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akrouh
24/12/2005, 03h40
Freedom of Speech - in Any Language

by Jonathan Eric Lewis

Following the terrorist attacks of September 11, 2001, many have rightly cited the Middle East's democracy deficit as one of the prime reasons that the region has produced so much terrorism and political violence. In a November 2003 speech to the National Endowment for Democracy, President George W. Bush argued that while we should not expect democratizing societies in the Middle East to be identical to post-industrial America, there are some common features to what he termed "successful societies." These include the limited power of the state and its military, the impartial rule of law, a robust civil society, property rights, religious freedom, and the rights of women.[1]

But if Washington is to be successful in fostering democratic change in the Middle East and in promoting stability within states that have ongoing ethnic conflicts, it must put linguistic freedom—the right to freely speak and educate one's children in one's native language—on par with other concepts such as women's rights and religious freedom. The lack of linguistic freedom in much of the Middle East is part and parcel of the region's general stagnation under archaic political systems.

Given the vast diversity of ethno-linguistic groups throughout North Africa, Anatolia, the Levant and Mesopotamia, and the Persian Gulf, it is striking that just three regional languages dominate the public arena: Arabic, Persian, and Turkish. This is the legacy of European-style nationalism in the Middle East: linguistic conformity has been made a staple of national identity, as states still labor to achieve a nineteenth-century European ideal of the nation-state.

There is nothing wrong with a state imposing a certain degree of linguistic uniformity in order to achieve a measure of national cohesiveness, such as the case in Israel where modern Hebrew acted as a means of fostering a new, unifying national identity. However, when a state's policy shifts from using a language as a means of fostering national unity to a deliberate policy of denying or eradicating the cultural identity of minority groups, it bodes ill for tolerance in the polity as a whole. Such has been the case with the Assyrians in Iraq, the Kabyles in Algeria, and the Kurds in Turkey. A proper balance would allow simultaneously for a unifying national language, such as Arabic or Hebrew, together with a legally protected right for all minority groups to speak their native languages at home and to print material in these languages for personal use without fear of state repression.

The ideal of linguistic conformity, however, is pervasive throughout the Middle East although actual policies have differed from state to state. Baathist Iraq, perhaps the most totalitarian of all the Middle Eastern regimes and certainly the most violent, had an extremely harsh language policy that conformed to its fascistic interpretation of Arab nationalism. Algeria's Kabyles and Turkey's Kurds have also been subjected to state pressures, and have reacted by developing political movements that have resisted official language policy. By contrast, Israel, through its laissez-faire linguistic policies, has defused some of the resentment of its large Arabic-speaking minority. By according official standing to Arabic, it has bought the acquiescence of a large Arabic-speaking Muslim minority that has yet to come to terms with the legitimacy of Israel as a Jewish state.[2]

These four countries—Algeria, Iraq, Israel, and Turkey—provide different models for the relationship between state power and linguistic freedom. The Arabization policies of Iraq and Algeria ultimately foreshadowed infernos of political violence. Turkey's language policies led to internal destabilization, particularly in the primarily ethnic Kurdish southeast. The linguistic policies of Israel have contributed to a relative degree of internal stability. What this variation shows is that there is a high correlation between the suppression of languages, the suppression of dissent, and political violence. As U.S. policymakers raise the flag of women's rights and religious freedom, they should consider whether linguistic freedom, of the kind practiced in the United States, isn't just as suitable for promotion in the Middle East.
Iraq as Babel?

While significant attention has been devoted to guaranteeing religious pluralism in post-Baathist Iraq, particularly for the minority Christians and the majority Shi‘ites, scarce attention has been devoted to the need for linguistic pluralism.

Iraq, upon independence in 1933, was a linguistically pluralistic state whose inhabitants spoke Iraqi Arabic (in several local dialects), Armenian, Assyrian, Judeo-Arabic, Kurdish, and Turkmen. Over the remaining century, and particularly under Baathist rule (1968 to 2003), Iraq became an increasingly Arab state in which Arabic enjoyed a privileged and dominant status. Under Saddam Hussein, ethno-linguistic minority groups such as the Kurds, Assyrians and Turkmen experienced extreme persecution and were severely restricted in their ability to speak and educate their children in their own language.

In the new Iraq, first steps have been taken to restore linguistic pluralism. Article 9 of the transitional Iraqi constitution, promulgated in March 2004, defines both Arabic and Kurdish as the two official languages of Iraq and also guarantees the "right of Iraqis to educate their children in their mother tongue, such as Turcoman [i.e., Turkmen], Syriac, or Armenian, in government educational institutions in accordance with educational guidelines, or in any other language in private educational institutions."[3] The fact that this was agreed upon by the Iraqi Governing Council should be seen as an underreported victory of the Coalition Provisional Authority in its efforts to foster a pluralistic polity, embracing not only Kurds but also Assyrians and Turkmen.

Nevertheless, more needs to be done to guarantee the linguistic rights of the Iraqi Shi‘ite community. Najaf has long had a history of linguistic pluralism with Shi‘ites from Persia, Azerbaijan, Bukhara, and Lebanon studying in the city's madrasas (Islamic schools). Indeed, from the mid-eighteenth-century to the most recent decades, the majority of Najaf's students were not Arabic-speakers at all. Historian Yitzhak Nakash writes:

Iraqi Shi‘is asserted that unlike intellectual activity at al-Azhar, which was molded by the local culture and trends in modern Egypt, activity at Najaf became less influenced by the city's indigenous Arab environment and instead was dominated by a Persian spirit. The strong Persian presence in the madrasa distanced Najaf from Baghdad, thereby hindering the potential social and intellectual exchange between Sunnis and Shi‘is in Iraq. Foreign linguistic elements penetrated into the Arabic dialect of Najaf, and the method of study became patterned after the Persian.[4]

Given that the Grand Ayatollah ‘Ali as-Sistani, the country's pivotal power-broker, speaks Arabic with a Persian accent, there is an obvious need for guarantees of linguistic pluralism for the ethnically diverse Shi‘ites who will be returning to Najaf for scholarship. While Washington should not actively take part in intra-Shi‘ite theological dis****s, it should use its leverage in Iraq to guarantee that speakers of Persian and Persian-influenced Arabic are not discriminated against in the public administration of Iraq.

Nowhere in the Middle East does the United States have a greater opportunity to foster linguistic pluralism than in Iraq. The provisional constitution, while theoretically protecting the linguistic rights of Armenians, Assyrians, and Turkmen, will be but a piece of paper unless its provisions for linguistic freedom are vigorously enforced by the Iraqi judiciary. Washington further has the obligation to make sure that the Kurdish authorities in northern Iraq do not abuse their newfound freedoms to discriminate against non-Kurdish speakers, particularly Assyrians, who fear that they will lose opportunities for bilingual Arabic and Assyrian education. Given the strong correlation between the persecution of ethno-linguistic minorities and state violence in Iraq, policymakers should consider the status of linguistic pluralism as a bellwether for Iraq's success in nation-building.
Overly Arabized Algeria

Algeria, although a member of the Arab League, is linguistically diverse. A majority of the country's inhabitants speak Algerian-dialect spoken Arabic. But Algeria's heritage includes Berber, Roman, Jewish, Moor, Arabic, Ottoman, and French influences.[5] Both Tamazigh (Berber) and French are spoken by large numbers of Algerians as first languages. In the name of national unity and the consolidation of identity, the state has pursued a policy of Arabization against both languages, which has had dire consequences for the political stability of the country.

The first target of Arabization was French. During the long period of French colonial rule from 1830 to 1962, many Algerians, particularly members of the educated and urban classes, used French as a primary language. Such was the degree of French linguistic influence on Algerian society and politics that Algeria's first president, Ahmed Ben Bella, on release from French prison, proclaimed his adherence to Arab nationalism in French: "Nous sommes des Arabes!"("We are Arabs!")."[6] Ben Bella's use of French to proclaim his anti-imperialism and Arab-Islamic nationalism was paradoxical, for it was he who, as president (1962-65), initiated the policy of linguistic Arabization in the country's primary schools.

Arabization took a particular form. The leaders of independent Algeria wished to link the country to the wider Arab world, which it regarded as the cultural counter-weight to France. Hugh Roberts, vice-president of the Society for Algerian Studies, has written:

The Arabisation policy was based on the premise that neither French nor the colloquial Arabic and Berber spoken in Algeria could serve as the language of education and administration. Its aim was accordingly to make the modern literary Arabic, which had been developed as the lingua franca of the Mashriq, the national language of Algeria.[7]

The promotion of this brand of Arabization gained momentum under President Houari Boumedienne (1965-78), who declared a révolution culturelle to accompany the country's radical economic and foreign policies. Boumedienne's Arabization drive was intended to link Algeria to revolutionary ideologies in the rest of the Arab world. But due to the lack of native speakers of modern standard Arabic, Algeria imported teachers from the Levant and Egypt, many of whom were sympathetic to Islamism. Their teaching had an unintended consequence of strengthening Islamism as an ideology in Algerian public life.

Also, because French remained the language of commerce, young educated speakers of Arabic—the so-called Arabisants—did not command adequate French for career advancement. These Arabisants gravitated to the study Islamic law and literature at the university level, rather than the francophone science and technology courses. This made them susceptible to Islamist teaching.[8] The migration of lower class, rural Arabisants into Algerian cities also played into the hands of Islamists. They would become the shock troops of the Islamist insurgency of the 1990s. Islamists still had to resort to French in order to recruit more educated followers. One of the best-selling Islamist newspapers in newly independent Algeria, Humanisme Musulman, was in French, not in Arabic.[9] Likewise, La Cause, the diaspora newspaper of the Front Islamique du Salut (FIS), an Islamist group, was published in French. But the Arabic-French divide largely came to subsume the Islamist-secular split, which itself resulted in part from forced Arabization.

All of Algeria paid a price for Arabization, but it posed a direct threat to the identity of the Kabyles. Numbering approximately 20 percent of Algeria's population and a disproportionately large number of its intellectual class, Kabyles are a non-Arab, nominally Muslim community. Their ancestral homelands of Greater and Lesser Kabylia border the Mediterranean Sea. Kabyles speak Tamazigh, an Afro-Asiatic language linguistically unrelated to Arabic, and they trace their descent to the pre-Islamic Berber community indigenous to North Africa. Kabyles played a significant role in the Front de Libération Nationale (FLN), the Algerian nationalist movement that fought for independence from France, only to be politically sidelined by the Arab-Muslim elements within the FLN once independence was achieved in 1962.

Governmental restrictions on Tamazigh-related activity began immediately upon independence. They included the abolition of the chair of Berber studies at Algiers University in 1962 and the criminalizing of the possession of Tamazigh dictionaries. After the cancellation of a lecture on Berber poetry by Kabyle activist Moulaoud Mammeri in the Kabyle city of Tizi Ouzou in 1980, a series of riots and demonstrations were sparked, often termed the Tizi Ouzou Spring, leaving several hundred dead or wounded. More recently, Algerian president Abdelaziz Bouteflika, in a nation-wide television address, termed Tamazigh "a factory of division in national unity."[10]

The pressure has come not only from the state. Algerian Islamists have likewise victimized the Kabyle community and are responsible for bomb attacks against Kabyle music concerts and the kidnapping and eventual murder of the famous Kabyle singer Matoub Lounes, who had told a Kabyle newspaper that he was "neither Arab nor Muslim."[11]

Linguistic freedom has been one of the linchpins of the Kabyle political movement. The Movement for the Autonomy of Kabylia (MAK, founded 2001) is the most politically sophisticated of all the Kabyle ethno-linguistic political movements. The MAK, partially led by Ferhat Mehenni, a Kabyle singer-activist, advocates autonomy for Kabylia along the lines of that enjoyed by the Catalonians, Flemish, Welsh, and Scottish peoples.[12] The MAK boycotted the April 2004 Algerian presidential elections on the grounds that Algiers has refused to recognize Tamazigh as an official (rather than just a "national") language.

Algeria's Arabization policy has had repercussions for both Europe and the United States. It has contributed to the growth of militant Islam within the Algerian public sphere, fueling not only the Algerian civil war but also the growth of a fundamentalist Arabisant Algerian diaspora in both Europe and North America. More recently, continuing clashes between the Kabyle minority and the country's security forces have clouded Algerian-U.S. cooperation in the ongoing war on terror, as Washington is reluctant to work with security forces responsible for suppression of a peaceful minority.

Unfortunately, President Bouteflika is using a restrictive linguistic policy to forge a national consensus. He seeks to reconcile Arab nationalists and Islamists by refusing to grant broad linguistic rights to the increasingly restless Kabyle minority. Arabization has become one more prop of an authoritarian regime that refuses to engage in much-needed economic and political reforms. The very least the United States can do, to begin to move Algeria in the direction of those reforms, is to stand on the side of linguistic diversity and urge the regime to abandon Arabization. Otherwise, the number of Arabisant Islamists will continue to swell into the next decade, and so too will the resentment of the Kabyles.
Talking Turkish

Although Turkey is one of the most Western, and certainly pro-American countries, in the Middle East, Turkey's language policy nevertheless remains one of the harshest and most uncompromising. That policy has become one of the prime impediments to Turkey's possible accession to the European Union (EU). A recent report from the European parliament that argued against Turkey's accession cited Ankara's treatment of its linguistic minorities among the reasons for denying Turkey's entry.[13] The policy in question is Ankara's denial of linguistic freedom for its Kurdish minority.

To understand Turkey's harsh restrictions on speaking and publishing in non-Turkish languages, it is necessary to recall the difficult circumstances that faced the nascent Turkish republic at independence. From the late Ottoman period onwards, the country's elite sought acceptance in Europe by embracing European-style notions of the nation. By a process of Turkification, they also sought to prevent the emergence of alternative national identities. They had learned, from long and bitter experience, that national groups under Ottoman rule could appeal to European powers to support separatist aspirations. By this process, the empire had lost most of its Balkan possessions.

The Treaty of Lausanne of 1923 ended the Turkish war of independence against both European and Greek forces and gave birth to the secular Turkish Republic. By its terms, Turkey had to recognize the rights of non-Muslim minorities such as Armenians and Greeks to educate in their own language. But these were small minorities whose national aspirations were being realized outside of Turkey's borders. The danger, in the minds of the Turkish-speaking elite, lay in Anatolia, among Muslim minority groups within the Turkish Republic. What was to keep them from making separatist demands? Turkey therefore successfully excluded their linguistic rights from the treaty.[14] Indeed, such disparate ethno-linguistic groups as the Albanians, Abkhaz, Arabs, Bosnians, Chechens, Circassians, Kurds, and Laz are not officially recognized by the state and have instead been subsumed under a monolithic Turkish identity.

Mustafa Kemal Atatürk's adamant secularism, or Kemalism, has likewise determined Turkish linguistic policies. As a means of breaking with the Islamic past, not only did Atatürk abolish the caliphate, but he also rid Turkish of Arabic and Persian elements, and replaced its Arabic script with a Latin one. This policy was deliberately intended to lessen the strength of Islam, by making the great body of extant religious literature inaccessible even to literate Turks. In 1932, the newly formed Türk Dil Kurumu (TDK), an organization devoted to promoting the Turkish language and protecting it from foreign influences, excised thousands of Arabic and Persian words from the new, modern Turkish lexicon.[15] The degree of success of this process is evident in both the generally high literacy rate among Turks, and the inability of the vast majority of Turks to read Ottoman-script Turkish documents. But even this success has not prevented the reassertion of Islam in Turkish politics.

The real cost of Turkification, however, has been paid by the state in its relationship with its Kurdish citizenry. Steven Kinzer of The New York Times, an observer of Turkish affairs, correctly assessed that "by banning almost every kind of Kurdish organization, the government made it impossible for moderate Kurdish leaders to emerge."[16] One of the most persistent demands of the mainstream Kurdish movement has been for the freedom to use Kurdish in schools and the media, both of which have been viewed with suspicion by Turkish authorities that rigorously adhere to the indivisible and unitary character of the state. More recently, the state has made some concessions, including the noteworthy granting of permission by the Turkish authorities for Kurdish-language teaching in private schools in Van, Batman, and Sanliurfa.[17] In June 2004, Turkish state radio and television (TRT) began short broadcasts in two Kurdish dialects, Zaza and Kurmanjy, as well as in Arabic, Bosnian, and Circassian. There will likely be increasing demands for Kurdish language classes in state-funded schools, and a growing demand by other ethno-linguistic groups, such as the Circassians, for more linguistic freedom than they have enjoyed to date.

Recent relaxations of government policy have been billed as concessions to the EU. In particular, Ankara's stringent policies on the public use of Kurdish have been a constant source of friction with the EU, as well as international human rights organizations. At the same time, there may be a realization in the Turkish political elite that past policies have been counter-productive. Those past policies were inspired by a nineteenth-century European ideal of linguistic conformity—an ideal that even Europe has abandoned as dangerous and divisive. The United States, however, has taken a less adamant stance on linguistic freedom in Turkey. This is one issue on which Washington might amplify the message coming from Brussels: Turkey will be stronger if it allows a greater measure of linguistic freedom. Far from prompting political separatism, such liberalization will tend to neutralize it.
Israeli Diversity

Israel, in contrast to its Muslim neighbors, has a comparatively open and tolerant linguistic policy, allowing for its Arab, Christian, Circassian, and Druze minorities to speak their languages both in public and private without state reprisals, and to educate their children in their native languages. Indeed, the state-subsidized educational system of the Arab sector teaches the majority of its curriculum in Palestinian-dialect Arabic.

Israel has neither a constitutional provision nor a law that specifically articulates the state's language policy.[18] This affords both central and local governmental authorities great flexibility in shaping Israeli society's use of various languages in private and public life and allows for the state to reshape its policies in relation to both the ongoing conflict with its adversaries and the emerging challenges to Hebrew-language dominance.

In order to comprehend Israel's relative degree of linguistic pluralism within the context of the Middle East, one must take into account several things: Israel's history of Jewish immigration and the rebirth of Hebrew as a vernacular language for the country's Jewish citizens, the granting to Arabic the status of an official language of the Jewish state, Israel's laissez-faire attitude toward the country's Armenian and Circassian minorities, and contemporary attempts to promote bilingualism. Despite the rising numbers of Israel's Arab citizens involved in terrorist activities—still an extremely small number in proportion to the numerical strength of the Arab sector—Israel's policy of linguistic tolerance has helped to stem the tide of radicalization of its minority communities.

Hebrew, as the most widely spoken language and as the language of government, has become to Israel what English is to the United States: the language to be used by immigrants (whose native languages number in the hundreds) so as to create a monolithic Israeli linguistic identity. Given the importance of the rebirth of Hebrew as a vernacular for the modern Zionist project, Hebrew has become the Israeli language, par excellence. In the early years of the state, Hebrew primacy came at the expense of the numerous languages spoken by Jewish immigrants, particularly Yiddish, Judeo-Arabic, Judeo-Persian, and Judeo-Berber, vernacular languages that were both discouraged and marginalized in the new Hebrew-speaking society. (Speech in other European languages spoken by immigrants, such German and Polish, was also discouraged.)

But the State of Israel's promotion of Hebrew as the dominant language of its majority actually discriminated more against rival Judaic (and European) languages than against languages spoken by the country's non-Jewish minorities. Certainly Israel's Arab citizens are also required to learn Hebrew in school. However, Arabic is an official language of the Jewish state, a status it shares only with Hebrew. Not only does Israel allow its Arabic-speaking citizens to maintain their own linguistic identity, the government funds Arabic-language schools for its Palestinian Arab citizenry. Likewise, signs in Israel are often found in both Hebrew and Arabic, and there is no shortage of Arabic-language newspapers and broadcasts.

Due to the growing demographic and numerical strength of Israel's Arab citizens, it is conceivable that Arabic will become an increasingly influential language in the Jewish state. This partially explains the attempts by some Israeli political activists to press for a greater Hebrew-Arabic bilingualism among Jews, a move with significant political implications. The Swiss government, for example, has given financial support for an Arab-Jewish bilingual school in Jerusalem.[19] Haifa mayor Yona Yahav recently argued that "one of the barriers that exacerbates the Jewish-Arab conflict is the language barrier," a clear indication that he believes that an increased appreciation and understanding of Arabic by all Haifa schoolchildren could help to lessen the potential ethnic and political conflicts within the municipality.[20]

The effort to create a bilingual society in Israel will face many obstacles, not least of which is the perception that Arabic is the language of the enemy. There is also the fact that the million-plus immigrants who arrived from the former Soviet Union in the 1990s have differed from past Jewish immigrants. They have maintained their Russian language, imparted it to the next generation, and supported cultural activities in Russian. Over the past decade, Russian has emerged as a second language of Israeli Jews, easily on par with Arabic in the media, politics, and advertising.

In sum, Israel is more linguistically diverse than ever, and the absence of linguistic legislation allows for a great deal of creativity and flexibility. This laissez-faire attitude has served the state well, compensating Arabic-speaking communities for other forms of perceived social and political discrimination, and integrating large numbers of Russian-speakers into society, even before they have mastered Hebrew. Linguistic pluralism has been of crucial importance in strengthening Israeli democracy, and in reinforcing a respect for political and religious pluralism. It is no accident that the most vibrant democracy in the Middle East is also the most tolerant of diversity in languages.
American Incentives

Whereas most people in the West take for granted the ability to speak or publish newspapers in any language they wish, this very concept is still viewed with suspicion, if not outright hostility, in much of the Middle East. Here the idea of exclusive nationalism, with its pressures for linguistic conformity, still holds rulers and intellectuals in its thrall. The "new Arab media" actually reinforce this trend. The leading journalists and thinkers who dominate the Arab media tend to ignore issues dealing with minority rights, particularly of those who are not Arabic-speakers. They thus contribute to marginalizing ethno-political groups whose primary vernacular is a non-Arabic language, be it Armenian, Assyrian, Bosnian, Chechen, Circassian, French, Kurdish, Persian, or Tamazigh.

This is where the United States can and should play a role. Just as Washington has an interest in a democratic Middle East, it also has an interest in a Middle East that respects linguistic freedom. Its absence is usually a sign of a dangerously dysfunctional political system. So it was in Saddam Hussein's Iraq, where the oppression of Kurds and threats to U.S. security went hand in hand. So it was in Algeria, where growing Arabization led to civil war and the emergence of radicalized Islamist cadres that have posed a clear danger to U.S. national interests. So it was in Turkey, where a stringent policy against Kurdish contributed to blocking Turkey's path to the EU, a clear U.S. interest and one that President Bush, despite opposition from French president Jacques Chirac, rightly promoted at the June 2004 North Atlantic Treaty Organization summit in Istanbul.

Washington can help to promote linguistic diversity if it raises the issue to the same level as religious freedom and gender equality. It should use its not-inconsiderable influence to assure that the new Iraq protects linguistic freedom and pluralism. Indeed, it is unlikely that Iraq will break with its sorry record of abusing minorities, or achieve even a semblance of democracy, without guaranteeing such freedom. Washington likewise should urge Algeria to stop placating Islamists at the expense of Kabyles. The United States also should work with the European Union to create still more incentives for Turkey to liberalize its linguistic policies, especially vis-à-vis Kurdish. This can only strengthen Turkish democracy, which is not only important for U.S. strategic interests, but which also provides a working model for other regional states, notably the fledgling Iraqi polity. As for governments at odds with the United States, such as Iran and Syria, their policies toward language freedom, particularly against their Kurdish citizens, should be monitored and reported, just as the United States monitors their involvement in terrorism.

It is in America's long-term national interest for Washington to promote linguistic freedom in a region stagnating under archaic economic and political systems and generating totalitarian movements, religious and secular, that are hostile to American national security. One way to do that is to promote freedom of speech in its fullest sense. That means not just the freedom to speak one's mind. It means the freedom to speak whatever language comes most readily to one's lips.

Jonathan Eric Lewis is a New York-based political analyst and consultant specializing in the history of Middle Eastern minority groups and their political movements in the diaspora.

[1] "President Bush Discusses Freedom in Iraq and Middle East," remarks at the National Endowment for Democracy, Washington, D.C., Nov. 6, 2003, at http://www.whitehouse.gov/news/releases/2003/11/20031106-2.html.
[2] I refer to Israel in its pre-1967 configuration.
[3] "The Law of Administration for the State of Iraq for the Transitional Period," at http://www.cpa-iraq.org/government/TAL.html.
[4] Yitzhak Nakash, The Shi‘is of Iraq (Princeton: Princeton University Press, 1994), p. 257.
[5] Hugh Roberts, "Historical and Unhistorical Approaches to the Problem of Identity in Algeria," in Hugh Roberts, The Battlefield: Algeria 1988-2002 (London: Verso, 2003), p. 142.
[6] Ibid., p. 139.
[7] Ibid., pp. 12-3.
[8] Martin Stone, The Tragedy of Algeria (New York: Columbia University Press, 1993), p. 52. See also James Coffman, "Does the Arabic Language Encourage Radical Islam?" Middle East Quarterly, Dec. 1995, pp. 51-7, at http://www.meforum.org/article/276.
[9] Michael Willis, The Islamist Challenge in Algeria: A Political History (New York: New York University Press, 1996), pp. 140-3.
[10] Le Matin (Algiers), Mar. 17, 2004.
[11] Stone, The Tragedy of Algeria, p. 213.
[12] Official website of the MAK, at http://www.makabylie.info/index.php3?rep_rubrique=ahric7&page_centre=mak-pak-english.
[13] Reuters, Apr. 1, 2004.
[14] See "Treaty of Peace with Turkey Signed at Lausanne, July 24, 1923," at http://www.lib.byu.edu/~rdh/wwi/1918p/lausanne.html.
[15] Martin Gani, "Euro-Turkish," The World & I, Feb. 2004, pp. 170-7.
[16] Stephen Kinzer, Crescent and Star: Turkey between Two Worlds (New York: Farrar, Straus, and Giroux, 2001), p. 114.
[17] Associated Press, Apr. 2, 2004.
[18] Bernard Spolsky, "Multilingualism in Israel," Annual Review of Applied Linguistics, vol. 17, 1996, at http://www.biu.ac.il/HU/lprc/aral.htm.
[19] The Jewish Week (New York), Mar. 19, 2004.
[20] Jerusalem Post, Mar. 11, 2004.

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ghost
27/12/2005, 16h31
Azul Akrouh,
Would you please add the source? I missed it. Thanks.
Happy new year.

akrouh
28/12/2005, 09h04
happy new year to you too!


http://www.meforum.org/article/635

akrouh
28/12/2005, 09h14
this is another related article from the same source.



Does the Arabic Language Encourage Radical Islam?

by James Coffman

James Coffman is director of America-Mideast Educational and Training Services, Inc. (AMIDEAST), Tunisia.

Native speakers of Arabic have long claimed that Arabic is far more than a language; rather, the language of Islam, the language chosen by God to speak to mankind, influences how a person perceives the world and expresses reality. This, in turn, has a profound impact on a society's outlook. Thus, Ahmed Taleb Ibrahimi, a former Algerian minister of education, declares that "a people that changes language is a people that changes its soul and its view on the world."1 Abdelkader Yefsah, a sociologist, recently wrote that use of the Arabic language "leads straight to . . . the primacy of the religious over all other activity."2

In contrast, nonspeakers of Arabic tend to be somewhat skeptical of such claims. They acknowledge the importance of Arabic and appreciate its profound connections to the Islamic faith, but find it hard to believe that Arabic is so consequential.

While doing research at two Algerian universities in the academic year 1989-90, I had a unique opportunity to conduct a systematic investigation of this question. Looking at the differences between students schooled primarily in Arabic and primarily in French, I found the differences between them to be many and profound. To sum up the differences, Arabized students see the world in a far more Islamic fashion than do their French-oriented peers. What Arabic-speakers say about their language, in short, is true.

ARABIC IN THE EDUCATION SYSTEM

The Arabic language is the most potent symbol of Arab-Islamic culture and its transmission, and as such has always been considered the necessary medium of instruction. Nearly all Arabs accept the importance of primary and secondary instruction's being conducted in Arabic; and, in fact, Arabic does dominate the curriculum through high school. Algeria, which long had a French educational system, completed its transition to Arabic in 1989, when the first class of twelfth-graders graduated from a completely Arabic education.

However, a good part of university instruction in the Arab world remains yet in English and French, prompting a major debate. On the one hand, a great majority of Arabs, regardless of their own linguistic skills, in principle favor the Arabization of higher education. The Francophone technocratic elite in Algeria's modern sectors publicly "approves" of Arabization even as it insists on the necessity of retaining French as a tool of modernization. But privately, this elite says with surprising frequency that Arabization would send Algeria "back to the Middle Ages." This elite is attached to a Western, secular, and scientific world view (and lifestyle), and it rejects Arab-Islamic traditionalism.

Also, attempts to Arabize instruction have run into the hard barrier of practicality: resources to make a complete switch simply are not there. The result is a splitting of institutions into Arabic- and European-language sections. Islamic studies and Arabic literature are the only completely Arabized disciplines. Scientific and technical instruction takes place in English even at Cairo's venerable Arab-Islamic institution, Al-Azhar, and at the universities of Medina and Mecca. In the entire Arab world, only Syria appears to have managed completely to Arabize its university.3 The other countries have all partially Arabized, with the humanities and social-science disciplines largely or completely in Arabic, and the scientific and technical fields largely or completely in English or French.

Every Algerian student with whom I spoke emphasized the necessity of maintaining contact with the developed West in order to effect a transfer of knowledge. The Islamist students stressed the necessity of separating that which is scientific and technical from the cultural and "moral." The greater a student's observed and professed attachment to Islamic ideology, the greater his tendency to reject the Western cultural and societal model as inappropriate or dangerous for Algeria. The Islamist movement therefore seeks to maintain the transfer of knowledge directly from the West while enveloping it in an Arab-Islamic cultural-religious ideology that filters out those Western aspects deemed harmful to Algeria.4

In many ways, the linguistic struggle is between two liturgical languages: Arabic is the medium of an arcane and powerful religion, and French is the medium of an equally arcane and powerful body of scientific myths and rites. The number of Algerians who told me "French cannot express the beauty and depth of the divine Islamic message" was matched by an equal number telling me "Arabic is incapable of transmitting modern science."

STUDYING IN ARABIC ENCOURAGES ISLAMISM

My research shows that the language of study is the most significant variable in determining a student's attachment to Islamic or Islamist principles. Cultural-religious orientation is more closely tied to language than to sex, socioeconomic status, ethnicity, geographic origin, or field of study. I reached this conclusion from extensive observation and interviewing at the Université des Sciences et de la Technologie Houari Boumediene (USTHB) and at the University of Algiers. I focused on two comparisons: (1) Arabized students in the incoming class versus slightly older, less-, and non-Arabized students; and (2) students in the Arabized social sciences and humanities versus those in the largely Francophone sciences and engineering.

To assess students' attitudes about Islamization, I asked questions on such matters as equal rights for men and women, coeducational elementary and high schools, frequency of prayer, the sale of alcohol, their perceptions of Western societies and culture, and the importance of having Muslim teachers. Of women, I asked about their wearing the hijab (the garment worn by women that hides every part of their body except the face and hands) and their willingness to marry a non-Muslim. Of men, I also asked two specific questions: their attitude toward the hijab and their mosque attendance on Fridays. For students' attitudes toward "the West," I asked whether Algerian culture has anything to learn from Western culture, the importance of Algerian relations with Western countries, the impact of Western films and television programs, and music preferences.

The interviews showed that wealthy Algerians and Berber males are the least likely to be Islamists. Female students, whether identifying themselves as Arab or Berber, tend to be moderate. Arab males tend to be more strongly Islamist. Students from rural origins--who seem much less sophisticated--and from lower socioeconomic groups are manifestly more Islamized than others.

Student attitudes toward the Arabization of higher education reflect a national ambivalence toward the role of Islam in society: yes, we must enhance our cultural and linguistic national personality; but no, we must not allow it to deprive us of the power of universal scientific knowledge. It is only extremist Islamists and extremist Berberists who are able to escape such wavering and adopt firm, unequivocal stances for or against Arabization/Islamization.

In interviews, Arabized students show decidedly greater support for the Islamist movement and greater mistrust of the West. Arabized students tend to repeat the same simplistic stories and rumors that abound in the Arabic-language press, particularly Al-Munqidh, the newspaper of the Islamic Salvation Front. They tell about sightings of the word "Allah" written in the afternoon sky, the infiltration into Algeria of Israeli women spies infected with AIDS, the "disproving" of Christianity on a local religious program,5 and the mass conversion to Islam by millions of Americans. I was not the only one to notice this distinction. When asked if the new, Arabized students differed from the other students, many students and faculty answered an emphatic yes.

Student opinions. Many students saw the Arabization of primary and secondary education as responsible for much of the differences between them. Students from the first Arabized cohort of 1989 see themselves and are seen by other students as more competent in the Arabic language than their elders in the university. They differ from students just a year or two older in their attachment to Islamic precepts, values, attitudes, and behaviors.

Many students perceive Arabization as a primary cause of this increased Islamization. For example, a group of third-year students in psychology at the University of Algiers's Bouzaréah campus affirmed that the new students in their department were quite different. One explained:

They're a lot more conservative, religious-oriented, and narrow-minded than before. Especially here in psychology. You can't talk to most of them about certain subjects at all. Religion, for example. They just refuse to discuss it.

Asked why she thought that students in the sociology department were more religiously oriented than those in foreign languages, Nabila, a student of English, offered her analysis:

I don't know, although I've often wondered about that myself. I think it may be due to the fact that they have greater contact with the Arabic language and with professors who bring them things on religion. There are more professors who belong to the Da`wa Islamiya [Islamist religious group] than in our department. I think that when one is strong in a language, it encourages one to read more in that language than when one is not so strong. And that leads to other readings. Me, for example, when I find an Arabic book that interests me, I read a little of it, but that's it. I can't read the whole thing. It's too much work.6

The greatest difference is among scientific and technical high school graduates, for these high school tracks were the last to be Arabized. Mehdi is a student from the totally Arabized cohort who now studies engineering at USTHB in French. He has strong views on language:

Arabization will change the ways of thinking of Algerians in certain domains. It's true. For example, there are many Algerians who are simply not Algerians -- they're really French. For them, language is their umbilical cord with France. I'm sure that Arabization will change this society -- make it more religious than it is. . . . I'm convinced that we can transform the Algerian personality through Arabization. But that doesn't mean that we will be separated from the world of science and modernity. That's not true. In fact, I have a teacher who did a little statistical study of her own here at Bab-Ezzouar [USTHB]. She found that in comparing her Arabized and bilingual students, the Arabized worked a hundred times harder than the others. Why? Because they are seeking something. . . . They're afraid of lacking something, so they seek it to make up for it. I do that myself.7

Mouloud, a fourth-year engineering student, feels that studying in Arabic has caused students to adhere more to traditional values and Islam. But the real effect of Arabization is due to the difference in teachers at the primary and secondary levels. "A lot of the teachers come from Arab countries. They're more traditional. They are stricter, hit students, and emphasize obedience more." Indeed, many university students told me that they found their elementary and high school teachers from the Middle East, as well as the Algerians who were trained there, more austere, authoritarian, less approachable, and more likely to beat students physically.

A group of four fourth-year electrical-engineering students at USTHB all agreed that the new Arabized students were different from all the others. "Arabization has changed students' attitudes. They have another mentality; we really don't have much in common with them. They're so narrow-minded!" They all felt that being steeped only in the Arabic language meant "thinking differently." How, exactly? "There's something there," but they couldn't put their finger on it. Two of the four pointed to the cultures and attitudes implied by the two languages (Arabic and French).

Older students see Arabized students as weaker in French, more religious, and more narrow-minded. Indeed, rapid change is felt even within the family; many students described their Arabized brothers and sisters in such terms. Fatih, a Berber engineering student, had to repeat his first year's studies, and so wound up in classes with the new Arabized students. He found them unlike himself:

They are definitely different, more conservative -- narrow-minded on a lot of issues. They are a lot weaker in French, making them struggle more in class than we did. I don't know . . . they say things differently, and don't talk as much. I have a hard time even talking to them. I even notice it with my brother, who is Arabized. We're only three years apart. But he's so narrow-minded. I know it's because he only reads the Arabic press and listens to the Arabic radio station. That gives him a completely different view on what's happening in Algeria and the rest of the world. He shakes his head when he sees me reading Horizons [the leading French-language daily]. I don't know . . . there's this gap between us. And most of these first-year students are just like him.8

Faculty views. The professors I spoke with at three campuses all noticed a difference between the Arabized group and their predecessors, though they perceived less a change in attitudes than in intellectual quality. Every professor indicated seeing a serious drop in the level of student competencies in all domains. While the switch in languages at the university level must be expected to cause some difficulties, most professors felt that linguistically, the new students were much weaker in French without being competent in Arabic. In contrast to the student opinion that the new students were strong in Arabic, a professor of engineering sighed, "What we're getting now is bilingual illiterates!" The professors attribute this drop in student quality in part to the overburdened school system, which does not provide adequate materials, conditions, or proper student-teacher ratios; and in part to Arabization, which removes the best and most experienced teachers from the schools. The drop in students' academic preparation, especially their analytical skills, say many teachers, causes the Arabized students to become easy prey for simplistic discourse and the Islamist movement. Sou'ad Khodja, professor of sociology at the University of Algiers's Bouzaréah campus, bitterly attacks the Arabized Algerian school system:

The educational system has been infiltrated for fifteen years by Islamists and Ba`thists. The two have joined efforts, under the cover of Arabization at full speed, to produce children who are totally uncultured and without a critical mind. . . . The pedagogical method used was based on memorization and repetition.9

A large number of students and teachers agree with Khodja's thesis; and my own experience leads me to do so as well.

To sum up, this study establishes several connected points. The Arabization of education has direct effects on individuals' cultural orientation. Arabic's Islamic references imbue it with powerful religious symbolism that has important political connotations. When Arabization leads to a weakening of French, a dramatic shift in civilizational orientation results.

WHY ARABIC ENCOURAGES ISLAM

Four explanations most likely account for my finding that Arabized education results in increased Islamization.

Arabic's different symbolic order. "Why is it so hard for a teenager to tell his girlfriend `I love you' in Arabic?" asks Mohamed Talbi, a linguist. "In French, it's so easy." To which his colleague Amina Zaoui replies, "The Arabic language has a memory that atrophies it: it has gone through the funnel of Islamic thought. . . . Arabic is a prisoner of Islam . . . sacred, it remains the language of modesty."10 The particular structure of the Arabic language and its allusions mean that a child who studies and thinks in Arabic will develop distinct historical and cultural references, cognitive approaches, attitudes, and styles of reasoning.

Arabic and Islam are complementary and mutually reinforcing. Arabization and Islamization are inseparable parts of a single cultural ideal that now pervades the Arab world. In Ann Swidler's terms,11 their cultural "tool kits" of cognitive and symbolic thinking differ from those imparted to earlier bilingual cohorts. The Arabized students prefer the Arabic-language press and radio, which differ in ideological orientation from the Francophone media. The Arabic-language media clearly have a more Islamic and anti-Western approach to political and social issues; and the radio stations' choice of music is Arab, in contrast to the Western music on French-language radio. During the current period of great social upheaval and uncertainty, these students tend to gravitate toward movements and activities more in harmony with their Arabophone references. As the ideological crisis deepens, individuals choose their camp by how well they understand and associate with its message. Arabized individuals find the Islamic groups' symbols, linguistic style, and cultural referents more familiar and persuasive.

This explanation fits with the views of such linguists as Jerome Bruner, Joseph Glick, R. Jakobson, Edward Sapir, and Benjamin Whorf, who argue that language inevitably imposes cognitive categories that force an individual into a particular symbolic order in thinking, communicating, and the ordering of his experience. Arabic's highly charged sacred character increases its coercive power, making it what Benedict Anderson calls a "truth-language."12 It is an emanation of reality and thus the only access to that reality. This has made Arabic particularly resistant to change and accretions.

It is worth noting here that while the Arabic language is perfectly capable of serving as a medium of modernity, it does not do so, because it serves as a highly charged religious symbol. Understanding the dynamics at work, Islamist leaders in Algeria make Arabization of the school system a primary goal.

Less competence in French. Arabized students soon realize that even in the Arabized university faculties (Islamic studies aside), French holds an undeniable prestige as the key to quality reading material and instructors. And they know that the large state companies of the economic sector function almost entirely in French. As Clement Henry Moore and Arlie R. Hochschild demonstrated in Morocco,13 these students, unable to share in the veneer of French culture that pervades the modern sector, are the most likely to become politicized. Fifteen years ago in Algeria, this discontent led to student strikes; today, it is channeled toward Islamist opposition.

A poorer quality of instruction. Using Arabic in the schools implies much about teachers, textbooks, and pedagogical approaches. As the primary and secondary levels adopted Arabic, many of the most qualified and experienced teachers, unable to teach in Arabic, were let go, then replaced with poorly qualified Arabic-speaking teachers who also brought more traditional and pro-Islamic attitudes. Textbooks in Arabic do not match the technical quality, sophistication, and diversity of French textbooks--a fact usually acknowledged by teachers. As for pedagogy, while the West emphasizes a child's observation, critical awakening, and active participation, Arab pedagogy builds on memorization of the Qur'an, a text never to be questioned.14 From this base, the child learns to be less active or critical in acquiring knowledge than his Western counterpart. Knowledge for him is less an object of discovery than a corpus to be deposited in the child through rote learning.

Graduates of such a system tend to have a weaker mastery of subject matter, are less able to express themselves, and have less developed critical, analytical, and creative skills. Also, these less analytical students, say many (and I agree), are more easily swayed -- especially during periods of social crisis -- by the authoritarian nature of Islamist discourse, which demands unquestioning obedience to a dogmatic belief system.

Strengthened links with the Middle East. Just as young Algerians in the 1960s voraciously read leftist political literature in French, many of today's university students consume large quantities of Islamist works in Arabic, something made possible by their strong grounding in classical Arabic language and literature. Greater contact with the Middle East, with its Arabist and Islamist culture, has spawned sophisticated writings, debates, and discussions on Islam in Algeria. As Dale Eickelman points out, this relatively new intellectual discussion of Islam on a wide scale has done much to transform Islam from a lived tradition into a conscious ideology.15

CONCLUSION

Every Arab government, regardless of its political or social character, uses the symbolic power of the Arab language in its drive toward national modernization, authentification, and uniformization. All of them see the Arabization of society, particularly the educational system, as crucial to their mission. This leads, however, to an unexpected irony: because Arabs draw so close a connection between classical Arabic and the faith of Islam, Arabization invariably leads to an identification with the (supranational) Islamic religious tradition. Even the most secular Arab nationalits (such as the Ba`thist variants in Syria and Iraq) must appeal to Islamic symbolism to bolster sagging legitimacy and to mobilize the masses (as Saddam Husayn did in his wars against Iran and the U.S.-led coalition). Hence, Arab nationalism has, however inadvertently, contributed to the rise of Islamism. Indeed, today's Islamist surge is the natural, perhaps inevitable consequence of the Arab nationalist policies of thirty years ago.

This logic applies to Algeria as well. To build national identity, the Algerian nationalists who came to power in 1962 greatly emphasized Arabism and Arabization; their heirs, today's Arabized university students, identify themselves not as "Algerian" or even "Arab" but as "Muslim." This correlation between Arabic and Islam, we have seen, cuts across all ethnic or socioeconomic groups. Even among Berbers, the most fervently pro-Western and anti-Islamist group in the country, young people who recently graduated from Arabized programs show more Islamic attitudes than their parents and older siblings. The radical enterprise of a generation ago, in short, ended up hijacked by the power of the Arabic language.

RESEARCH METHODOLOGY

I conducted my study in the capital, Algiers, where there is the greatest concentration of university students, the largest array of fields of study available, and a population in which all the country's ethnic and socioeconomic groups are represented. The two universities in Algiers -- the University of Algiers and the Université des Sciences et de la Technologie Houari Boumediene -- offer a good point of comparison for this study. Of the same size and considered the top universities in the country, the former is an Arabized institution specializing in law, social sciences, and humanities, and the latter a largely French-language institution training scientists and engineers.

The year 1989-90 was the perfect moment to research the effects of Arabization, for it marked the first-ever entry of a fully Arabized group into the university. Also, the concomitant collapse of communism that year, the weakening of Algeria's ruling National Liberation Front, and the rapid rise of Islamism created an atmosphere in which students felt particularly free to express their opinions on all subjects without fear of repression.

To obtain information on students' attitudes and their adherence to Islamic religious values, I conducted approximately seventy-five interviews and administered over two thousand copies of an attitudinal questionnaire of forty-five items. The sample included students in several disciplines.

My research did not pass without controversy. Just three days after first using the questionnaire, a large poster appeared on the bulletin board reserved for the students of the mosque at the University of Algiers scathingly attacking me and my activities.16 But this proved a summer storm, and efforts to clear it up even resulted in my establishing closer relations with the students.

1 Quoted in Bernard Cubertafond, L'Algérie contemporaine (Paris: Presses Universitaire de France, 1981), p. 23.
2 Abdelkader Yefsah, La Question du Pouvoir en Algérie (Algiers: ENAP, 1990), pp. 381-82.
3 Gilbert Grandguillaume, Arabisation et politique linguistique au Maghreb (Paris: Maisonneuve & Larose, 1983), p. 20; Fatiha Akeb, "Moi et Ma Langue," Parcours Maghrébins, Dec. 1986. "Appears," for official declarations often only loosely correlate with classroom reality. Considering the lack of scientific textbooks, it is likely that Syrian students, like their counterparts in other Arab countries, must do extensive reading in European languages.
4 I showed Abassi Madani, the head of the Islamic Salvation Front and a professor of education at the University of Algiers's Bouzaréah campus, the book Islamization of Knowledge: General Principles and Work Plan (Herndon, Va.: International Institute of Islamic Thought, 1987); he shrugged it off as "idealistic," saying that what is necessary is to seize control of the university environment and determine what is taught and how.

5 This recent religious program had a profound effect on millions of Algerians. I many, many times heard about when Ahmed Deedat, a South African Muslim scholar, invited Jimmy Swaggart (the "leader of Christianity") to a debate on the veracity of the Bible. Swaggart was apparently trounced, finally admitting that the Bible had indeed been altered throughout history. For many millions of Algerians, this constituted proof of the superiority of Islam over Christianity.
6 Interview, Jan. 22, 1990.
7 Interview, Mar. 28, 1990.
8 Interview, Apr. 30, 1990.
9 Le Point, Jan. 18, 1992.
10 Algérie-Actualité, Apr. 3-9, 1986, quoted in Henri Sanson, "Peuple Algérien, Peuple Arabe," Annales de l'Afrique du Nord, 24 (1985).
11 Ann Swidler, "Culture in Action: Symbols and Strategies," American Sociological Review, Apr. 1986, pp. 273-86.
12 Benedict Anderson, Imagined Communities (New York: Verso, 1991), p. 14.
13 Clement Henry Moore and Arlie R. Hochschild, "Student Unions in North African Politics," Daedalus, Winter 1968.
14 Grandguillaume, Arabisation, p. 21.
15 Dale Eickelman, "Imagining Islam: Books and Higher Education in Contemporary Muslim Thought," paper presented at the annual meeting of the Middle East Studies Association of North America, Washington, D.C., Nov. 1991.
16 The most important passage read as follows: "DANGER! A foreigner has been distributing this questionnaire [a copy was hanging above the poster] in our faculty. This person has introduced himself into our midst under false pretexts! He claims to be studying our university, but distributes a questionnaire focusing on students' religious beliefs. It is clear that he intends to use information obtained for insidious ends. His questions show his bias and anti-Islamic attitudes. For example, the question asking whether Western societies could serve as a model for Algerian society. And why does he insist on the comparison between Arabic and French, with no mention of other Algerian languages, such as M'zab, Chaouïa, and Tuareg? Once again, foreigners are attempting to malign and slander us. Do not answer this questionnaire! Anyone cooperating with this individual is a traitor to his people, his country, and to Islam! This man is an enemy of God!"

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http://www.meforum.org/article/276

ghost
23/01/2006, 22h42
Great find akrouh! Please keep it up!

May be tirrugza will lighten up if he takes time to read this text. But, I doubt it since he si cloistered in his limited french islamisme (i wonder if it worse that arabic islamisme ?). It doesn't matter. He is a lost case.

thanks again. New York, right? You should go to the celebration of yennayer in New york city. It will take place on the 28th of January in Manhattan.

akrouh
24/01/2006, 10h44
azul ghost

it is a relief finaly to see a change in the western attitude toward militant islam , especialy the americans who are motivated more than the rests in fighting the arab ideological desease!
many specialists today can see the role of the so called "moderate" and "friendly" regimes of the west , as the REAL PROBLEM rather than the solution or alternative to the islamist threat, and because the struggle between the west and militant islam will take decades ,we should position ourselfs with the free world and its leader :U.S.A !
as for the french , they are still prisoners of their own ARAB POLICY initiated in 1830 !
french islamism today is a payement of dividens as a consequence of the french heavy invesment in its ARAB POLICY in tamazgha !

there are many useful idiots among us , but i have many reasons to be optimistic about the new amazigh generation !

new york ! new york ! the city that never sleeps ! thanks for the invitation anyways ! i live in denver ,colorado , idurar n'rockies !

happy new year(!(

Hmiducc
25/01/2006, 05h09
azul ghost
.................................................. ......................
there are many useful idiots among us , but i have many reasons to be optimistic about the new amazigh generation !

new york ! new york ! the city that never sleeps ! thanks for the invitation anyways ! i live in denver ,colorado , idurar n'rockies !

happy new year(!(
How do you like Idurar N'rockies ?
You are, as I put it a stones throw from wher I live ... which is further north!

As you put it, the americain see to have finally the "focus" set on this disease Islam.
Unfortunately, may other states seem to cater to them, namely Canada and most of Europe.

I believe that the "war on the misfits" should start at home first for unless it is seen as a homegrown movement, the american will not stand for others' fights.
Hence the resistence should sprout among imazighen

Cheers!

akrouh
25/01/2006, 06h48
azul a hmiducc..

a'm glad to know you live in the neighborhood

idurar n'rockies are wonderful! i assume you will agree with me !

i do agree with your point of view,if we don't act , we won't even be seen on the radar screen!
i am no fan of ghandi's methods ,it won't work for us ,it is unfortunate in today's media world that only violence will highlight a struggle and put it on the map !

in short :you don't do violence ,you don't exist !

the kurdish experience in iraq , is a valuable lesson for us.

tanemirth

Hmiducc
25/01/2006, 14h24
azul a hmiducc..

a'm glad to know you live in the neighborhood
.................................................. .....................
in short :you don't do violence ,you don't exist !

the kurdish experience in iraq , is a valuable lesson for us.

tanemirth
The word can carry violence if intelligently used as a weapon today!
The main thing, I nelieve, is for us to reappropriate what I call THE RIGHT to speak without any restriction and any subject matter.

AND I mean in Algeria!

As far as nieghbourhood go, I hide in a small village next door to Montana.
Actually I am so close to Montana, I can get there just by walking in through a farmer's field!
You know what we mean by stones throw in north América, and actually I did some skiing in Clorado back in the 80'ties ...
I am planing to take a "short trip" to Arizona soon ... visit some relatives!

Bonne continuation... !

Tanemirt a mis tmurt !