Since the events of September 11, 2001, Islam in Middle Eastern school curricula has become the focus of increased scrutiny. New research funded by the U.S. Institute of Peace into contemporary Islamic religion textbooks used in Syria, Jordan, Egypt, Kuwait, Saudi Arabia, Oman, Palestine, Turkey, and Iran reveals that they share a common historical narrative and sense of victimization, and have been "put to work" in the cause of nation-building. At the same time, there are sharp differences from country to country in the representation of Islamic values and the relationship between Muslims and non-Muslims.

On March 23, 2004 the Institute's Grant Program, in conjunction with Brown University and the Institute of International Education, sponsored a roundtable on "Islam in Middle Eastern Textbooks: Nation-Building, Identity, and the Question of Reform." Members of the research team presented their findings and explored the content of religious textbooks, the status of textbook reform, and the implications for policymakers, educators, and other practitioners seeking to advance mutual understanding and democracy in the Middle East. Moderated by Middle East specialist and Institute grants program officer Steven Riskin, the panel discussion was followed by questions from the floor.

Speakers

• Eleanor Abdella Doumato
  Watson Institute for International Studies, Brown University; and Grant Project Director
• Nathan Brown
  Department of Political Science and International Affairs, George Washington University
• Gregory Starrett
  Department of Anthropology, University of North Carolina at Charlotte
• Muhammad Eissa
  Eissa & Associates, Inc., Arabic/Islamic studies education consultants
• Steve Riskin, Moderator
  Grant Program, U.S. Institute of Peace