Please use this identifier to cite or link to this item:
Title: Researching Islam
Authors: Virani, Shafique
Virani, Shafique
Gulamadov, Shaftolu
Alidina, Faraz
Al Jajeh, Almontaser Bellah
Al-Khamis, Ulrike
Ayoung-Stoute, Anna
Badrossama, Reza
Barati, Mikael
Berger, Elizabeth
Boron, Usmon
Carter-Arlt, Michael
Chagnon, Michael
Charles, Sam
Damani, Zaheed
Farokhi, Sophia
Farokhi, Zeinab
Ferlatte, Joëlle
Ganjavi, Mahdi
Harrison, Laurie
Heikoop, William
Khan, Sunnya
Khan, Zakir
Khodadadi, Adel
Loti, David
Macfadyen, Leah
Mangar, James
Mansouri, Mohammad Amin
Moshiri, Abolfazl
Mwenda, Makena
Nadimi, Maryam
Neky, Alykhan
Pabani, Nadim
Rouhina, Mahak
Rustom, Mohammed
Shokri, Natasha
Smith, Julia
Sumar, Nureen
Tabandeh, Reza
Takim, Liyakat
Visram, Aqil
Umetsubo, Yayo
Zavqibekova, Angubin
Zhuang, Xiang
Keywords: Islam
Issue Date: 2022
Publisher: University of Toronto
Abstract: How do academics research Islam? Students in this course learn about and gain hands-on experience with essential scholarly tools for discovering and disseminating new knowledge in this field. Both individually and collaboratively, students will work on projects about academic literature, scholarly communication, and primary sources. The course is structured as an adventure. Each module is called a “Caravan Journey” and units within the modules are “Serais.” In the Muslim world, Serais were bustling stopping places that supported the flow of information, commerce, and people across trade routes through much of Asia, North Africa, and Southeast Europe. Writing about his experience at one such Caravanserai in China (known as a funduq), the famous Muslim traveler Ibn Battutah observed: “China is the safest and best country for the traveller. A man travels for nine months alone with great wealth and has nothing to fear. What is responsible for this is that in every post station in their country is a funduq which has a director living there with a company of horse and foot…. He sends someone with the travellers to conduct them to the next post station and he brings back a certificate from the director of the funduq confirming that they have all arrived. If he does not do this he is answerable for them. This is the procedure in every post station in their country from Sin al-Sin to Khan Baliq. In them is everything the traveller needs by way of provisions, especially hens and geese” (Gibb and Beckingham 1994, 893-894). Similarly, at each of our Serais, we provide our student travelers with all they need by way of provisions, though perhaps no hens or geese. With the guides and guidebooks we make available to them, we enable them to cross all their Serais to then board the next Caravan, safe and sound, certificates in hand. Caravan Journeys include readings and multimedia, pedagogical activities, and assessments. They provide rich, engaging, student-centered experiences for learners. Over forty outstanding content and education specialists, artists, musicians, filmmakers, and expert consultants have assisted me to develop these materials. To the extent possible, the journey represents the dynamic pluralism of Islam and Muslim Civilizations, showcasing diversity in terms of region, history, schools of interpretation, and gender. It incorporates both primary and secondary sources and goes beyond texts to incorporate video, sound, and images. Many living artists and musicians have contributed to the project. The Caravan Journeys in this course on Researching Islam include: 1. Studying Islam 2. Western Encounters with Islam 3. Manuscripts: An Introduction 4. The Codex 5. Romanization 6. Academic Social Media 7. Academic Conferencing 8. The Dream Job: CVs and Cover Letters
Other Identifiers: 1dd4594b-19a3-4f31-97d6-917b212163cb
Appears in Collections:Ontario OER Collection
VLS Collection

Files in This Item:
File Description SizeFormat 
InstructorGuide.pdf%%dl%% Digital PDF11.7 MBPDFView/Open Zip File (Common Cartridge)104.54 MBzipView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.