"When I offer it again—hopefully next spring—I would like to make room as well for popular literature, bringing in selections from 1001 Nights and passages from Remke Kruk’s The Warrior Women of Islam: Female Empowerment in Arabic Popular Literature (2014)."
"Arabic literature in translation courses are also enabled by a new, fast-growing body of Arabic literature in English translation that can trace its rapid upswing to September 2001."
"I don’t know anyone else who teaches this way, but I’m really proud of it. First because – we’ll bracket the native speakers for a minute – the overwhelming majority of my students will graduate without achieving fluency in Arabic. Most will die without achieving it. So what?? "
This is the second such volume in two years, following Arabic Literature for the Classroom: Teaching Methods, Theories, Themes and Texts (Routledge, 2017), edited by Muhsin al-Musawi.
"This year, we’ll translate Ta’ al-khajal by Fadela Alfarouk and we will do the translation as a collective one (I’m convinced that collective knowledge production is always better than individual one)."
In general, I was hoping to introduce to students the genres (premodern and modern) where women writers have contributed to what we might, with some skepticism, call the “canon” of Arabic literature.
"Surely, the life of the courtesan ʿArib differs in fundamental ways from, for example, the likes of a Britney Spears, Miley Cyrus, or even a Justin Bieber. But how exactly? Listening last year to a Radiolab podcast on K-Pop, I was again struck by how modern some aspects of these women’s lives were."
"Thus, over the course of a semester, students will collaboratively create a playlist of songs for each text along with an archived series of their own literary analysis (searchable via tweets and hashtag). "
Most of the teaching ideas are fairly basic, addressing common-core standards.
How do we place ourselves here, on the teeter-totter continuum of using Arabic literature as a prop for discussion of "wider issues" to the engagement of beautiful books on their own terms, or rather on the terms that translation and editing and criticism have set for them?
You might have read Hadil Ghoneim's recent essay on a group of US high school students reading Mahfouz. The piece ran ahead of an Ann Arbor teachers meeting, for which Ghoneim and ArabLit assembled this list -- with some help from translator Trevor LeGassick, teacher Sarah Andrew-Vaughn, and others.
I don't usually post CFPs, but since I know a number of you teach Arabic literature (in translation).