Skip to Main Content
 

Global Search Box

 
 
 
 

Files

File List


bgsu1336083346.pdf (720.25 KB)

ETD Abstract Container

Abstract Header

Deconstructing the Dichotomy: Muslim American University Students' Perceptions of Islam and Democracy

Lamont, Sarah
http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1336083346

Abstract Details

2012, Master of Arts (MA), Bowling Green State University, Cross-Cultural, International Education.
Much of the research on Islam and democracy has focused on the macro-level, and fails to detail a qualitative account of the experience of Muslim citizens of democracies (Cesari, 2004; Said, 1978; Said, 1981; Al-Azmeh, 1993; Esposito, 1995; Khan, 2006; Huntington, 1996; Adib-Moghaddem, 2008; Barber, 1996; Fukuyama, 1992). The neglect of the Muslim individual experience in the dominant discourse on Islam and democracy has stifled the voices of members of this marginalized population, thereby limiting their self-representation. This is especially true for Muslim Americans, who, in the aftermath of 9/11 and current surge of revolutions in North Africa and the Middle East, are either demonized or forgotten altogether, despite the significance of their every day navigation of both Islamic and democratic values and unique efforts toward identity construction. The purpose of this study was to address these gaps in the literature and, through the use of a phenomenological framework and Shi-xu¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿s (2005) cultural approach to Critical Discourse Analysis, complicate the dominant discourse on Islam and democracy by providing insight into the lived experience of seven Muslim American university students as well as supplemental perspectives from their university professors and local Imams. The findings of this study encapsulate the lived experience of the seven Muslim American student participants. These participants, along with professors and local Imams, constructed an alternative discourse that positioned the Islamic and democratic values of equality, respect, freedom, and education as compatible, with the exception of some complications such as Eurocentrism and a heavy reliance on unbridled capitalism. The study concludes with suggestions for all participants to better their understanding and/or enactment of Islamic and democratic values, including attaining education, engaging in civic participation, and developing empathy.
Bruce Collet, PhD (Advisor)
Margaret Booth, PhD (Committee Member)
Stefan Fritsch, PhD (Committee Member)
American History; American Studies; Banking; Behavioral Sciences; Cognitive Psychology; Community College Education; Community Colleges; Continuing Education; Cultural Anthropology; Curriculum Development; Economic History; Economic Theory; Economics; Educat; Education
Islam; democracy; phenomenology; critical discourse analysis; Muslim American; national identity; capitalism; participation; education; civic engagement; religious identity; clash of civilizations; Imams; professors; university students

Recommended Citations

Citations

  • Lamont, S. (2012). Deconstructing the Dichotomy: Muslim American University Students' Perceptions of Islam and Democracy [Master's thesis, Bowling Green State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1336083346

    APA Style (7th edition)

  • Lamont, Sarah. Deconstructing the Dichotomy: Muslim American University Students' Perceptions of Islam and Democracy. 2012. Bowling Green State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1336083346.

    MLA Style (8th edition)

  • Lamont, Sarah. "Deconstructing the Dichotomy: Muslim American University Students' Perceptions of Islam and Democracy." Master's thesis, Bowling Green State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1336083346

    Chicago Manual of Style (17th edition)

bgsu1336083346
1,071
© 2012, all rights reserved.
This open access ETD is published by Bowling Green State University and OhioLINK.