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The invading Arab Islamic armies not only acquired new lands where they imposed the Jizya tax on Christians and Jews but also sent scores of young women as concubines to Medina, Damascus, and Baghdad. This action constituted a new feature of Islamic Imperialism as described in a book by Professor Darío Fernández-Morera, Associate Professor of Comparative Literature and Hispanic Studies at Northwestern University, Evanston, Illinois.
In the first third of the eleventh century, Maḥmūd ibn Sebükteghīn, better known as Maḥmūd of Ghazna (d. 1030), became the most powerful ruler of the so-called Ghaznavid empire, and conquered for Islam the Eastern Iranian lands, modern Afghanistan, and the northwestern Indian subcontinent. Moreover, he made the city of Ghazna the capital of a rich territory and one of the most prominent cultural centers of the Islamic world. Nominally subordinate to the Abbasid caliph of Baghdad, Maḥmūd became the first ghāzī-sultan, a heroic model of king that leads the holy war against the infidel and that will be remembered over time thanks to an epic literary genre that gained much popularity between the 11th-16th centuries. Future generations of historians used this model as a source of information and inspiration. As Ali Anooshahr has explained (The Ghazi Sultans and the Frontiers of Islam. A comparative study of the late medieval and early modern periods, Routledge, 2009), other rulers who also forged an image of ghāzī-sultans, such as Murād II (d. 1451) or Bābur (d. 1530), were inspired by the feats of Maḥmūd, recalled his life and shaped his own existence, at least literary, through the stories of the Ghaznavid sultan. But not only in the East will Maḥmūd be remembered. In that same eleventh century, in al-Andalus, the other end of the Islamic orb, the famous scholar Ibn Ḥazm (d. 1064) saw how his world was collapsing. With the disappearance of the Umayyad caliphate of Cordoba in 1031 and the proliferation of the Taifa kingdoms, the unity of the Umma in the Iberian Peninsula was in danger. As if that was not enough, the Christian kingdoms began to conquer the Andalusi territory, an advance that would eventually take Muslim cities like Toledo. In this difficult context, Ibn Ḥazm set in motion a series of answers, such as opting for the ẓāhirī school, which we can trace in the dozens of texts he wrote. Among them, a small epistle entitled Risāla fī jumal futūḥ al-islām, which contains a summary of the first conquests of Islam, possibly using the work of al-Balādhurī (d. 892), has gone unnoticed. Besides presenting a linear and unbroken image of the expansion of Islam and the leading of holy war, curiously, in the end, Ibn Ḥazm includes a paragraph in which he mentions the conquests of Maḥmūd of Ghazna, contemporary to Ibn Ḥazm's own life, his struggle against the infidel and, strikingly, qualifies him as a ẓāhirī.What was the image of the great ghāzī-sultan Maḥmūd of Ghazna in the eleventh century Islamic West? Why could it be useful to remember his conquests and leadership of jihād? Why did Ibn Ḥazm want to appropriate his memory and figure, and include him in his legal school? As far as possible, this work aims to answer these and other questions.
2019 •
This course offers students a historical introduction to the major empires of the Muslim world. Starting with an overview of the major empires of the late antique Mediterranean (Roman and Sasanid Persian), it provides students with a primer on the rise and major principles of Islam, turning to the Umayyad and Abbasid empires and their roles in supporting the institutionalization and sectarian developments of classical and early-medieval era Islam. Students then review the history of the Fatimid, Buyid, Ayyubid, and Mamluk empires, in the context of the Crusades. They examine the emergence of the great Andalusi and North African empires, noting their long-lasting influence on Spain. The course culminates in a multi-week study of the three major early modern and modern-era empires: the Ottoman, Mughal, and Safavid. Throughout the course, students examine primary sources from each empire, and consider the political, social, religious, and economic aspects of each. The course concludes with a look at contemporary attempts to remember or revive the notion of " Islamic empire " , connecting past to present. By completing the reading and writing assignments, and listening and participating during class sessions, students will achieve the following goals: • Understand the imperial context of the late antique Mediterranean • Understand the basic principles of Islam and its early history • Understand the basic achievements and historical trajectory of the Umayyad and Abbasid empires, including their influence on the rise and institutionalization of Islam • Understand the basic achievements and historical trajectory of the Crusader-era Fatimid and Ayyubid empires • Understand the basic achievements and historical trajectory of the Andalusian empires, including their influence on the history of Spain and North Africa • Understand the basic achievements and historical trajectory of the Ottoman, Mughal, and Safavid empires, including their influence on the history of the Middle East, Central Asia, and South Asia
History of Humanities
The Study of Classical Islamic Learning: Knowledge, Empire, Imperialism2018 •
Review article discussing Ahmad S. Dallal 2018 Islam without Europe: Traditions of Reform in Eighteenth-Century Islamic Thought; Wael Hallaq 2018 Restating Orientalism: A Critique of Modern Knowledge; and Elias Muhanna 2018 The World in a Book: al-Nuwayri and the Islamic Encyclopedic tradition.
This seminar will survey interactions between empires and Islam from the early nineteenth century to the early twenty-first century. It will consider the varied responses of Islamic polities to the expansion of European empires, their role in proliferating networks of travel and communication, as well as the place of religion in anti-imperial and anti-colonial movements. Geographically, we will cover Asia very broadly defined: from the Ottoman Empire in the west, through the Middle East, Central and South Asia, to Indonesia and Japan to the east. Individual classes will focus, for instance, on imperial connections, the emergence of pan-Islamism, sufi networks, oceanic travel, subaltern social and political movements, and Cold War era Muslim ideologues. The course will conclude with a look at the rise of more militant Islamic ideologies in recent years. Investigating this two-century long history will help us understand the complex role that Islam has played in the making of the modern world. Course readings will be on the whole recent scholarship on these subjects, with key primary texts introduced in class.
Amwaluna: Jurnal Ekonomi dan Keuangan Syariah
Reviewing the Concept of Jizyah: A Theoretical Approach to HistoryBritish Journal of Occupational Therapy
Book Review: My Cook BookMY COOK BOOK.MarshallRM.BIMH Publications1983. £10. ISBN 0 906054 34 6.MY COOK BOOK TUTOR'S NOTES.MarshallRM.BIMH Publications1983. 50p. ISBN 0 906054 34 61984 •
Journal of Pharmaceutical Sciences
Impact of sucrose level on storage stability of proteins in freeze-dried solids: II. Correlation of aggregation rate with protein structure and molecular mobility**This work is a product of the U.S. Government and is not subject to copyright in the United States2009 •
Revista Paulista de Pediatria
Retreatment with Surfactant in Very Low Birth Weight Preterm Infants: Risk Predictors and Their Influence on Neonatal Outcomes2021 •
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2023 •
Anais da Academia Brasileira de Ciências
Hierarchical Structure and Magnetic Behavior of Zn-Doped Magnetite Aqueous Ferrofluids Prepared from Natural Sand for Antibacterial Agents2021 •
Anais do XX Congresso Brasileiro de Engenharia Química
Aplicação De Um Modelo De Fechamento Tensorial Para a Simulação De Problemas De Superfície Livre2015 •