contested, the book provides an alternate lens from which to viewal-Qaeda and the al-Qaeda phenomenon for Islamic and US foreign policy scholars and students.
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