International Muslim Graduate Students in the U.S. as Cultural Agents of Peace: Experiences of Al-Rihla, Stereotypes, and Cross-Culture Communication
Bibliographic record
Abstract
After President Barak Obama‘s historical visits to Cairo, 2009 and Turkey, 2010 it was expected that new doors would open between the Muslim World and American citizens in order to eliminate cultural gaps between the two cultures. One significant door is institutions of higher education in the U.S. as public spaces for educational purposes. In these educational spaces, International Muslim Graduate Students and their American counterparts are expected to work collaboratively and cooperatively to develop a better understanding between the two cultures. This qualitative study examines the experiences of al-rihla of seven International Muslim Graduate Students in a Southwestern American university through in-depth interviews. The participants reflected on three aspects of their al-rihla experiences: Islamic concept of knowledge and al-rihla in search for knowledge; personal experiences; and the impact of the university’s/ departments’ sponsored cultural activities in bringing a better understanding of the Muslim Other. The Content Analysis method was used in analyzing the data. The analysis resulted in six themes: great appreciation of Islamic beliefs of knowledge and seeking knowledge, strong belief in al-rihla as a means to bring mutual understanding of the Other; priority to national culture, limited interaction and communication with American counterparts; stereotypes and concerns; and interest in participating in university administered cultural activities. The study concludes that institutions of higher education in the U.S. are cultural spaces that can be utilized to bring better understanding of the Muslim Other. Key words : Al-Rihla; International Muslim Graduate Students (Imgs); Curriculum Spaces; Public Pedagogy; Cultural Agents Of Peace. Resume: Apres les visites historiques du president Barack Obama au Caire en 2009 et la Turquie en 2010, il etait prevu que de nouvelles portes seraient ouvertes entre le monde musulman et les citoyens americains en vue d’eliminer les differences culturelles entre les deux cultures. Une porte est significative etablissements d’enseignement superieur aux Etats-Unis comme des espaces publics a des fins educatives. Dans ces espaces educatifs, International Graduate Students musulmanes et leurs homologues americains sont appeles a travailler en collaboration et en cooperation pour developper une meilleure comprehension entre les deux cultures. Cette etude qualitative examine les experiences d’Al-Rihla de sept internationaux musulmane des etudiants des cycles superieurs dans une universite du Sud-Ouest americain a travers des entrevues en profondeur. Les participants ont reflechi sur trois aspects de leurs al-Rihla experiences: le concept islamique de la connaissance et al-rihla a la recherche de connaissances, les experiences personnelles, et l’impact de l’universite et les ministeres des activites parrainees par la culture en apportant une meilleure comprehension de l’Autre musulman . La methode d’analyse du contenu a ete utilise dans l’analyse des donnees. L’analyse a debouche sur six themes: grande satisfaction des croyances islamiques de la connaissance et la connaissance cherche, forte croyance dans al-rihla comme un moyen d’apporter la comprehension mutuelle de l’autre, la priorite a la culture nationale, une interaction limitee et de la communication avec leurs homologues americains; les stereotypes et preoccupations, et l’interet a participer a l’universite administres activites culturelles.L’etude conclut que les institutions d’enseignement superieur aux Etats-Unis sont des espaces culturels qui peuvent etre utilises pour apporter une meilleure comprehension de l’Autre musulman. Mots cles : Al-Rihla; Etudiants Diplomes international Musulman (EDIM); Les espaces curriculum; La pedagogie du public; Les agents culturels de la paix.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".