A warm story about a professional female basketball player who coached a women's team in Bahrain rekindles an ongoing question about sport and its ability to unify and elevate.
Krista discusses recent terrorism and security concerns through Ed Husain's words.
“Next to being the children of God our greatest privilege is being the brothers of each other.”
We in the religion world use the word interfaith much too often. And in my opinion, most of what passes for interfaith dialogue is not dialogue at all — it’s a lecture about why I’m right and you’re wrong. It’s not that we’re all religious zealots, but most often the forum for these dialogues are set up to create division rather than civil discourse. Put simply, we’re much better at talking than listening.
A compelling multimedia report on life as a woman in Afghanistan.
A glimpse into the lives of two Muslims in Australia.
The topic of gender and sexuality is on our long list of shows we want to produce in the coming year — in particular, a show on transgender people. The videos above and below are excerpts from Be Like Others, a documentary about a number of young men who are transsexuals living in Iran and pursuing surgical changes.
In these two clips, Iranian-American director Tanaz Eshaghian shows the complex, multi-layered conversations and struggles for transgender people living in an Islamic state — from conversations about proper attire and wearing of the hijab to familial struggles about cultural norms.
Carefully selecting language in an invitation for expressions of Muslim identity.
This report from Daily News Egypt provides a variety of views and perspectives about President Obama choosing Cairo University as the location for tomorrow’s speech. It gives you a sense of the dialogue happening on the ground — and the difficulty of choosing one place over another to give a seminal speech.
I can’t read Arabic, but if you have other interesting articles with an international perspective that you’d recommend, point me in the right direction. Or, better yet, paste the URLs for the Arabic-language pieces and I’ll see what sense I can make of them through Google Translate.
(hat tip to Negev Rock City)
As I read this report by Sabrina Tavernies in The New York Times this weekend, I found myself wondering how Douglas Johnston might read this. What am I missing? What is the reporter not telling me about madrasas that leads to a greater understanding on my, the reader’s, part? What are the routines and teaching taking place in the madrasas. How do those teachings differ from Islamic school to Islamic school? If the Qur’an is the sole text, how is it used: purely for theological training? as a foundational text for reading and writing? as a tool for propaganda? as a source of philosophical discourse?